SKRIPSI
BY
FAHMAN YUSA NPM 21601073110
UNIVERSITAS ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
SEPTEMBER 2021
i
AN ANALYSIS OF NON-ENGLISH STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH
SKRIPSI Presented to
Faculty of Teacher Training and Education UNIVERSITY OF ISLAM MALANG
in partial fulfillment of the requirements for the degree of Sarjana in English Language Education
BY
FAHMAN YUSA NPM 21601073110
UNIVERSITAS ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH DEPARTMENT
SEPTEMBER 2021
41
Teacher Training and Education University of Islam Malang. Advisor I:
Drs. H. Ali Ashari, M.Pd; Advisor II; Nuse Aliyah Rahmati, S.Pd., M.A.
Keywords: Non-English Students, Speaking, Difficulties
English becomes widely spoken and a significant factor following the growth of globalization around the world. Speaking is the most noticeable aspect that shows language proficiency, it is shown that the majority of the language learners in the world study English to develop speaking proficiency. However, speaking is not an easy skill to master especially for Non-English learners in EFL countries. Therefore, this study aimed to identify speaking difficulties faced by non-English students at the University of Islam Malang and its impact on their speaking ability.
This study was implemented using a descriptive qualitative research design with semi-structured interviews on five students of non-English students at the University of Islam Malang. The data in this study is in the form of an
interview transcript that is used to present the findings.
The results revealed speaking problems related to languages such as vocabulary, grammar, fluency as well as lacking attention to grammar and pronunciation. Moreover, the study also found many problems regarding psychological difficulties such as lacking confidence and motivation, being nervous, the mind goes blank, being out of topic, being confused as well unprepared. In terms of the effect caused by speaking difficulties on students’
speaking ability, the researcher found that the difficulties mostly lead to an inability to speak fluently, blank, confusion, and afraid of making mistakes.
Moreover, the researcher found that both linguistic and psychological difficulties have an impact in the form of lacking fluency in speaking.
1 CHAPTER I INTRODUCTION
In this chapter, the researcher presents the background of the study, objective of study, significance of the study, scope and limitation and the definition of the key terms.
1.1 Background of the Study
English is considered to be a widely spoken language around the world, it becomes a significant factor following the growth of globalization. According to Burton (1994), there were between 520 and 680 million people or community speaking English as a first language and anywhere between 390 and 480 million speakers of English as a second language, but they had already predicted that the balance always increasing each coming year. Nowadays almost every media, application, science and knowledge are delivered in the English language, therefore, English proficiency becomes determining quality that an individual must have in the future for global competition. There are many things that determine English proficiency, but the most significant parameter of good English is being able to speak fluently. The use of speaking is to deliver a message to the listener to build communication. Speaking involves social context. According to Nazara (2011), speaking includes pronunciations, grammar, and vocabulary. As well as speaking has its functions to deliver massage in clarity.
Speaking is the most noticeable aspect that shows language proficiency.
As stated by Richards (2002) that the majority of the language learners in the world study English to develop speaking proficiency. In short, the ability of English is measured by the result in speaking skills or oral communication.
Speaking is the interaction between living things through sound either through electronic media or face-to-face directly. Currently speaking English is widely used by students, both English students, and non-English students. Speaking ability is being able to use grammar, pronunciation, and vocabulary
appropriately during speaking.
However, a study conducted by Al Nakhalah in 2016 showed that there were challenges in English speaking. First, students were afraid of making mistakes, Second, the students felt shy when they talk in English as well as they felt not confident. Aziz (2018) found that the students are having difficulties such as grammar, pronunciation, deficient language learning curriculum, and lacking exposure to English. According to Rahmaniah, Asbah and Nurmasitah (2018) non-English students did not master or have difficulty, there were some aspects of the problem, the first was Grammar and the second was fluency in speaking, third was understanding and the last was lack of vocabulary. Another study by Sudjasmara (2013) identified that most of the participants suffer difficulties in lack of vocabulary and nervousness. Additionally, Rahayu (2015) identified that many problems come from their internal and external factors like lacking understanding of structure, vocabulary, pronunciation, minimum interest and opportunities, lacking practice and discipline as well as environmental
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factors. Besides, they also have psychological problems such as lack of motivation. Thus, based on the studies above that there were some difficulties faced by non-English students to speak in English that related to linguistic and non-linguistic difficulties. Realizing that the importance of English-speaking skills in this era for non-English students, therefore, the study purposed to investigate the study of English-speaking skills entitled "An Analysis of Non- English Students' Difficulties in English Speaking". Since being highly skilled in English speaking gives benefit for students to enjoy the English language
(Kusdianang & Bharati, 2016). Mastering the English language involves mastering English speaking also because through speaking language users can deliver a message well, convey and build strong relationships.
