LECTURERS’ STRATEGIES TO ENCOURAGE STUDENTS TO SPEAK ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

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A Skripsi

Submitted to the Faculty of Language Education in a Partial Fulfillment of the Requirements for Degree of Sarjana Pendidikan

Fajar Alvianto

20110540061

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE EDUCATION

UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

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LECTURERS’ STRATEGIES TO ENCOURAGE STUDENTS TO SPEAK

ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

A Skripsi

Submitted to the Faculty of Language Education in a Partial Fulfillment of the Requirements for Degree of Sarjana Pendidikan

Fajar Alvianto

20110540061

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE EDUCATION

UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

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Statement of Authenticity

I am a student with the following identity:

Name : Fajar Alvianto

NIM : 20110540061

Program Study : English Education

Faculty : Faculty of Language Education

University : Muhammadiyah University of Yogyakarta

Certify that this skripsiProposal entitled “Lecturers’ Strategies to Make Students Speak English at English Education Department of Universitas Muhammadiyah Yogyakarta” is definitely my own work. I am completely responsible for the

contents of this skripsiproposal. Others’ opinions or findings included in this skripsi proposal are quoted in accordance with ethical standards.

Yogyakarta, August 29th 2016

Fajar Alvianto

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students to master four skills namely listening, speaking, reading and writing. One of those skills is speaking skill. EED UMY lecturers are obligated to encourage the students to speak English. Therefore, the lecturers applied various strategies to accomplish this goal. This study aimed to find out the lecturers’ strategies to encourage the students to speak English. Also, this study tried to find out the challenges faced by lecturers in applying the strategies to encourage students to speak English. This study used qualitative method and descriptive qualitative research design. The researcher chose interview as the way to gather the data. There were three lecturers of EED UMY who were selected to be the research participants. In analyzing the data, the researcher used three types of coding. As a result, this study found that there were eight lecturers’ strategies to encourage students to speak English in EED UMY. They were role-play, simulation, storytelling, brainstorming, interview, speech, presentation and debate. In addition, this study also found some challenges when lecturers applying those strategies. They were classroom management, students’ lack of vocabularies, limited of times and students’ anxiety.

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Chapter One Introduction

In this chapter, the researcher presents the background of the study, the statement of the problem, limitation of the research and the research questions. Furthermore, the researcher also explains the purposes of the research. In addition, the researcher presents the significances of the study and the outline of the research. Background of the Study

In Indonesia, English is learned by learners in higher education as a foreign language. Consequently, as a country which the people learn English as a foreign language, there are not many exposures in English for the students to learn. As the result, not all English materials are mastered well by the learners. This condition will make the learners difficult to master English since the learners just learn English in the limited of time (Brown & Yule, 1999).

As a foreign language, learners should have more time to learn English and practice to speak in English continuously in order to make them understand about English and understand how to speak. In addition, the learners who have high expectation to be able to speak with what they believe as correct grammar and good pronunciation in English will use their opportunities to learn English. This happens because the learners are aware with the importance of English for their future life. Besides the learners’ awareness to learn English, the lecturers play roles as a

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enhance the learners’ ability in English. The lecturers should have good ability and

capability in English when they teach English as a foreign language. According to Act number: 20/2003/Section: 28, Subsections: 1 & 2. Ministry of Education in Indonesia prepares good English lecturers to teach the learners to be able to speak in English as good as possible which to prepare the learners to be able to compete in their future. Hopefully, it will make effective English teaching and learning in limited of time.

In learning English as a foreign language, the lecturers play important roles as a leader for the learners to lead the learning process which the learners will follow the lecturers’ instructions and also as creator which the lecturers make the learners

interest with the learning situation and the learning materials to make the learning process run effectively. English teaching and learning have the goal of focusing students so that they are able to use English for communication and as a tool for furthering their studies (Cole, 2008). The English lecturers who expect successful teaching should face many aspects such as; teaching materials, classroom

environment and students. Lecturers can also help the students build up their ability with appropriate strategies in teaching. According to Cole (2008), lecturers’ strategies in English learning should involve the students to be able to master four skills

especially speaking. Therefore, the lecturers should motivate and encourage the students to speak in English in order to make English learning successful.

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instructions are given in English. The students should master English since it is very important for their competency as a future English teacher. That is why lecturers should optimize the students’ ability in English especially in speaking. In addition,

the lecturers have major responsibility to invite and encourage the students able to speak English whether in classroom or in their environment.

Based on the researcher’s experience studying in EED UMY, in the early

semester learning English, the researcher feels anxious with the English education because it is not the first researcher’s choice that he want to learn in higher education.

Then, he was not interested in courses related to skills because he has no ability in English skills and also he feels if the communication in the classroom makes him confused. Besides, most students frequently used Indonesian language to

communicate with each other. As the result, the students were less aware whether English will help their life in the future. On the other hand, students’ speaking ability in the first year study might be undeveloped and the lecturers should encourage them to be able to speak English.

According to the researcher’s observation, the EED lecturers should give suitable strategies based on students’ need in teaching speaking to encourage them to

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Statement of the Problem

Based on the researcher’s experience as a student in English Education

Department, there were some difficulties faced by students when they spoke in English in classroom. Firstly, some students haven’t a lot of vocabularies. Secondly, the limited of times to practice speak English. Thirdly, students felt anxious when they should speak English because they worried with their grammar. The last one is the students used Indonesian language in classroom communication. Students might think that they can communicate with Indonesian language rather than using English that make them confused, because all students’ habit is using their first or second

language. Therefore, the researcher wants to investigate the strategies used by the lecturers to encourage students to speak English.

Limitation of the Problem

The focus of research will be limited on the EED lecturers’ strategies to encourage students to speak English in classroom activities.

