THE IMPACT OF ENGLISH PROGRAM ON
STUDENTS’ SPEAKING CONFIDENCE
(Study Case at Ma Plus Burhanul Hidayah)
THESIS
Submitted in partial fulfillment of requirement for the degree
of Sarjana Pendidikan (S.Pd) in Teaching English
By:
Wahyu Hidayatullah
NIM (D75212071)
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER
TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
vii
ABSTRACT
Hidayatullah, Wahyu. 2016. The Impact of English Program on Students’
Speaking Confidence. A Thesis. English Education Department, Faculty of Tarbiyah and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor: M. Hanafi, M.Ag, MA.
Key Words: Impact, English Program, Speaking Confidence
This thesis examines the impact of English program on students’ speaking confidence at MA Plus Burhanul Hidayah. The researcher chooses fifteen students (five students represent each classes; X, XI, and XII) of MA Plus Burhanul Hidayah. This study used mixed method research. To collect the data, the study used questionnaire, and students’ interview. Questionnaire sheet and students’ interview guidelines are the instruments to collect the data. The researcher uses the questionnaire sheet to know the impact of English program and interview guide is used by the researcher to know why the impact of English program arise. Some steps used to analyze the data; those are data reduction, data display¸ data transformation, data correlation, data consolidation, data comparison and data integration.
TABLE OF CONTENTS
D.Significance of Study ... 4
E. Scope and Limitation ... 5
F. Definition of Key Tems ... 5
G.Systematic of Study ... 6
CHAPTER II: REVIEW OF RELATED LITERATURE ... 8
A.English Program ... 8
1. English Club ... 8
2. English Morning conversation ... 9
3. English Day ... 9
4. Full Day ... 9
B.The Impact of English Program ... 10
C.Speaking Skill ... 11
1. Definition of Speaking Skill ... 11
D.Confidence ... 15
2. Factors of Developing Confidence in Speaking ... 17
3. The important of Self-confidence ... 23
E. Previous Study ... 25
CHAPTER III: RESEARCH METHODOLOGY ... 30
A.Approach and Research Design ... 30
B.Subject of the Study ... 32
C.Data and Source of the Data ... 32
1. Type of the Data ... 32
2. Source of the Data ... 33
D.Data Collection Techniques ... 33
1. Questionnaire Sheet ... 33
2. Interview Guideline ... 35
E. Research Instruments ... 37
1. Questionnaire ... 37
2. Interview ... 37
F. Data Analysis Techniques ... 38
G.Checking Validity of Findings ... 39
CHAPTER IV: RESEARCH FINDING AND DISCUSSION ... 40
A.Research Findings ... 40
1. The Impact of English Program ... 40
B.Discussion ... 51
1. The Impact of English Program ... 51
CHAPTER V: CONCLUSION AND SUGGESTION ... 53
A.Conclusion ... 53
B.Suggestion ... 53
BIBLIOGRAPHY ... 55
1
CHAPTER I
INTRODUCTION
This chapter presents and discusses the background of the study. The purpose of the study will be explained in objective of the study. The usefulness of the result is in the content of the significance of the study. The scope and limitation of the study explains where the data will be taken and what the researcher focus on. The last part of this chapter will present the definition of the key terms and systematic of study.
A. Background of the Study
We need language to speak with others, listen to the other, read and write.1 When we talk about have relation or cooperate with other countries, we need foreign language which is claimed and used in the whole of the world. I believe all of you are agree if English is the answer. We need English to communication each other. So, we have to increase our speaking skill in English.
Speaking was an activity that could develop with habit. To enable students to communicate better, they need to apply the language in real communication. Because, according to Gert and Hans speaking is “speech
2
or utterances with the purpose of having intention to be recognize their
intentions”.2 Human learned to master a language from saying a character,
saying a word, till saying sentences that could be used for interaction. When baby could speak first language fluently, why someone could not master second language. Basically, the way to master language almost same between how to master the first language and second language. Besides that, there were other factors that made someone difficult to master second language or foreign language. They were anxiety, less motivation, demand, etc.
According to the researcher experience when carried out PPL 2 at SMK 1 Surabaya, most of the learner had good interest to learn English but they had obstacles to perform their ability. When someone asked, they answered with the equal reason, those were shy, anxiety, etc. moreover in university level, learner in university had same arrogance to start conversation using English or with reason more enjoy to speak first language. Like example, some learners on UIN Sunan Ampel Surabaya prefer like speak Javanese, even they studied at English department.
The researcher had not known about how to solve the problem that come from personal problem. But, there was unique way that applied at MA Plus Berhanul Hidayah to make the students more confident in performing their speaking skill. The way was called English program.