1.2 Research Problems
Based on the research background the researcher formulates the research questions as follows:
1. What kinds of difficulties are faced by non-English students at the University of Islam Malang in speaking English?
2. What kinds of effects are caused by those difficulties on students' speaking ability?
1.3 Purpose of the Research
According to the research questions above, the researcher formulates the purpose of the research as follows:
1. To identify difficulties faced by non-English students at University of Islam Malang in speaking English.
2. To identify the effect caused by those difficulties on students' speaking ability.
1.4 Scope and Limitation of the Study
The study was conducted on five participants of 6th-semester students at the University of Islam Malang through online interviews via WhatsApp voice notes. There are currently many studies of speaking difficulties encountered by English students but none have studied at non-English department students.
Therefore, the researcher limited the study to non-English department students at the University of Islam Malang. The participants consisted of 5 students who originated from the faculty of engineering in a civil engineering major. Their names had been alternated to the pseudonym. Moreover, this study is limited in the interview process while the researcher only uses Bahasa Indonesia, it is better to provide data confirmation to prove the reliability of the data by blending the languages, Bahasa Indonesia and English to check whether their responses are in line with their speaking ability and difficulties. Moreover, it is suggested to employ open-ended so that researcher elicits more informative data.
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1.5. Significance of the Study
In this study, the researcher gives a significant contribution to the study in the field of speaking and English learning.
1.5.1 Theoretical Benefit
The result of this study contributes to the knowledge and information about the view of students about speaking difficulties encountered by non-English department students.
1.5.2. Practical Benefit
The result of this study benefits the reader with useful information about speaking difficulties as follows:
1. Reader
The result of this study gives information about speaking difficulties that might be encountered by non-English language major students.
2. Teacher
The result of the study can give insight into what speaking difficulties are encountered by non-English learners so that the teacher can develop a solution, giving advice to students and help the students to overcome their speaking difficulties
3. Other researchers
The result of the study provides beneficial information to researchers who study the same field of study in speaking difficulties and helps them to get
understanding related topics of the study.
1.6 Definition of Key Terms
This section explains the definition of the key terms used in this study to avoid misunderstanding.
1. Speaking Difficulties
Condition and factors that act as a barrier to the ability to speak in the English language might affect elements of speaking such as spelling, punctuation, intonation, and body language.
2. English as Foreign Language
The foreign or uncommon level about the use of English language practice and exposure in the society.
3. Communicative Skills.
English skills that are used to give information, the opposite of receptive skills that are used to receive information, these communicative skills include speaking and writing skills.
4. Non-English department university students
Students who are not studied English as the main major in the university, but have studied English as a lesson in a class.
19 CHAPTER IV
FINDING AND DISCUSSION
This chapter presents the result of the research in consideration with theories and previous research to conclude the conclusion of the study.
4.1 Findings
In this chapter of the study, the researcher presents the result collected from interview transcripts from the participants of the study that consist of 5 non- English department students. The researcher presents the research finding based on the problems of the study. The researcher divides the finding into two sections, the first is about the speaking difficulties encountered by the students to answer the first research question and the second is the interview transcripts about the impact of those difficulties on students' ability in speaking to answer the second research problems.
4.1.1 Difficulties Encountered by Non-English Department Students.
In the attempt to identifying the difficulties encountered by non-English students in speaking the English language and answer the first research question, the researcher collected the transcript of an interview originated from 5 students as the participants of the study. The data used in this study are interview
transcripts and presented as follows:
Table 4.1: Vocabulary Difficulties in Speaking No Response
Do you have vocabulary-related problems in speaking English?
1 I don't know many English words as I learn English once a week about basic skills in English in the first semester
2 Yes, I have vocabulary-related problems, even those who already spent many years studying English, sometimes still have this kind of problem.