Research Questions

Based on the background, problem statement, and the limitation of the research, the researcher formulated two research questions. The research questions are:

1. What are the strategies used by EED lecturers to encourage the students to speak English?

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Purpose of the Study

Based on the formulation of the problem, the purpose of this research can be framed as follows:

1. To find out the EED lecturers’ strategies to encourage the students to speak English.

2. To find the challenges faced by EED lecturers in applying the strategies. Significances of the Study

This research is aimed to give benefits specifically to the researcher, lecturers, students and institution.

The Researcher. This research will give benefit to the researcher to know the strategies used by EED lecturers to encourage the students to speak English. Then, this research will enhance the researcher’s understanding about the challenge faced

by the lecturers in implementing the strategies. The researcher who is the prospective teacher might learn from the result of this research so that he can understand with the challenge in teaching speaking and then, he can adopt the appropriate strategies to reduce some challenges in this teaching.

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The Students. For the students, this research will make the students

understand about the lecturers’ strategies to encourage students to speak English and the lecturers’ challenges in applying strategies. Hopefully, after they are aware of the lecturers’ strategies and challenges, they might be able to employ the strategies in

peer tutoring activity when they want to encourage their students to speak English. The Institution. For institution, this research will give benefits which the institution get some teaching strategies to encourage students to speak English that will documented and then, the teaching strategies can apply by other lecturers to encourage students to speak English. Also, the institution can review the lecturers’ strategies in teaching speaking that already used.

Outline of the Study

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Chapter Two Literature Review

This research is aimed to analyze the strategies used by lecturers to encourage students to speak English at English Education Department UMY. This chapter will discuss some importance and theories that are related to the research variables. For beginning, this research will discuss the lecturers, lecturers’ strategies in teaching

speaking and speaking term. Then, this chapter will discuss the lecturers’ strategies to encourage students to speak English at English Education Department.

Lecturer

Lecturer is the professional teacher who teaches the learner in higher

education. Lecturer should master the teaching strategies which it will influence the students’ interest in classroom, teaching material that makes the students to gain all

material and remember it, teaching environment which it make the students can feel enjoy and comfortable in classroom and so on (Haith-Cooper, 2000).

Definition of Lecturer. According to Joachim (1995), a lecturer is the person who is capable of delivering knowledge and shaping the youths to the wider amount of knowledge. Lecturers are capable of living and molding the youths such that their power is dominant as they determine the fate of the society. Therefore, the lecturers should be able to deliver knowledge, skills values and moral values to the students that cannot be easily challenged by the society (Nyerere, 1997).

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identify, and acquire skills that will be used to face some challenges in their life. The lecturers should provide knowledge, skills, and values to the learners. Educated persons are capable of employing the available opportunities in both private and public fields. The educated persons can easily secure employment as well as having life skills that will enable them to interact well in the society.

The roles of lecturer. In learning process, there are many important factors that can help the learning process run effectively such as; environment, lecturers, and students. This means that the lecturers have major responsibility to teach students. In classroom, the lecturers have obligation to make the learning process run effectively. Good lecturers should understand their own roles in classroom in which they are important factor in the learning process to involve the students to achieve learning purposes. According to Harrison and Killion (2007), there are some roles of lecturers that are necessary to be considered.

Firstly, lecturers should be a planner that can plan and prepare the

environment for learning, because the students learn through lecturers’ materials. It is

essential that the lecturers should provide the materials and equipment necessary for meaningful learning activities. The classroom should be set up to make the students feel interested with the learning materials and equipment and stimulated by the knowledge that lecturer present in classroom. In additions, the students feel

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activity. Secondly, the lecturers can also as information provider and transferring which the lecturers should become provider of information. This role is important for lecturers because when they deliver materials, the students may ask some questions to the lecturers about the materials learned. The lecturers should have bank of

information in order to give clear answers to the students’ questions. Lecturers should

make the students understand with their explanation. Thirdly, lecturers should be role models in learning process. In fact, this role has good impacts for students. Indeed, students do not only give their attention toward lecturers in delivering materials, but also the students observe the lecturers’ act. Therefore, the lecturers should behave well that make the students interested and willing to participate in learning activity.

In addition, Brown (2001) stated that the lecturers should be able to attract the students’ sympathy so that they might become students’ favorite lecturer. Lessons which are given should motivate for students to learn. Lecturers who want high student motivation, as much as possible should create a good learning situation in which the students feel comfortable and enjoy the learning process conducted by the lecturer. Competent lecturers will be able to create an effective learning environment as they will be able to manage the class. Hopefully, the students can achieve the learning outcomes as good as possible.

Speaking Skill

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important in classroom communication which it will help the students can communicate with other and discuss about the learning material.

Definition of speaking skill. According to Nunan (1999) “speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information. Its form and meaning are depending on the context in which it occurs, including the participants themselves, their experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and changing” (p. 216).

According to Chaney (1998), speaking is an essential skill that should be practiced to communicate orally. Through speaking, people will be able to know the world situations. People who have good ability in speaking will be better in sending and receiving information or message to others. Speaking is the process of building and sharing meaning through the uses of verbal and non-verbal symbol in various contexts. The mastery of speaking skill is a priority for many second and foreign language learners. Learners often evaluate their success in language learning of English on the basis how well their improvement on speaking the language. Rebecca (2006) also stated that speaking is the first mode in which children acquire language. It is part of daily involvement of most people with language activities. It is the main motor of language change. It also provides key data for our understanding of

bilingualism and language contact.

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people by using particular words and the words should be receivable and also speaking will make the people be brave to interact with other because they already have a good ability in speaking.

Types of speaking skill. According to Brown (2004) “speaking is a

productive skill that can be directly and empirically observed, those observations are invariably colored by the accuracy and effectiveness of a test-takers listening skill, which necessarily compromises the reliability and validity of an oral production test” (p. 140).