English program was an extracurricular program that applied by MA Burhanul Hidayah to improve students’ English ability. This program had two sessions, they were English morning and English day. English
morning runs every day except Friday at 06.00 o’clock till 07.00 o’clock.
In this program, students memorize some new vocabularies depend on the topic that teacher gave. Students memorize the vocabularies changeable in pairs. English day runs every Tuesday. In this program, all member of school must speak English full day even in teaching and learning except in Indonesian class and Arabic class.
Those program made by English tutors from Pare. They hoped this program would run from this generation to next generation. In 2013, this program started. Students and teacher were receiving with open arms this programs. First month, English tutors joined monitoring this program run because they only had one month only in MA Burhanul Hidayah. So, the teachers of Burhanul Hidayah handled this program after.
Something unique from English program was the concept that back
to basic those were “language is habitual, language comes from
interaction”. Members of school involved in this program moreover seller
4
But in April 2016, this program ceased because intern problem of the school. The ceasing of the program automatically gave effect to
students’ psychology, where students used to apply this program. The
students felt, there was something lost.
Based on the realities above, the researcher would analyze the impact of English programon students’ speaking confidence.
B. Statement of the Problems
Based on the general background of study above, the statement of the problem is as follow:
1. What is the impact of English program on students’ speaking confidence at MA Plus Burhanul Hidayah?
C. Objectives of the Study
Based on the problem above, the objectives of this study can be stated as follow:
1. To know the Impact of English program on students’ speaking
confidence at MA Plus Burhanul Hidayah.
D. Significance of the Study
The significances of this study are:
2. For the students: the result provide information to solve their problem
on students’ speaking confidence.
E. Scope and Limitation of the Study
The target of this study was investigating the impact of English program on students’ speaking confidence . Where the scope and limitation of the study were limited to the research subject and object. The subjects were limited to 15 respondents (5 represents every class; X, XI, XII) of MA Plus Burhanul Hidayah and the objects were limited on
student’s speaking confidence. Speaking confidence was the focus of the
analyzing. This aspect would be related to students’ confidence. Students’ confidence in this study was limited to daily conversation and presentation in the class.
F. Definition of Key Terms
1. Impact
In this study impact means long effect from English program
where the students get different in habit that related to students’ speaking confidence. Like the students always give opinion, active communication each other, etc.
2. English Program in speaking skill
6
This program was almost same with English day or English club in other school, this program was not included in the school curriculum, but every people in the school area have to apply the rule of it.
According to Dadang Kurniawan on his thesis, English club was a language-learning program that is to enhance the students’ English achievement, especially in mastering their speaking skill.3 Enriching student
language program is needed to enhance students’ language proficiency in
school. Another aim of language learning program is to support the students’
academic achievement.
English program was taken the middle area of both of them. It was not included in the curriculum, but it was not an ordinary extracurricular. 3. Students’ speaking confidence
Students’ speaking confidence means students can enjoy to speak
English without doubt.
G. Systematic of Study
This thesis systematically consists of five chapters. Here are the short description of its contain:
Chapter one is introduction. On this chapter as the introduction of the thesis, the researcher explain about the background of the study as the reason of the research, the research question which the researcher will be
3Dadang kurniawan, “The Effects of The English Club Program on Students’ Speaking
answered by the study, research objective as the purpose of the study, scope and limitation, significance of the study and definitions of key term.
Chapter Two is review of related literature. The literature review chapter explains about some theory that support and review the previous study that has correlation with the topic chosen by the researcher. This chapter focuses on the impact of English program.
Chapter Three is research method. This chapter concern on the methodology and the procedure to develop the study. On the research method, the researcher tries to conduct the valid and reliable research by its method and its analysis. The subtitles of this chapter are approach and research design, subject of the study, data collection technique, data collection instrument and data analysis technique.
Chapter Four is research findings. This chapter concern about the finding and the discussion of the research.
8
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter presents and discusses about the theoretical framework
which is consist of: (1) English program, (2) The impact of English program,
(3) Speaking skill, (4) Confidence, and (5) Previous study.
A. English Program
According to Webb, having a club in which the students meet
regularly to practice English will help them feel more comfortable
inpronunciating English words and opinions.1 Types of English program
that we ever heard:
1. English Club
English Club is a place for students to use English in a fun
environment. In the English Club, the students have an opportunity to
practice many different skills based on real situations. Furthermore, the
English Club encourages and supports students to help each other to
achieve the Club objectives.
In English Club there are some activities and strategies that are used by
the teacher to make students be more active in learning process and make
their learningbe more fun and meaningful. The activities of English Club
itself are discussion, role play, speech, debate, games, and information gaps.