3 Yes, I often forget what to say, even the words that I have already know 4 I'm lacking the vocabulary to speak as I often found the unknown words
5 I don’t really understand English, I only know the words from songs that I sing, then I often lack of fluency.
The data above, it is indicated that all the participants have vocabulary- related difficulties. One student mentioned that the lack of vocabulary was caused by insufficient time in learning English. Moreover, some students stated that even for those who have learned English in a long time it is impossible to master every vocabulary.
In terms of grammar-related difficulties, the researcher found that all the participants are not paying enough attention to grammar, most of them tend to ignore grammar during speaking. The data are presented as follows:
Table 4.2: Grammar Difficulties in Speaking No Response
Do you have grammar-related problems in speaking English?
1 No, I don’t understand grammar, I still having difficulties in translating the meaning let alone grammar.
2 Not too much, because if we think too much about grammar I cannot speak fluently.
3 Yes, I don’t really understand grammar, so I skip it when speaking
4 Yes of course, I don’t understand something like grammatical rules and I don’t really think about it when speaking.
5 Yes, I did not learn about grammar too much and I'm still a beginner at grammar.
The data above indicated that 3 of them have grammar-related difficulties and 2 of them stated that they have no difficulties in regards to grammar despite
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their lacking skill in grammar. The data also shows that 4 students seem to ignore grammar during speaking.
In terms of pronunciation and spelling, the researcher gathered various responses from the students, the data are as follows:
Table 4.3: Pronunciation and Spelling Difficulties in Speaking No Response
Do you have problems related to pronunciation in speaking English?
1 Yes, I can’t pronounce well and I mostly use my Javanese accent.
2 It is difficult to properly pronounce due to a lack of practice
3 Yes, I didn’t really understand how to do it properly as I’m focusing on fluency, as my fluency developed, I will think about it.
4 Yes, I speak as I can, because I just have very little time for English class thus I seldom practice.
5 Yes, I don't really know my native accent for now it is not my primary attention as I focus on fluency.
The data indicated that all participants are also lacking skills in spelling and pronunciation, the data also indicates that lack of spelling and pronunciation are caused by lack of practice.
Another linguistic factor that affect students' speaking ability is about starting and keeping the conversation in a certain duration. The data are presented in the table as follows.
Table 4.4: Problems in Pre-Speaking Activity No Response
Do you have difficulties to begin speak English?
1 No, I don't, but I am only able to speak in a very short time
2 No, if I'm well prepared, but it will be a problem if my mind goes blank.
3 Yes sometimes my mind goes blank and I don’t know what to say
4 Sometimes, in the beginning, I can speak well but over time when I'm out of topic I can’t continue to speak
5 No, except when I’m unprepared or nervous
The table above shows that there are three participants that have
difficulties when speaking in front of the class, but their problem when speaking in front of the class is occasional problems that not always happens. However, the problems might occur when the speaker is not ready and nervous
Table 4.5: Speaking Problems While Speaking No Response
Do you have difficulties if you have to speak English in a long time?
1 Yes, like I say I don’t really understand the meaning
2 It depends on the topic, if I’m familiar with it I can speak well.
3 Yes, especially if I’m out of topic
4 Yes, that’s the main problem as I can’t speak spontaneously, I need practice beforehand 5 Yes, I have difficulties speaking for a long time usually I get blank and out of topic.
The data above indicated that all the participants have difficulties in keeping the conversation going or speaking for a long period of time. Most participants have the problem to speak in a long time due to a lack of vocabulary or being out of topic that holds them from speaking.
Another speaking difficulty that needs attention is being nervous, in finding the answer the researcher received the data as follows.
Table 4.6: Nervous Difficulties in Speaking No Response
Do you have nervous problems in speaking English?
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1 Yes, especially if I have to present speaking, I usually got nervous and then my mind goes blank.
2 Sometimes, it depends on the circumstance.
3 Yes it happened frequently and get worse as I’m unprepared 4 Sometimes, if I’m unprepared
5 Yes, I got nervous on my own as my mind goes blank when speaking
The data above indicated that all the participants have nervous-related difficulties in speaking that based on the data are caused by blank, doing a presentation in front of the class, and lack of preparation.