In the other page of his book, Brown says that there are five basic types of speaking. First is imitative. This type of speaking performance is the ability to imitate a word or phrase or possibly a sentence. Second is intensive. This second type of speaking frequently employed in assessments context is in the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical or phonological relationships. Third one is responsive. This type includes interaction and test comprehension but at the somewhat limited level of very short conversations, standard greeting and small talk, simple request and comments. The stimulus is usually a spoken prompt in order to preserve authenticity. Fourth is interactive. Interaction can take the two forms of transactional language, which has the purpose of exchanging specific information, or interpersonal

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storytelling, during which the opportunity for oral interaction from listeners is either highly limited or ruled out altogether.

Difficulties in speaking skill. As foreign language learners, students will feel confuse when they find that speaking in a foreign language is a complex matter. It is because speaking involves many factors. Harmer (2001) stated that the ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language.

In addition, in Hosni’s article (2014) as cited in Ur (1996) showed many

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Teaching Speaking Skill

Speaking is an important part of foreign language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, as Huebner (1990) argued, today's world requires that the goal of teaching speaking should improve students'

communicative skills because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative environments.

According to Kayi (2006), teaching speaking is to teach learner to produce the English speech sounds and sounds patterns, use words and sentence stress, intonation patterns and the rhythm of the second language, select appropriate words and

sentences according to the proper social setting, audience, situation and subject matter, organize their thoughts in a meaningful and logical sequence, use language as a means of expressing values and judgments and use the language quickly and confidently with few unnatural pauses, which is called fluency.

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Teaching speaking also has high concern in language programs so that teaching strategies cannot be denied as factors that influence the teaching outcomes. Strategies are employed to achieve the ability to speak and others skills will be different because, the goals of each skill are not same. Moreover, the strategies for teaching the English skills should be made appropriate for each skill especially in speaking in order to achieve the expected outcomes in speaking (Burns, 1998).

According to Cole (2008), that is the lecturers’ role to provide effective plans or strategies in accomplishing students’ educational needs, whose general purpose is to communicate using the language being learnt. These imply that it is lecturers’

responsibility to encourage students to speak English by employing suitable teaching strategies of speaking. By employing suitable teaching strategies, the learning will run well in which the teachers can follow and measure the students’ level in speaking

and the lecturers can give feedback to students. Also the students can get feedback from teachers so that they can evaluate their speaking skill.

Lecturers’ Strategies in Teaching Speaking

According to Kayi (2006), in teaching speaking, there are many strategies applied by lecturers to promote the students to speak English, they are;

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(1997) explained that “discussion is the process of talking things over among two or more persons, preferably face to face” (p. 13). He adds that the total discussion process ideally is a cooperative effort on the part of a number of individuals to work together as a group, through the exchange of thought orally, toward some group objectives.

Role-play. Role-playing is a teaching strategy that fits within the social family of models (Joyce & Weil, 2000). These strategies emphasize the social nature of learning, and see cooperative behavior as stimulating students both socially and intellectually. Role-playing as a teaching strategy offers several advantages for both lecturers and students. First, students feel interest in the topic is raised and it is very important for learning process. Students pretend that they are in various social contexts and have a variety of social roles. In role-play activities, the lecturer gives information to the learners such as who they are and what they think or feel.

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role and do not have to speak for themselves, which mean they do not have to take the same responsibility.

Storytelling. Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students to express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Students also can tell riddles or jokes. For instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes as an opening. In this way, not only will the lecturer address students’ speaking ability, but also get the attention of the class.

Brainstorming. On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group, brainstorming is effective in which the learners can generate ideas quickly and freely. The good characteristic of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas. Al-bwli (2006) also stated that brainstorming is an innovative conference with special nature in order to produce a list of ideas that can be used as clues lead students to the development of the problem while giving each student the chance to express their ideas and share those ideas with others and encourage new ideas.

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should also prepare their own interview questions. After interviews, each student can present his or her study to the class. Moreover, students can interview each other and introduce his or her partner to the class. In addition, Thornbury (2005) also stated that the students are interviewed as an individually or in pairs but the formal nature of such interviews hardly ever allows for testing informal, conversational speaking styles and affects the interviewee’s performance. Here, the interviewer is also the

assessor.

Picture describing and drilling. In this activity, students can form groups and each group is given a different picture. Students discuss the picture within their groups, and then a spokesperson for each group describes the picture to the whole class. This activity fosters the creativity and imagination of the learners as well as their public speaking skills. Meanwhile, in drilling is aimed to improve pronunciation by imitating and repeating words, phrases, and even whole utterances. Its function is to make students pay attention to the new materials which emphasize words, phrases, or utterances on students’ mind, move new items from working memory to long term

memory, provide means of gaining articulatory control over language (Thornbury, 2005)

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Challenges in Teaching Speaking

In teaching speaking, the lecturers should have many strategies that will make the teaching process run effectively because the lecturers can implement some

strategies that are appropriate with the students’ need. In addition, the lecturers are

the leader in classroom so they should give the best when they teach. In teaching speaking, the lecturers should involve the students more and more in class communication and encourage them to practice their speaking by asking to them some questions and requesting their opinions. It makes the students feel motivated and will be active in class communication (MacIntyre, 2003).

The lecturers always do their best when they teach speaking with their various strategies. However, there appear some students’ difficulties that are faced by

lecturers (Nguyen, 2011). The students’ difficulties that faced by lecturers are lack of motivation, anxiety or lack of confidence, lack of vocabularies and structures,

fluency, low linguistic competence and low communicative competence, using mother tongue problem, pronunciation problems.

Those difficulties prove that the good lecturers’ strategies in teaching

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Related Studies

There had been several researches about strategies in teaching speaking that related to this research. Susanti (2007) investigated the use of role play in teaching speaking. This study was designed using quantitative which the population of the research was the 104 students in ninth grade in Islamic Junior High School (MTs). The research is; first, it was proven that the students’ score of speaking taught by

using role play is better. Second, the use of role play made the speaking and learning activity more enjoyable and interesting. Third, the use of role play made more active and alive class. Students were willing to participate without any forces from the teacher. It did conclude that using role play in teaching speaking was very effective.