2. English Morning Conversation
English morning conversation is a program where students have a chat
each other with new vocabulary. The students have to memorize the
vocabulary. English morning conversation applied every day except Friday
before entering the class.
3. English Day
English Day is a day where is in this school, the teacher and the
students must use English all day long. At MA Burhanul Hidayah, English
day applied on Tuesday only. So, English Day program related to improve
the students’ speaking skill.
4. Full Day
Full day school applies the basic concept ‟integrated activity and
integrated-curriculum". It means that the whole programs and activities of
children including studying, entertaining, and praying is a unity of
education system. The learning system of Full day school focuses on
education programs that all of activities done in the school. Full day school
trains students to achieve good prestige in learning process, it is also
makes students got a changing in individual or in community.2
At MA Plus Burhanul Hidayah, English program applied in two
sections. First section is applied every day except Friday where the
10
students memorize vocabulary, we can call English morning. Second
section is applied on Tuesday where all members of school must speak
English start from 06.00 till 12.00, we can call English day.
In sum, English program at MA Burhanul Hidayah is defined as
students’ extra learning program besides regular English class, which more
focuses on mastering students’ speaking skill but in the teaching and
learning activities it contains not only speaking skill, but also other skills
of English. In school, English program is not applied for students but also
teachers and headmaster.
B. The Impact of English Program
There has always been debate whether participation in
extracurricular activities has a positive correlation with academic success.
According to Reeves, students who took part in three or four
extracurricular activities during the academic year had dramatically better
grades than those who participated in no extracurricular activities at all.3
As English program at MA Plus Burhanul Hidayah, it gave impact
in students’ daily activities. The impact can be show from the result of
questionnaire that given by the researcher to students. The impact related
to increasing students’ speaking confidence. Involvement in
extracurricular activities is consistently and positively correlated with
good school attendance, and good attendance is often correlated with a
higher grade point average (cited in Olson, 2005).4
Another positive impact of participation in extracurricular activities
is the possibility of a student acquiring some type of supportive
relationship, mentor or role model with an adult. When children identify
with a helpful coach or talented director, the children get to know them
better by being involved. Students have the opportunity to have genuine
interaction, constructive feedback and support from an adult role model
while developing positive relationships outside of their immediate
families. Most students benefit from supporting and caring relationships
with teachers and other adults.
C. Speaking Skill
1. Definition of Speaking Skill
Speaking plays the most important role because it is used in all
aspects of life. In our daily life, we often communicate with other people
through speaking. Thus, we must realize that speaking is an effective way
to communicate in order that the message that we want to deliver would be
clearer.
According to Bygate, speaking is the vehicle (par excellence) of
social solidarity, of social making of professional achievement and of
4 Nikki L Wilson, “Impact of Extracurricular Activities on Students” (University of
12
business.5 It means through their way of speaking people are most often
appreciated. Besides, speaking is also a media through which many
language are learnt, including English. Actually, to be able to be a good
speaker is not only uttering words in their correct pronunciation but also
being able to manage and deliver what is in his or her mind well and to
make his or her audience understand him or her.
There are four significant skills which have to be mastered in the
learning a language, they are speaking, listening, writing and reading.
According to Nunan, speaking and writing are productive skills, since the
language is created by the learners. While listening and reading are
receptive ones, since language is directed at the learners.6 Lindsay and
Knight stated that speaking involves “putting two messages together,
communicating the message and interacting with other people”.7
According to Widdowson speaking is an active productive skill
that is commonly performed in face to face and occurs as parts of a
dialogue or the form of verbal exchange.8 In Oxford Advance Dictionary
the definition of speaking is “to express or communicate opinions,
feelings, ideas, etc. These following are some important information about
speaking:
5 Martin Bygate, Teaching and Researching Speaking (London: Longman, 2000) p. 6
6 David Nunan, Practical English Language, first edition. (New York: Mc Graw-Hill, 2003), 48. 7 Cora Lindsay and Paul Knight, Learning and Teaching English (New Jersey: Oxford University,
2006), 57.