Regarding difficulties with the speaking audience, the researcher divides the data into two questions, those are difficulties in public speaking and
difficulties due to speaking partner. The data are presented as follows
Table 4.7: Problems in Speaking in Front of Class
No Response
Do you have difficulties in speaking English in front of the class?
1 Yes I’m not confident, but I try to relax
2 Yes if unprepared, but I can do it if I prepare well.
3 Yes, especially if I don’t want to perform but was pointed to perform 4 No, just relax, besides it doesn’t mean that the other will do it well 5 Yes, if I have to speak in front of the class, my mind goes blank.
The data in the table above indicated that there are 5 difficulties in public speaking such as lacking confidence, nervousness, lack of preparation, speaking anxiety, and blank. These difficulties are mentioned once by 4 participants.
Table 4.8: Problems in Speaking with Lecturer No Response
Do you have difficulties if you have to speak in front of a teacher or lecturer?
1 Yes it is even worse if I have to speak in front of the class.
2 Yes, I got nervous if I become public attention or speaking one on one with the lecturer 3 Yes often, especially if I’m pointed out to speak
4 Not really, just be confident
5 It depends on who am I speaking to, if I’m familiar with the lecturer its ok.
In regards to speaking partner-related difficulties in the table above, the researcher found 6 problems such as nervousness, blankness, eye contact, anxiety, and who the students speaking with, these problems were also mentioned just once. The data also found that the 4th participant has no difficulty bot in public speaking and speaking partner.
The next speaking difficulty discussed is self-doubt, the data shows that 4 participants have no self-doubt and confidence in their ability. Based on the data in the transcript, only participant 2 who have self-doubt due to lack of English proficiency, nervous and anxiety. Other aspects of speaking difficulties are the difficulties in self- motivation. The data shows that 3 of the students motivate themselves only when it is needed and 2 of them have difficulties in motivation due to laziness and anxiety.
Table 4.9: List of Speaking Difficulties
No Difficulties P1 P2 P3 P4 P5
1 Lacking vocabulary
2 Lacking grammatical knowledge
3 Lacking fluency
4 Lacking practice
5 Lack of confidence
6 Lack of motivation
7 Lack attention to pronunciation
8 Lack of attention to grammar
9 Nervous
10 Blank
11 Out of topic
12 Being confused
13 Being unprepared
14 Afraid of making a mistake
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15 Speaking anxiety
16 Speaking partner
The data above indicates that the study reveals sixteen difficulties in total together with the data of students who encounter those problems based on interview transcripts. Therefore, the list is the key answer to the first research question.
4.1.2 The Impact of Difficulties on Speaking Ability
In regards to the factor causing all of those linguistic related difficulties, the researcher presents the data in the following table.
Table 4.8: Factors Causing Language Skills and Linguistic Difficulties in Speaking No Response
What kinds of factors causing linguistic difficulties in speaking English?
1 For me, it vocabulary, as others say that one can speak English well with decent vocabulary
Lack of vocabulary
2 I’m weak in grammar if I’m speaking but I can do well in reading and listening.
Lack of grammar, and productive skills 3 Maybe I'm lacking practice, as the English language is used
around us, I think we can do well if we practice.
Not used to English language, Lack of practice 4 I need to learn and practice more, if that suffices I can
speak well.
Lacking time to learn and practice
5 Maybe lack of practice. Lack of practice
The data in the table above indicated that there are six factors causing linguistic-related difficulties such as lacking vocabulary and grammar, lacking productive language skills, difficulties in getting used to the English language, lacking time to learn, and lack of practice. Moreover, in this study, lack of practice is considered as the most frequent factor of language-related difficulties that are mentioned by three participants, while other difficulties are only
mentioned once.
In regards to the impacts of all those linguistic related difficulties, the researcher presents the data in the following table.
Table 4.9: Impacts of Linguistic Difficulties on Speaking Ability No Response
What kinds of the impact are caused by linguistic related difficulties in your speaking skill?