Secondly, study from Efrizal (2012) researched about improving students’

speaking through communicative language teaching method. This study was conducted using percentage analysis that took 25 students in the seventh grade as participants. Based on result of data analysis, there were improvements on students’ speaking achievement in each cycle. The data showed that pre-assessment students’ speaking was 0% (excellent), 0% (very good), 20% (good) 36% (low) and 44% (failed).

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speaking achievement was 24% (excellent), 48% (very good), 28% (good), 0% (low) and 0% (failed). This research indicated that the use of communicative language teaching method could improve students’ speaking achievement at the first year

students of Mts Ja-alhaq, Sentot Ali Basa Islamic Boarding School of Bengkulu academic year 2011/ 2012.

The third study related with this research was originated from Anjaniputra (2013). This research explained the teachers' strategies in teaching speaking to students at secondary level. This study was aimed at revealing teacher’s strategies in

teaching speaking to students at secondary level and recognizing students’ response

towards the strategies by involving an English teacher and a class of 22 students. In collecting the data, classroom observation and interview were conducted to identify the strategies of teaching speaking, and questionnaire was administered to the students to gain the data about their response towards the strategies under the umbrella of descriptive research.

The result revealed that the strategies used by the teacher were cooperative activities, role-play, creative tasks, and drilling. In the meantime, students’ response towards the strategies resulted in positive attitude as they responded that the strategies helped them to speak, as well as concerned oral production of students whose

participation was emphasized.

In conclusion, those studies are related with this research because all of those studies investigated the strategies to encourage the students to speak English.

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discussed not only about the strategies but also the challenges in applying the strategies to encourage the students to speak English and not only discuss about the strategies.

Conceptual Framework

This research is derived from the researcher’s curiosity on lecturers’ strategies

to encourage the students to speak English in classroom. The main concern is, according to the researcher’s experience, that in the instruction and teaching and

learning process that should be in all English still found several students who do not want or are not able to speak English. Therefore, the researcher is interested to know the lecturer’s strategies to encourage students to speak English and their challenge in

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Strategies to encourage students to speak English. (Kayi,

2006)

Discussion

Role-play

Simulation

Storytelling

Brainstorming

Interview

Picture describing

[image:30.612.61.547.114.485.2]

Drilling

Figure 1. Conceptual Framework

The challenges in encourage students to speak English. (Nguyen, 2011)

Lack of motivation

Lack of confidence

Lack of vocabularies

Using mother-tongue

Fluency

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Chapter Three Methodology

This chapter will discuss about the method to gathering data that will completing this research.

Research Design

In this research, the researcher used descriptive qualitative method. According to Hancock, Ockleford, & Windridge (2007), “qualitative method focused on reports of experience or on data which cannot be adequately expressed numerically, focused on description and interpretation and might lead to development of new concepts or theory, or to an evaluation of an organizational process” (p. 6). By using qualitative design, the researcher knew the answers from the participant which the answers had the strength to support the research and also the researcher would be able to describe the finding in good arrangement.

Research Setting

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This research was conducted at first half of May for the interview. The researcher arranged the meeting with the participants at the first half of June. The precise time for the interview was following the participants’ availability.

Research Participants

There were three participants who were involved in this research. There were no specific criteria in selecting the participants. The participants of this research were the lecturers who already taught speaking in early semester in EED because this research was discussed about the strategies to encourage the students to speak English which the selected participants experienced in teaching speaking and surely they already had the strategies in encourage the students to speak English. It helped the researcher to get the data related to his research about lecturers’ strategies to

encourage students to speak English. The three selected participants were considered enough as the data sources because through those selected participants the researcher obtained the deep data. In qualitative research does not require a lot of participants to gain the data (Cohen, Manion, & Morrison, 2011).

Data Collection Methods

In gaining the data, the researcher was used several ways. Firstly, the researcher began the data collection methods with arrange the interview guideline. Secondly, the researcher made an appointment with the selected participants to conduct interview. Thirdly, the researcher met the participants and conducted

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the entire interview. Then, the researcher transcribed the interview by listening to the voice-recorder. After the data had been transcribed, the researcher conducted member checking with the participants to get the truth of the participants’ answers.

Participants re-checked and re-read the transcriptions to make sure that the answer was the same with what they intended.

Research Instrument

In this research, the researcher used interview as the way to get the details information from the participants by asking questions as face to face (Driscoll, 2011). Therefore, it made the researcher get the real answer from the participants to

accomplish this research. Interview was the only one way of the researcher to collect data. In the interview, the researcher asked two questions based on participants’ experience when they taught speaking. The aim of the interview was to get sufficient data or the participants’ answers on lecturers’ strategies to encourage students to

speak English. In interview, the researcher used Indonesian language that made both researcher and participants easy to understand about what want to tell because

Indonesian language as their first or second language so that they can gave the deeper answers. In addition, the researcher also used some devices such as list of follow-up questions, recorder, notes and pen to complete the interview.

Data Analysis

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Chapter Four Finding and Discussion

In this chapter the researcher presented the findings and discussion of the research which are to answer the research questions. The first research question was about the lecturers’ strategies to encourage students to speak English in EED UMY.

The second research question was about the challenges faced by lecturers in applying the strategies. The researcher reported the findings and also added the experts’ opinions to support this research and to attain the answer of the research questions in the discussion.

Findings and Discussion on Strategies Used by EED Lecturers to Encourage Students to Speak English at EED of UMY

To answer those research questions, the researcher took the data using the interview with three participants. From the interview, the researcher found some strategies that were usually used to encourage students to speak English. They were role-play, simulation, storytelling, brainstorming, interview, speech, presentation and debate. Also, the researcher found some challenges in each strategy faced by lecturers when they applied those strategies.

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students practiced the topic in classroom. Participant one, for example, said, “and the second is role-play, we used business telephoning as our topic. So, emm… In

business telephoning, I asked the students to act as two persons who ever been in conversation by telephone” (P1.4). That was shown when participant one applied his role-play strategy, he used familiar topic for the students that the students have been experienced it.