8 Nurlaila Fitri, “Study of the Eight Students of English Department STAIN Batusangkar . Factor
a. Speaking is a productive skill, it is a complex task and the learners need
some practice to develop the speaking skill.9
b. Speaking is a productive skill, like writing, it involves using speech to
express meanings to other people.10
c. Speaking is mastering the art of the single most important aspect of
learning a second or foreign language.11
d. Speaking is the hardest skill among the others (reading, writing and
listening), since it is productive skill or oral skill which consists of
producing systematic verbal utterances to convey meaning.12
e. Speaking involves a number of complex skill and strategies, but since
spoken language leaves no visible trace, its complexity and organizational
features are hard to track.13
f. Speaking is one of the central elements of communication. In EFL
Teaching, it is an aspect that needs special attention and instruction.14
From the statement above that speaking is a tool of interaction to
give or share information with another people, to understand meaning.
speaking is very important aspect as to express or communicate idea
9 Cora Lindsay and Paul Knight, Learning and Teaching English, 57.
10 Mary Spratt, Alan Pulverness, and Melanie Williams, The TKT (Teaching Knowledge Test)Course (Cambridge: Cambridge University Press, 2003), 34.
11 Christopher N. Candlin, Language Teaching Methodology (New Jersey: Prentice Hall, Inc,
1987), 39.
12 David Nunan, Practical English Language, 48.
13 Jeremy Harmer, The Practice Of English Language Teaching (Edinburgh Gate: Longman,
2001), 108.
14
feeling, opinion and it is the most important aspect of learning second or
foreign language.
In conclusion, speaking is way to deliver information, idea, thought
to others. However, people may implement speaking in different ways.
People do communication for some reasons. Those reasons are the
intention to say something, the purpose of their communication, their
language selection.
According to Bygate, there are two basic ways in which speaking
can be seen as a skill.15 They are motor perspective skill and interaction
skill.
1. Motor Perspective Skill
Involve perceiving, recalling and articulating in the correct
order sounds and structure of the language.
2. Interaction Skill
Cover making decisions about communication, such as
what to say it and whether to develop it, in accordance with
one’s intentions, while maintaining the desire relations with
others.
According to Harris, speaking skill is a difficult one to assess with
precision.16 Because speaking is a complex skill to acquire. The
15 M. Bygate, Speaking. (Oxford University Press,1987) p. 5-8
16 David. P. Harris, Testing English As a Secondary Language (New York :
following five components are generally recognized in analysis of speech
process:
1. Pronunciation (including the segmental features: vowels and
consonants; and the stress and intonation),
2. Grammar,
3. Vocabulary,
4. Fluency (the ease and speed of the flow of speech),
5. Comprehension.
The definition of speaking skill lexically is the ability to utter
words or sounds with the ordinary voice; or the ability to communicate
vocally or to have conversation through practice, training, or talent.
In addition, Lado points out that speaking ability / skill is described
as the ability to report acts or situation, or the ability to report situations
in precise word, or the ability to express a sequence of idea fluently.17
The writer can conclude that someone who wants to speak a foreign
language has to know the rules of that language, like grammar,
vocabulary, pronunciation, and word-formation, and to apply them
properly in communication.
D. Confidence
1. Definition of Confidence
16
According to Littlewood confidence is the positive attitude of an
individual who enabled him to develop a positive assessment both to
themselves and to the environment or situation, where individuals feel they
have the competence, confident, capable and believes that they can
because it is supported by the experience, the actual potential,
achievements, as well as realistic expectations of his self.18 James Neil
proposed some terms related to the issue of self-confidence. Among them
are:19
a. Self-concept: how does she conclude herself as a whole, how does she
see her self-portrait as a whole, how does she conceptualize herself as
a whole.
b. Self-esteem: the extent to which she has positive feelings toward
herself, how far she has got something that she feel is valuable or
precious than herself, the extent to which she believes that something
of value, dignity or worth in herself.
c. Self-efficacy: the extent to which she has confidence in the capacity
she has to be able to perform tasks or handle the issue with great
results (to succeed). It is called the general self-efficacy. Or also, as
far as she believes in her capacity in her field in handling certain
affairs. It is called the specific self-efficacy.
18 Indari Mastuti, 50 Kiat Percaya Diri (Jakarta, 2008), 13.
d. Self-confidence: the extent she has confidence in her judgment on her
ability and the extent to which she can feel the "appropriateness" to
succeed. According to James Neill Self-confidence is a combination
of self-esteem and self-efficacy.
Based on all that, while some kind of self-confidence conclusion
that it is the effect of how we feel, believes and knowing. Self-confidence
is the courage that comes from certainty about. Abilities, values and
objectives of us, or it could also be defined as an individual's positive
attitude that enables him to develop a positive assessment, both to
themselves and to the environment / situation.
Confidence means beliefs, what someone believe to achieve may
be called by confidence. Self-confidence is the term of someone that
beliefs on them truly.20 Self-confidence is a positive attitude of someone. It
is about someone beliefs of their self that make them achieve better than
other. What the other thing it is hard to achieve, the person that have better
self-confidence will done it well.