1 Nervous and lacking confidence as I speak slowly due to insufficient vocabulary knowledge
Lack of confidence, lack of fluency
2 Many, such as nervous and lacking fluency Nervous and lack of fluency 3 Unconfident, being shy to speak English, and afraid of
mistakes
Lacking confidence, shyness, and afraid of mistakes 4 Maybe, I usually messed up my speech if unprepared, I
also lacking vocabulary which results in a lack of fluency
Lack of vocabulary and fluency
5 I can’t speak in a long time. Inability to speak for long
The data in the table above indicated that there are 7 impacts of
linguistically related difficulties such as lacking vocabulary, confidence, being nervous and shy, afraid of mistakes, lack of fluency, and inability to speak for long. The data shows that lack of fluency is the most frequent factor of language- related difficulties that are mentioned by 3 participants followed by lack of confidence by 2 students while other difficulties were only mentioned once.
In regards to factors causing psychological speaking difficulties, the researcher indicates some problems as follows.
Table 4.10: Factors Causing Psychological Difficulties in Speaking
No Response 1.1 Response
What kinds of factors causing psychological difficulties?
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1 Nervous, how many times I try to be confident but if I have to face English I’m nervous.
Lack of confidence and nervous
2 Maybe I’m not that diligent, if I’m diligent I can do it well
Lack of diligence
3 I’m just lacking motivation Lack of motivation
4 Psychological factor such as lacking preparation that makes me nervous early.
Lack of preparation and nervous 5 In my opinion, lack of diligence. Lack of diligence
The data in the table above indicated that there are 5 factors causing psychological difficulties such as lack of confidence, diligence, motivation, preparation, and being nervous. The data shows that lacking diligence and nervousness is the most frequent factor of language-related difficulties that are mentioned by 2 participants while other difficulties are only mentioned once.
In regards to the impacts of all those psychological difficulties, the researcher presents the data in the following table.
Table 4.11: Impacts of Psychological Difficulties on Speaking Ability No Response
What kinds of the impact are caused by psychological difficulties on speaking ability?
1 It can make my mind blank then stop speaking.. Blank and total stop 2 The worst thing is when my mind goes blank, being
nervous also a big problem.
Blank and lack of fluency due to nervous
3 Nervous has many impacts, it is the cause of problems in my speaking such as blank, confusion, and lacking fluency.
Blank, confusion, and lack of fluency due to nervous
4 The impact is being not fluent and slow in speaking. Lack of fluency
5 The impact is a lack of fluency. Lack of fluency
The data above indicated that there are 5 impacts of psychological difficulties such as lacking fluency, confusion, being nervous, blank, and total stop in speaking. The data shows that lacking fluency is the most frequent factor of language-related difficulties that are mentioned by 4 participants followed by
nervous and blank by 2 students while other difficulties such as confusion and total stop only mentioned once.
The researcher also aims to investigate whether all of those speaking difficulties hinder speaking development. The data are
Table 4.12: Difficulties Hindering Speaking Development No Response
Is speaking difficulties that you encounter hinders you to develop a speaking skills?
1 No, if we develop, those problems will be solved.
2 No, if we practice, we can do it.
3 Yes, laziness is the source of all problems, everything will be slow if we are lazy.
4 No, that difficulties will inform about the flaws we have.
5 No, if we practice speaking, it will develop.
The data in the table above indicated that 4 of the students stated that the speaking difficulties did not hinder them in improving. Most of them says that if they have enough practice, they might develop and eventually solve those speaking difficulties.
4.2 Discussion
In this section of the chapter, the researcher gathers the result of the findings to be discussed with theories and previous research related to the study.
4.2.1 Speaking Difficulties Encountered by Students
In an attempt to find the answer to the first research problem, the study reveals 16 speaking problems encountered by 5 students. According to the data, the most common difficulty encountered by non-English department students is the lack of speaking fluency that is encountered by all the participants. This
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finding is in line with the study conducted by Rahmaniah et al (2018) which indicates that 73% which is the majority of non-English students have a low level of speaking fluency. As stated by Hinkel (2006) that achieving fluency is not an easy task, it requires skills in grammar, vocabulary, and understanding in using language.
The next most frequent difficulties are blank, grammar, and speaking audience or partner which is encountered by four participants. This is congruent with the finding of Humpries, Burns & Tanaka (2015) that all students in English class have experience mind goes blank during speaking which makes them cannot continue to speak. Moreover, King (2013) also confirms that sudden silence in speaking is a common problem for EFL learners in Japan where English is not commonly used in society. Many studies confirm that grammar is the major source of speaking difficulties, for instance, Fitriani (2015) found that grammar is the dominant factor that contributes to most causes of speaking difficulties.