In addition, participant one also revealed his reasons why he used role-play. First, the role-play made the students can practice the language directly. ”role-play is one of strategies that can practice the language directly.” (P1.10). Second, role-play

also made the students able to enhance their confidence. Third, the role-play strategy made the students have some roles and they should imagine their roles before

practices. “So, my reasons why I used role-play are because it can enhance students’ confidence and also put the students in roles thus they should imagine their roles”

(P1.12). Besides, participant two stated, “in role-play, there is a fun activity because I asked the students to play a role that was decided. For example play roles as waiters and buyers. Students felt happy to play the role because they practiced it with their group” (P3.10).

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should decide some familiar topics for the students to facilitate the students to practice language because it is very important to make the learning process run effectively and achieve the learning goals. Students pretend that they are in various social contexts and have a variety of social roles that make them can imagine their roles before. In role-play activities, the lecturer gives information to the learners such as who they are and what they think or feel.

Simulation. The data showed that there was only one participant who said if simulation became the strategy that can encourage students to speak English. As participant one stated, “and the third is simulation. Simulation is like role-play but in

here we choose job interview as the topic which I have a role as interviewer and the students as interviewee” (P1.6). Based on the statement, the participant said that the

simulation is almost same as role-play because both strategies give students the different roles. In addition, participant one said, “they have enthusiasm to speak and they have self-confidence when they did conversation” (P1.20). Shortly, the finding of this research revealed that simulation was applied to encourage the students to speak English because simulation could increase students’ enthusiasm and self -confidence.

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according to Harmer (2001) who stated that the simulation and role-play increase the students’ self-confidence because the students are asked to speak with others. In

role-plays and simulation activities, the students play different role and do not have to speak for themselves, which mean they do not have to take the same responsibility.

Storytelling. Another lecturers’ strategy to encourage students to speak English was storytelling. The researcher found this strategy from the interview with participant two. In storytelling, participant two asked the students to find and decide the topic to discuss in the classroom before they practiced in front of the class. Participant two said, “so, I asked them to keep silent and think about what they will tell. So, they can’tchoose the titles as they want to” (P2.14). After the topic was

found, participant two gave the students more times to practice storytelling with their pairs. “I give approximately 20 minutes for the students to practice storytelling with their pairs” (P2.15). Based on this finding, in storytelling the lecturers gave the

students some familiar topics that made the students easy to understand about what they will tell. In addition, time was also important for the students to practice the storytelling.

In storytelling, the students can enhance their speaking ability and also the students can develop their ideas from the topic. As indicated in participant two’s answer, “the advantages of storytelling are: the students can find the newest ideas,

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that the storytelling strategy is the good strategy to reinforce the speaking skills and also give the opportunities for the learners to enrich their ideas.

Brainstorming. The researcher found the brainstorming as the strategy to encourage students to speak English in EED UMY. Actually, brainstorming is related to storytelling. It was revealed by participant two who stated, “sometimes, I used storytelling and brainstorming in one package” (P2.9). Brainstorming aimed to give the students chances to enrich their vocabularies before they practice the storytelling. It was evidenced by participant two’s statement,” In brainstorming, the students have

times to prepare their vocabularies that relate with the topic in storytelling” (P2.9). Those statements had proven that the lecturers can apply brainstorming with other strategy in the same time because brainstorming is aimed to encourage the students able to produce and collect ideas that can be used to develop the general topic into significant topic. As the result, the students can understand the topic clearly.

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Interview. The interview is the next finding on lecturers’ strategy to

encourage students to speak in English. In interview, the students should be critical thinkers which the students have curiosity about the information and then they can formulate some questions to gain the information. It was stated by participant three, “Then, they should be critical thinker to ask the questions to get the answers that they want. They should also formulate what the questions to ask in English” (P3.15). This

statement indicated that the interview forced the students to speak when they delivered their questions.

Interview had some advantages. First, it could be applied with other strategies to enhance the speaking skill of the students. Usually, interview was conducted following the storytelling activity. Thus, the topic that was discussed in interview was related to the story that has been told. Participant two stated, “after the storytelling, the students should conduct the Interview with their pairs to discuss the storytelling”.

Second, conducting storytelling after interview was believed as very authentic learning because the students practiced direct and spontaneous interview. Participant said, “this is very authentic because this is a direct activity conducted after previous activity. The students would directly ask and answer the question” (P2.21).

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know what type of questions they can ask or what path to follow. However, students should also prepare their own interview questions. In addition, Thornburry (2005) asserted that the use of formal interview hardly allows testing informal,

conversational speaking styles, and affects the interviewee’s performance. Therefore,

interview can be said as a good strategy to encourage students to speak English especially in formal situation.

Speech. The next finding was Speech. The lecturers of EED UMY used speech to enhance students’ speaking skill. Usually, the speech activity was

conducted in the first-two meetings of certain semester. Participant one said, “I asked my students to present something without slide, in other words, I told them to present orally. This is like monologue presentation. So, actually this is called a speech. Every student must give speech in front of the class” (P1.2). In this strategy, the lecturers

gave different themes for the students in each class. It was indicated from the participant one’s answer, “the selected theme was “what I’m good at” and then “my hobby””. The themes are various in each class” (P1.1).

Based on the results above, the researcher concluded that speech was included as a strategy to encourage students to speak English in EED UMY. It was supported by Neri, Cucchiarini, & Strik (2003) who stated that speech is the strategy to

construct the students’ confidence in classroom because in speech, the students

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Presentation. This research also found that presentation was also used by EED UMY lecturers. Moreover, this strategy was seemingly the most common strategy applied by EED UMY lecturers in each meeting. The application of presentation was similar with storytelling but is more academically formal.

Participant two said, “the students present one of more formal topics, for example, the

topic is about psychology, living on dormitory. However, they must take academic source for the literature” (P2.26).