2. Factors of Developing Confidence in Speaking
To improve students speaking skill, the teacher must enable the
students to overcome their psychological problems and must help them
develop their self-confidence. These require careful planning, skillful
18
motivation, varied techniques, patient instruction, relaxed atmosphere,
visual stumuli, and good humor.21
a. Careful Planning
The most important consideration a teacher undertakes is his
careful of a lesson. A speaking class should not be improvised. The
teacher has much to think about while conducting the lesson without
having to rack his brains for the next activity. Good lesson planning is
the art of mixing techniques, activities, and materials, to create an
ideal balance for the class. The two principles of good lesson planning
are variety and flexibility. Variety means involving students in
different activities. Flexibility means the ability to use different
techniques and not be a slave to one methodology.
Also the teacher should have detailed plan about teaching
techniques, speaking activities, all of which should meet the students’
need. The goalthe teacher sets for oral lessons must be high enough to
aim at and low enough to reach.
b. Skillful Motivation
Motivation is an important factor in learning English. It is
internal drive that encourages students to pursue the learning goals. If
we have a goal and if the goal is relly attractive, we will be strongly
motivated to achieve it no matter how difficult it may be. A teacher
21 Xu Lihua, “Developing Student Confidence in Speaking English,” TESL Reporter 23, no. 2
will find strongly motivated students with a goal easier to teach than a
students study English simply because it is a part of his curriculum.
A student’s attitude is also strongly influenced by factors around
him, the teacher’s treatment of him and what happen in the classroom.
If the atmosphere in class deadly dull and if the teacher does not treat
him with kindness and patience, the students will never stand up to
speak. The teacher must mitivate the students’ enthusiasm for
speaking by telling them that teachers respect and help students who
try no matter how many errors they make and that they have no
respect for students who do not try for fear of making errors. But of
course, teachers should help them form good habits of speaking
standart English, not Indonesian English.
c. Varied Technique
The teachers must know how to give many lesson with different
techniques. They should carefully plan and execute the lesson so that
new language material is soundly integrated with the old, the difficult
with the easy. The new and difficult should be though thoroughly,
while the old and easy can be covered quickly. “Like a stream, a good
lesson flows more rapidly over the shallower sections and more
slowly over the deeper” (cited in Broughton, et al., 1980).22
20
The teachers should know to adjust priorities at different stages.
At the elementary stage, they should put emphasis on phonetics; at the
intermediate stage, the teachers should lay emphasis on a wide range
of English usages which ordinarily confuse students; and at advanced
stage, the emphasis should be on fluency and accuracy in speaking
English.
The teacher shoud constantly change the activities in speaking
practice. “No topic or device should be overworked, however good an
idea it is or however much preparation it has entailed. It is always
better to stop wilst everyone is enjoying it and wants more, rather than
pursue it to the bitter end. Then a repetition on another day provokes
eager anticipation rather than groans.” This is Broughton and his
cohorts’ (1980) idea about effective topics and devices.23
The same is true of useful text books. Good textbook offer lively
and interesting material, but if the teachers depend too much on the
textbook by following lesson sequence repeatedly, the class may
become boring, and the students may find the routine less and less
motivating.
d. Patient Instruction
Patience is another vietue greatly needed for a teacher. Students
are growing as they produce and correct mistakes, correcting mistakes
calls for great patience.
At the elementary stage, some students cannot understand
English, nor can they speak it. Their pronunciation is poor. So, they
think they cannot learn English. Sympathetic understanding for their
frustration is essential. The teachers must gently but firmly discourage
them from withdrawing and encourage them to listen more and to
imitate. Mistakes in pronunciation are not easily corrected since habits
poor pronunciation have been formed. Their listening ears are not
keen at first. The teachers’ efforts often seem to produce nothing, and
the students’ progress is often slow. These mistakes should be
corrected repeatedly and patiently until new habits are formed.
e. Relaxed Atmosphere
Speaking class can be a total failure, with the class silent and
embrassed and the teachers racking his brains for some means of
keeping the lesson alive. As mentioned, Indonesian students are quiet
and shy. They feel uncomfortable in the first attemps at speech in
English and they are afraid of failure, laughter, and ridicule.
Sometimes they maintain silence only in order to avoid being the
22
Psychologycally, people become more talkative in a relaxed
atmosphere. Via (1976) once said, “If the atmosphere is one of
tenseness and tightness, our bodies become tight and tense, and we are
not able to concrentate properly on what want to do. But, when the
atmosphere in the classroom is one of relaxation, happiness, and fun,
our whole bodies relax and we are able to receive, we are able to
learn.”24
f. Visual Stimuli
The visual element is another source of oral English practice.