Additionally, Heriansyah (2012) also found that most participants who use proper grammar during speaking are slower but more comprehensible compared to other participants during speaking. In terms of a speaking partner, Humpries et al (2015) found that the influence of peers as well as speaking in front of the class are the most frequently stated difficulties in speaking compared to linguistic difficulties.
The other difficulties that are mentioned by the three students are lack of vocabulary, practice, and attention to grammar as well as being out of topic. There are many studies that also confirm these difficulties in speaking. Richards (2008)
stated that the reasons why the students are having speaking problems are linguistics problems such as poor grammar, vocabulary, and pronunciation.
Speaking problems occur when someone is lacking the necessary vocabulary to talk and is unable to combine the vocabulary into a proper sentence (Fitriani, 2015). Doris and Jessica (2007) noted that people are unlikely to give much attention to the correct grammar in real communication and only emphasize the content and how to respond. Heriansyah (2012) stated that students’ difficulties in speaking can also cause by lack of practice or having no one to practice with.
Moreover, Yolanda & Sheila (2015) stated that the most recognizable moment indicating the difficulties in speaking is when the students have nothing more to say or are out of topic when speaking.
In addition to those difficulties, there are less frequent difficulties such as lacking pronunciation, preparation, and confidence which were mentioned by two students, and anxiety, confusion, afraid of making mistakes, and lacking
motivation. Rahmaniah et al (2018) found that most non-English students in language classrooms are having a heavy accent and poor pronunciation that are difficult to understand. Being unprepared is another difficulty in speaking as stated by Mizayanti & Handini (2001) that most English learner in Indonesia are having difficulties in speaking spontaneously and requires a certain amount of understanding and preparation to speak fluently. In term of lacking confidence, Varasarin & Patchara (2007) points out that confidence is an essential factor in speaking as lacking confidence might cause other problem in speaking such as nervous, sudden blank and repetition.
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Speaking anxiety is another factor hindering speaking ability. According to Rumiyati (2018), EFL students are confirmed to have a high level of speaking anxiety and lack of motivation which might impact speaking performance.
Moreover, in terms of confusion, Heriansyah (2012) found that being confused in the middle of speaking is the common problem encountered by students with a lack of preparation and practice. Additionally, speaking anxiety and lack of motivation are mostly caused by fear of making mistakes. Humpries et al (2015) also stated that fear of making mistakes is the major problem causing silence and lacking motivation in speaking class.
4.2.2 The Impact of Difficulties on Speaking Ability
In order to answer the second research question, the researcher tried to find the impact of the speaking difficulties on students' speaking performance and found that most participants suffer a lack of speaking fluency due to the speaking difficulties. In regards to linguistic speaking difficulties, the researcher found 6 factors causing linguistic related difficulties with lack of practice as the most frequent factors of linguistic speaking difficulties. According to Richards &
Renandya (2002). speaking involves many components of language such as lexical, syntactic, semantics, and phonology. The data also indicated 7 impacts of linguistic related difficulties with lack of fluency as the most frequent impact on speaking skills. Insufficient time to practice is one major factor hindering speaking development and lacking linguistic competence causes many problems during the whole process of speaking and might cause the emergence of mental related difficulties (Richards & Renandya, 2002). Moreover, Al Hosni (2014)
stated that speaking fluency are affected by linguistic and psychological factors in speaking.
Regarding factors causing psychological factors, there are 5 factors causing psychological difficulties with nervousness and lack of diligence as the main factors. About the impacts of psychological difficulties, there are 5 impacts of psychological difficulties with lack of fluency once again is the most frequent impact on speaking ability. Achieving fluency is the main goal and the main motivation of learning a foreign language especially in oral communication.
However, speaking fluency is not easy to master, fluency requires sufficient knowledge and practice to achieve. Psychological aspects difficulties contribute more frequently in language learning in comparison to the linguistic aspects (Horwitz, Howits & Cope, 1986). Moreover, Widodo (2019) stated that many serious problems in speaking are caused by mental factors such as nervousness and anxiety, these factors might cause blank or sudden confusion during speaking.
Nakhalah (2016) found that fluency is dominantly affected by psychological factors such as nervousness, anxiety, and afraid of mistakes instead of linguistic factors like vocabulary and grammar.
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