Presentation was the strategy believed to give the students chances to enhance their authenticity in speaking skill. Usually, the students enhanced their spontaneous response in verbal. Participant two said, “it can enhance the students’ communication in formal setting or authentic task” (P2.32). Another participant also stated that presentation forced the students to speak in English. Participant three said, “in presentation, students must explain something, and unlikely, they must explain the information in English” (P3.4).

Further, in its implementation, presentation activity was usually followed by Question and Answer section. “The students finally got chances individually and respond spontaneously in the question and answer section” (P2.31). Another

participant was in agreement with this. Participant three said, “after presentation is question and answer section where they must answer directly the question, and

sometimes the question are unpredictable” (P3.5). Hence, this research concluded that

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In further analysis, the researcher explored other experts’ finding about the

use of presentation. The finding of this research was in agreement with another researcher who revealed the research finding that presentation can be used to increase students’ ability in speaking skill. Meloni and Thompson (1980) stated that “if oral

presentation is guided and organized, it will give the students a learning experience and teach them an important skill which will be beneficial to ESL/EFL in all their education subject and later in their work” (pp. 503-510). Also, Hedge (2000) stated,

the normal process of listening, speaking, and writing should be played, those skills are an extension of oral communication. Presentation is one of the activities, which are using in oral expression courses to develop students’ speaking skill. Therefore, it can be concluded that this research finding is valid.

Debate. This research found that debate was one of the strategies used by EED UMY lecturers. In its implementation, the role of the lecturers was as instructor and facilitator. The lecturers gave certain topics to the groups of students. Then, the students must discuss it with their own group. In debate process, students were strictly forbidden to read the notes. However, the students still might bring some important points. In other words, the purpose of debate is to enhance students’ speaking skill. Participant two said, “it must be done in speaking. But, it is not that spontaneous. There is still few times to prepare so that they are not startled” (P2.30).

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debate’s topic always discussed an up-to-date news. Participant two said that there are

three advantages of using debate to force the students to speak in English.

“First, it is an authentic task. In other words, debate allows students to speak in

direct / real-time situation. Second, debate provides the students some chances to give spontaneous response, and the last is debate also can increase non-verbal aspect such as critical thinking and teamwork” (P2.35)

From that finding, it can be concluded that debate was a strategy used by EED UMY lecturers to encourage the students to speak English. Indeed, debate had many advantages if it is implemented in learning. Moreover, further exploration had found that debates require extensive preparation by learners, call for interaction in groups and make use of at least the following language functions: describing, explaining, giving and asking for information, agreeing and disagreeing (O'malley & Pierce , 1996, p. 97). In other words, debate could increase many aspects of knowledge and language skill.

Findings and Discussion on Challenges Faced by Lecturers in Applying the Strategies to Encourage Students to Speak English at EED of UMY

This section discusses finding of the second research question. Based on interview, the researcher found that the EED UMY lecturers faced several challenges in applying the strategies to encourage the students to speak in English. Mainly, the challenges could be categorized as lack of vocabularies, low linguistic and

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However, in this section, the researcher discusses the challenges of each strategy in detail followed by other researcher or experts’ finding.

Challenges in applying role-play. The finding has been presented that the lecturers used role-play as a strategy to encourage the students to speak in English. However, in applying role-play, the lecturers also faced several challenges. The main challenges were because role-play needed large class setting, the lecturers must work extra on managing classroom. In fact, this kind of activity made a large class became noisy especially when the students were discussing and practicing with their groups. Participant one said, “the challenge in role-play was generally the class management. Class will produce noises. Usually, if I didn’t manage the students well, the class

could become very crowded, although indeed they are practicing role-play. However, it can disturb other students” (P1.26).

Other challenges also stated by another participant. Participant three said, “sometimes the students were lack of creativity” (P3.11). Beside students’ lack of

creativity, the limited of time given in role play also became challenges. In role, some students were unable to expose their best speaking skill. Participant three said,

“for example, in one group there are three students who had very short part in

role-play. The whole role play was good, but for those three students, they could not expose more their speaking skill. Indeed, everything was set by the group decision” (P3.12).

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Indeed, students tended to memorize and guess what would happen in role-play. In other words, the conduction of role-play was less spontaneous. This can also be caused by students’ lack of vocabularies. Participant one said, “because the students

are expected to be spontaneous and they are still poor in vocabularies, they became hard to speak spontaneously” (P1.17).

In a further analysis, the researcher found that the challenge found in EED UMY was actually a similar case with other experts’ experience. In fact, Ur (1996)

had explained that students may participate in learning speaking, but they inclined to silent when the teachers give them the opportunities to express their feelings in front of the class although the students may have a good pronunciation when they speak. Then, low or uneven to participated. This happens when only one or two participants talk a lot all the time. This happens usually in the large classes and is due to the tendency of some learners to dominate while others speak very little or not at all

Challenges in applying simulation. In applying simulation as a strategy to encourage the students to speak in English, the lecturers at EED UMY also faced several challenges. Mainly, in applying simulation, the challenges were the students’

expression and automaticity (spontaneously answering the question). Participant one said, “the challenges of simulation is the way to learn expression. In fact, in

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brave to speak. Participant three said, “maybe they were lack in English so that they were not maximum or they felt less able to speak in English”.

The challenges of being afraid or shy and having lack vocabulary were indeed a common challenge in learning foreign language. In fact, according to Nguyen (2011), the students’ difficulties that faced by lecturers are anxiety or lack of

confidence, lack of vocabularies, and structures. Therefore, it can be concluded that the finding of this research is valid because while it represent the exact situation in EED UMY, the finding is also supported by other expert.

Challenges in applying storytelling. In applying storytelling as a strategy to encourage the students to speak in English, the lecturers at EED UMY also faced several challenges. Mainly, in applying storytelling, the challenges were the students’ vocabulary level and understanding to the topic.

First, students were hard to understand the topic given for storytelling. Participant two said, “the challenge was in finding the topic that they really like and

they really want to tell it wholeheartedly. They sometimes are confused, thinking probably the stories are too sensitive. For example, the story of their first love” (P2.41). Second, the students were difficult to find the diction for the activity.