This includes pictures, maps, cartoons, slides, tapes and other item.
With attractive visual stimuli, the students’ interest and attention are
aoused, a relaxed atmosphere is created in which students are eager to
talk and most importantly, a live language situation is brought into the
classroom, which is indispensable to any meaningful learning. For
example, a picture can be used as a discussion starter, a situation for a
dialogue or a talk. The teacher should try to gather available visual
stimuli or make his own, both of which add to the active classroom
atmosphere.
g. Good Humor
Humor is an indispensable quality for a teacher. Moskowitz
(1978) has shown that good teachers provide for and utilize humor as
a part of the classroom atmosphere.25 Traditionally, some teachers like
to maintain their dignity as an authority figure, which is another
abstacle to the students’ speaking from the teachers’ side. Humor can
broge the gap between the teacher and students, and relax students for
talk. So, it is wise for the teachers to insert a little humor occasionally
into the activity to cause laughter, which clears away the boredom in
the classroom and keeps the learning process fresh.
3. The Important of Self-confidence
Self-confidence plays the important role in many aspect of
someone’s life. Not only in speaking but also in many aspect of someone’s
life. Confidence is the most important assets--more important than skills,
knowledge, and experience. Lawtie Fiona states the important of
confidence.26They are:
a. Confidence equals competence.
For example, take an employment interview, someone can have all the
experience and skill in the world but they still have to convince an
employer that he believes he can do the job. If his body language says
otherwise, like not looking in people’s eyes, looking down, or bad
posture, he is less likely to get the job.
b. Confidence creates trust.
25 Ibid.
24
Everybody have to trust those that are confidence. If someone doesn’t
trust his selves to do a something then why should someone else trust
them? If someone doesn’t think that he can succeed than no one else
will take them seriously.
c. Confidence helps someone communicate.
Those who aren’t confidence often have problems communicating in
the work place and in social situations or in the school. If student lack
confidence, it’s difficult to speak in front of both large and small
groups. It’s also difficult to speak with conviction to your colleagues.
It can keep you from meeting new people and from meeting a
significant other. If you lack confidence you also have trouble telling
people know.
d. Confidence helps someone get what they want out of life.
Someone deserves to be happy and get what they want out of life no
matter what it takes to reach their goals. But if they don’t believe that
they are capable of reaching them goals than their own negative talk
will actually keep them from reaching world.
e. Confidence impacts the way people enjoy life.
A lack of confidence can spiral into all sorts of other problems
including poor body image, disordered eating, fear, alcohol and drug
abuse, procrastination, anxiety, and depression. It can also motivate
bullying or sheer isolation. Happiness and confidence are actually
close friends.
f. Confidence allows someone to be comfortable in body own skin.
Someone can tell a confident person from a mile away. They walk
into a room and people stare. But on the other hand, if someone afraid
to be self then no one will ever have the honor of meeting the true
meet.
E. Previous Study
There are some researches previously held by some researchers
related to this study. Here are some previous studies which have in the
similar sub skill in students’ self confidence in speaking problems;
The first is a thesis with the title “An Analysis of Students’
Speaking Problems at English Education Department, State Institute of
Islamic Studies, Sunan Ampel Surabaya” written by Aida Fitria. In this
thesis, she explains in detail about the problems which are faced by the
fifth semester students of English Education Department IAIN Sunan
Ampel. She conducted interview and distributes questionnaire to collect
the data from sample of the research. She does the interview not only to
the students, but also to the lecturer about the problems that students
face.27 And the problem faces by her study are: mother tongue used, lazy
to open dictionary, lazy to practice speaking mastering grammar etc.
27 Aida Fitria, “An Analysis of Students’ Speaking Problems at English Education Department,
26
The second is a research by Yuyun Eka Andraini under the title
“Teacher and Student Problems in Teaching Learning Process of
Speaking in MA Darul Ulum Waru Sidoarjo”. In her study, she takes the
teacher and the students of MA Darul Ulum as the subject of her study.
She found out that the teacher of MA Darul Ulum faced some problems,
such as; the passiveness of students in speaking class, students use their
mother tongue frequently, students are afraid of uttering their opinion, and
too many students are in class. The problems faced by students on her
study are; limited vocabulary, less understanding in grammatical structure,
the difficulties to arrange sentence, confused to choose the appropriate
tenses, and pronounce incorrectly.28
The third is “A Study of Students’ Problem in Daily English
Speaking Activity at SMA Pomosda Tanjung Anom Nganjuk” written by
Yun Arita. Arita’s study has relationship with this study in discussing
about students’ speaking problem. She also researches about how to
overcome the students’ speaking problem. Her study explains the common
speaking problems without explaining specific problems in learning
speaking skill.29
The fourth, a thesis from Hanunah by the title “Students’
Strategies in Overcoming Speaking Problems in Speaking Class of Second
Semester at English Teacher Education Department of Tarbiyah Faculty
28 Yuyun Eka Andriani, “Teacher and Students Problems in Teaching Learning Process in
Speaking in MA DarulUlumSidoarjo” (state institute of Islamic studies Sunan Ampel Surabaya, 2011).
29 Yun Arita, “A Study of Students’ Problem in Daily English Speaking Activity at SMA Pomosda
IAIN Sunan AmpelSurabaya”. In this thesis, she takes the second semester
as the subject of her research. She chooses the second semester because
they have taken speaking 1 subject, and they are considered to have some
problems in speaking. She uses a structure or closed form questionnaire
which contains of the questions and alternative answer to them. After
distributing questionnaire, the researcher observes the students when they
fill the questionnaire, in case they find difficulty or unclear questions. She
analyzes the data by identifying the answer of the questionnaire and then
getting the percentage of each item questionnaire.30
The Fifth is a thesis from Jamilah “Contributing Factor to the
Inability in speaking of first and second graders of Ma’arif Senior High
School 4 Driyorejo”. She concludes that the causes of the inability in
speaking of first and second graders during English lesson are; lack of
motivation, lack of vocabulary, lack of grammar understanding,
environment and lack of teacher’s role and teacher’s technique. 31
The sixth in 2010, Fikri Yanda from English Education
Department Faculty of Tarbiyah State Institute for Islamic Studies (IAIN)
Sunan Ampel Surabaya conducted a research entitled “English Speaking
Club an: Analysis to Improve the English Speaking Skill for English
Education Department Faculty of Tarbiyah State institute for Islamic
Studies (IAIN) Sunan Ampel Surabaya”. The result of the research is
30 Hanunah, “Students’ Strategies in Overcoming Speaking Problems in Speaking Class of Second
Semester at English Department of Tarbiyah Faculty IAIN Sunan Ampel Surabaya” (IAIN Sunan Ampel Surabaya, 2009).
31 Jamilah, “Contributing Factors to the Inability in Speaking of First and Secong Grades of Maarif
28
English Speaking Club can improve English Speaking Skill for students.
In his research, he found several strategies such us group discussion,
debate forum, and retelling article. Hid study employed a qualitative
research. His data were obtained through two instruments: interview and
questionnaires.32
The seventh in 2010, Siti Faizatul Himmatul Khoiriyah from state
university of Malang conducted a research entitled “English Club as an
Extracurricular Program at SMPN 3 Malang”. Her data were obtained
through three research instruments: interview, field notes, and
questionnaires. The result of the research showed that team work study is
often used with some fresh topic and according to students’ opinions.33
The eighth in 2008, Dessy Krisdian from state University of
Malang conducted a research entitled “The Implementation of Speaking
Class as a Local Content at SMPN Singosari Malang”. This research
employed a descriptive research. The data were obtain three instruments:
interview, field notes, and questionnaires. The result of the research was
the background reason for implementing speaking class as a local content
at SMPN 1 Singosari Malang were 1) this program was considered as an
effective means for increasing students’ ability in speaking and 2) it was
supportive program to reach better achievement in national examination.
32 Fikri Yanda, “English Speaking Club an: Analysis to Improve the English Speaking Skill for
English Education Department Faculty of Tarbiyah State Institute for Islamic Studies (IAIN) Sunan Ampel Surabaya” (State Institute for Islamic Studies (IAIN) Sunan Ampel Surabaya, 2010).
33 Siti Faizatul Himmatul Khoiriyah, “English Club as an Extracurricular Program at SMPN 3
The ninth in 2008, Devinta Puspita Ratri from state university of
Malang conducted a research entitled “A Study on The Implementation of
English Speaking Program at MAN 3 Malang Dormitory”. This research
employed descriptive qualitative design. The subject were the students’
grade XI and XII of MAN 3 Malang dormitory. The data were obtained
through interview, field notes and questionnaires.34
First study till fifth study are focus on students’ problems on
speaking confidence. But, some of the study above (sixth, seventh, eighth,
ninth) are only focused in the implementation of the program but is not yet
clear how far the effectiveness of those programs can improve students’
speaking ability in real picture through their score. All of the study are
related to the researcher’s research. Therefore, it was important to conduct
a study on the impact of English program on students’ speaking
confidence at MA Burhanul Hidayah Sidoarjo.