“Sometimes it takes longer time to find the correct vocabulary” (P2.42). Further, lack of authenticity was believed as the challenges in applying storytelling. “The

storytelling became not as natural as daily talk” (P2.17). Indeed, the students were

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Thus, it can be concluded that the challenges in story telling were students’ difficulties in selecting topic, students’ lack of vocabulary and less authentic

performance. These challenges were actually common challenges faced in teaching speaking to non-English students. Hosni’s article (2014) that was cited from Ur (1996) showed many factors that cause difficulty in speaking such as inhibition which students are worried about making mistakes, fearful of criticism or simply shy.

Further, Harmer (2001) stated that students will feel frustrated when they find that speaking in a foreign language is a complex matter. Therefore, we can conclude that there would always challenges in story telling activity.

Challenges in applying brainstorming. In applying brainstorming as a strategy to encourage the students to speak in English, the lecturers at EED UMY also faced several challenges. Mainly, in applying brainstorming, the challenges were the students’ difficulties in finding the correct vocabulary. Thus, this difficulty trigger the long time consumed to find the correct words. Participant two said, “in brain storming they usually takes more time to prepare the story and the vocabularies”

(P2.12).

The further challenge in brainstorming was the inautomaticity of the

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The difficulty in brainstorming such as difficulty to find diction or correct vocabulary was actually the common challenge. Many researchers including Nguyen (2001) had stated that lack of vocabulary became challenge in learning foreign language.

Challenges in applying interview. In applying interview as a strategy to encourage the students to speak in English, the lecturers at EED UMY also faced several challenges. Mainly, in applying interview, the challenges were the students’ difficulties in finding vocabularies and low linguistic competences. Also, less whole monitoring from the lecturers became the challenges in interview.

In applying strategies to encourage the students to speak in English, it is proofed that lack of vocabularies became the challenges in applying the strategies. In applying interview, participant two said, “they were mostly hard to find the correct vocabulary” (P2.22). This makes the progress of interview was resisted. “The students became stuck when they didn’t find the vocabulary”. Then, this would

trigger less of spontaneity so that the process of interview became less authentic. Further, the other challenge was that the students used mixed language. Also, there was a less monitoring from the lecturers. Indeed, because of the large number of students, the lecturer was hard to monitor the students one by one. Participant three said:

“In interview, I have to move around to every pair of student. I became the

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they didn’t really use full English because I couldn’t watch the whole students” (P3.20).

This challenge can actually come from students themselves. Participant three added, “sometimes the students were less motivated to speak in English or because they are used to speak in Indonesian” (P3.22). Other participant agreed with this. Participant two said, “Sometimes the students used mixed language” (P2.23).

Actually, this finding had relation with Ur (1996) who asserted that mother-tongue use did influence students’ English speaking practice. The learners who share the

same mother tongue tend to use it because it is easier. Sometimes, learners feel less exposed if they are speaking their mother tongue (Ur, 1996).

Challenges in applying speech. In applying speech as a strategy to encourage the students to speak in English, the lecturers at EED UMY also faced several

challenges. Mainly, in applying speech, the challenges were limited time given and the less authenticity of the students. Mostly, the lecturers did not have enough time to give feedback to all students. However, the lecturers could give notes to the students about their errors and mistakes. In giving feedback, the lecturers did it to general students, so, there was less feedback for personal performance. Participant one explained:

“From the effective three hours of meeting, if the students were to perform

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There were other challenges in applying speech. First, the students tend to memorize. Perhaps, the students also get difficulties in performing speech with good expression. Thus, this made the speech performance became less authentic. This could be caused by students’ lack of understanding to the topic. Participant three said, “sometimes the topic was hard to master. Indeed, some groups were given the topic by me while other chose the topic their selves” (P3.9). Second, the feedback given by the lecturers was less because the limited of time. Participant one said, “Sometimes I don’t have time to give feedback so I just write the feedback on the students’ speech paper or to general class” (P1.25).

Actually, feedback giving is important. Also, students must learn to be as authentic or fluent as possible in giving speech. That is why, the challenges in speech to encourage the EED UMY students speak English must be reduced. This is because, undeniably, ability to speak should be improved students' communicative skills, because only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative environments (Huebner, 1990).

Challenges in applying presentation. In applying presentation as a strategy to encourage the students to speak in English, the lecturers at EED UMY also faced several challenges. Mainly, in applying presentation, the challenges were the students’ ability to speak English and finding the right vocabulary. Also, some

students were unable to make good presentation e.g. the slideshows. Indeed,

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said, “students who are not master in computer program to design presentation slide usually spend more time and concentration to prepare the presentation” (P2.35).

Besides that, the students’ mastery on understanding topic and choosing

vocabularies in presentation also became the problem. Sometimes, in presentation at EED UMY, the students used mixed language (Bahasa Indonesia) to give explanation to the students. The other challenge is that the students should compile several

materials to present. Participant two said, “they were difficult to organize their own material and presentation theme by themselves” (P2.54).

Undeniably, students’ personality also became the challenging factor in

presentation. In fact, some students were less confident and afraid of making mistakes in presentation. This was because the students felt that their English was still low so that they were afraid to speak in front of the class. Participant three said,

“when they speak in front of audiences, many of them are shy and afraid.

Automatically, this will more or less influence to their speaking performance. Sometimes, they became speechless or ambivalent that made their explanation became unstructured” (P3.8).

This finding was actually the common challenges on presentation. Many studies had shown that students were sometimes anxious and afraid in presentation. This was supported by Nguyen (2011) who said that the students’ difficulties that

faced by lecturers are lack of motivation, anxiety or lack of confidence, lack of vocabularies and structures, fluency, low linguistic competence and low

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Challenges in applying debate. In applying debate as a strategy to encourage the students to speak in English, the lecturers at EED UMY also faced several

challenges. Debate was categorized as complex activity because it required students’

readiness, speaking skill, and knowledge. In applying debate, there were some challenges faced by the lecturers.

First, some students had not understood the technicality of debate. Therefore, the lecturer should explain more. Meanwhile, in debate process, some students were out from the debate rule. Participant two said, “to understand the debate rules and certain trending topic took long time” (P2.40). Not only the trifle of debate, but also

the topic in debate should be an up-to-date topic. These also trigger challenges because that would take longer time to understand the actual issue. Participant two said, “the challenge is on students’ critical thinking. They must use their critical thinking to find the ideas and its structure. There must be abundant of challenges”

(P2.47).

Further, not only in finding the topic and arranging material, debate was also challenging in its process. Participant two stated:

“Previously, students had done preparation, they had read some materials,

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Also, students were still difficult in vocabulary. This made the process of debating sometimes stuck. Indeed, some students became speechless when they were delivering their argument in debate.

To sum up, the main challenges of the lecturers at EED UMY when they were applying role-play, simulation, storytelling, brainstorming, interview, speech,

presentation, debate were students’ lack of vocabulary, students’ anxiety, students use

of mother tongue, limited time given, and students’ lack in authenticity. These had been major challenges for decades as Ur (1996) showed many factors that cause difficulty in speaking such as, inhibition, lack of motivation and speaking ability to express their feelings, low or uneven to participate, and is mother-tongue use. In addition, Nguyen (2001) also added that the students’ difficulties that faced by

lecturers are lack of motivation, anxiety or lack of confidence, lack of vocabularies and structures, fluency, low linguistic competence and low communicative

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Chapter Five

Conclusion and Recommendation

In this chapter the researcher presents the summary of the research. Also, the researcher points out several recommendations for lecturers and other

researcher. Conclusion

This research was mainly purposed to explore the strategies and challenges of EED lecturers to improve students’ speaking participation in English. In fact,

this research found the strategies used by EED lecturers to encourage the students to speak English. They were role-play, simulation, storytelling, brainstorming, interview, speech, presentation, and debate. Further, this research also revealed the challenges that the EED lecturers face when applying those strategies. The challenges in applying the strategies were different in each strategy.

The use of role-play was believed as the most effective strategy to

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Storytelling and brainstorming was also used by EED lecturers to

encourage students to speak in English. Indeed, these two strategies were usually combined as one. In its implementation, the lecturers asked the students to think in brief about a theme or topic then directly asked the students to spontaneously speak in front of the class to tell the story. However, in its application, there were some challenges. First, on its authenticity, since the students have been given the theme, they tended to memorize and guess the responses. So, it seemed to less natural. Also, lack of vocabularies and limited of time were also the challenges in storytelling. Indeed, the students were still hard to find appropriate vocabulary within limited of time since the activity was conducted spontaneously,

Lecturers of EED UMY used interview as a strategy to encourage the students to speak English. In its implementation, the lecturers asked the students to interview other students. In interview, the interviewer should find a topic, which is usually obtained through brainstorming, and construct interview questions. Then, the interviewees could be either selected or random students in the class. In the application of this strategy, lack of vocabularies became one of challenges. Also, students still tended to use both English and mother tongue in the interview. This could be real challenges when the students were aimed to use English to enhance their skill. Further, the other challenge was difficulty in identifying meaning and expression. Indeed, students were sometimes expressed their intention in different way as it should be.

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bravery to speak in English in front of the class. The students were firstly given certain topics and then the students will have to elaborate and present the speech in front of the class. Meanwhile, in speech, the challenge that was usually occurred was the limited time to give feedback.

The most common strategy used by EED lecturers to encourage the students to speak in English was presentation. In presentation, which is usually done individually or in group, the students were given certain topic to discuss. In presentation, the students were responsible to explain the topic to the class. In addition, presentation also had question and answer section in which the

presenters were forced to speak in English to answer the questions. However, in its implementation, there also occurred challenge. Since the limited of time of meeting, not all students could speak as much as they want. This indirectly influenced the students’ speaking practice.

The last revealed strategy which EED lecturers used to encourage the students to speak in English was debate. Debate was purposed to improve critical thinking and teamwork. Debate was designed to increase students’ ability to respond quickly and spontaneously to other students’ argument. However, the

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Recommendation

After the research was conducted, there are some recommendations for the lecturers and other researchers.

For lecturers. In this research, there are some strategies and challenges that were used and faced by lecturers to encourage students to speak English. Lecturers are responsible to help students in their English speaking practice. As lecturers, they should be able to apply the strategies as good as possible to reduce the challenges. Therefore, by the strategies and challenges as found in this

research, the researcher suggests the lecturers so that they might apply certain strategies to their classes by seeing the challenges that often occur. Hopefully, the strategies could help the lecturers in encouraging students to speak English.

For other researchers. Based on the findings of this research, there were some strategies that were used by lecturers to encourage students to speak English and also challenges that occurred when the lecturers implemented the strategies. The researcher recommends other researchers conduct the research which discuss about how to overcome the challenges in applying the strategies to encourage students to speak English. Those other researchers can use case study in this research to find the strategies, challenges and the lecturers’ ways to overcome the

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LECTURERS’ STRATEGIES TO ENCOURAGE STUDENTS TO SPEAK ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

A Skripsi

ENGLISH EDUCATION DEPARTMENT

A Skripsi

ENGLISH EDUCATION DEPARTMENT

Statement of Authenticity

Table of Contents

Chapter One Introduction

Statement of the Problem

Research Questions

The Students. For the students, this research will make the students

Lecturer

Speaking Skill

Teaching Speaking Skill

Lecturers’ Strategies in Teaching Speaking

Challenges in Teaching Speaking

Related Studies

Conceptual Framework

Figure 1. Conceptual Framework

Research Design

Data Collection Methods

Data Analysis

Findings and Discussion on Challenges Faced by Lecturers in Applying the Strategies to Encourage Students to Speak English at EED of UMY

Chapter Five

Recommendation