34 Devinta Puspita Ratri, “A Study on The Implementation of English Speaking Program at MAN
30
CHAPTHER III
RESEARCH METHOD
This chapter deals with approach and research design, subject of the research, research instrument, and data analysis technique.
A. Approach and Research Design
This research employed descriptive qualitative research has specific purpose to solve actual problems that happen now and collect data or information for formed, explained, and analyzed.1
This research also employed mix design (quantitative and qualitative). According to Creswell that mix design is procedure to collect data, analyze, and mixing.2
According to Donald Ary and friends, mixed methods are Mixed methods research combines quantitative and qualitative research methods in different ways, with each approach adding something to the understanding of the phenomenon.3
1 S. Margono, Metodologi Penelitian Pendidikan, 2nd ed. (Jakarta: PT. Asdi Mahasatya, 2000), 8. 2 Creswell, Qualitative Inquiry and Research Design Choosing among Five Traditional (Sage
Publication, 1998), 552.
3 Donald Ary, Lucy Cheser Jacobs, and Chris Sorensen, Introduction to Research in Education,
According to Arikunto, a descriptive study is a kind of non-hypothesis research and do not need to formulate the non-hypothesis in steps of the research. In this study, the writer used descriptive qualitative study.4
The qualitative data are describing the words or sentences that are separated based on the categories to get the conclusion. The data is summed up, compare with the expected result and obtained the percentage.
This technique is usually called “descriptive qualitative”.
According to Arikunto, descriptive qualitative research is a non-hypothesis research. As result, in the step of its research, the descriptive research does not need to make the formula of hypothesis.5 Therefore, the writer does not use the hypothesis but he uses explanation in his analysis in the descriptive one using qualitative data analysis.
Fatimah says that qualitative method becomes the starting point of qualitative research that emphasizes the quality (originally data) according to descriptive understanding and originally itself.6 This method presents the reality of relationship between the writer and respondent directly. From the explanation above, it is conclude that qualitative research methods are developed in social sciences to enable researchers to study social and cultural phenomena and events. Qualitative data sources include
4 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek (jakarta: PT.Rineka Cipta,
1998), 245.
5 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek (jakarta: PT.Rineka Cipta,
2002), 22.
6 Fatimah.T. Djasudarma and W. Nadeak, Metode Linguistik: Rancangan Metode Penelitian Dan
32
observation, interviews and questionnaires, documents and text, and the
researchers’ impressions and reactions.
The collected data are not numbers, it can be words or something description. Description is the accurately explanation of data which is suitable with its own natural characteristic. The collected data are sentences. Therefore, the writer used descriptive qualitative research.
B. Subject of the Study
According to Arikunto, the large group about which generalization is made is called population, and the small group that is observed is called sample.7
In this research, the population is MA Burhanul Hidayah, there are three classes: X, XI, and XII, each class has same time in English program. The writer take 15 respondent, 5 students represent each class (X, XI, XII) to be sample. The researcher is using quota sampling.
C. Data and Source of the Data
1. Type of Data
a. Primary data
Primary data is the main data that the researcher from the subject of the study. The primary data was collected by doing some questionnaire and interview. The researcher will ask the students to
7 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek (jakarta: PT.Rineka Cipta,
answer the questionnaire. In addition, the researcher does the interview to the students.
b. Secondary data
The secondary data is the supporting data obtained from sources, such as book, and document related to English program.
.
2.Source of Data
The sources of both primary and secondary data are from students, and the book, and document as the supporting data at MA Plus Burhanul Hidayah. The primary data was taken from questionnaire and interview to students. On the other hand, the secondary data was obtained by the copies of documents that related to English program.
D. Data Collection Technique
In this research, the researcher used questionnaires and interview in order the answer well organized and systematically to get the data based on the research problems.
1. Questionnaire
34
resources.8 Arikunto says that a questionnaire is a number of written
questions which are used to gain information from respondents about themselves or their knowledge, belief etc.9
From the statement above, the writer has reason for choosing questionnaires as his instrument. The reason were as follows: the use of the questionnaire in this study aims to find out the description of the students MA Plus Burhanul Hidayah as the subject of the study who join the English program. Hornby states that questionnaire is written or printed list of question to be answer by a number of people especially as part of survey.10
Arikunto defines that questionnaire is a number of within questions, which are used to gain information from respondents about the respondents themselves or their knowledge, belief etc.11
Arikunto also states that questionnaire based on the way to answer the question, there are two types of questions:
a. Opened questionnaire, the respondents can answer the questions using their own sentences.
b. Closed questionnaire, the respondents can directly choose the appropriate answer.
8 A. Brown and P. Dowling, Doing Research / Reading Research: A Mode of Interrrogation for
Education (London: Falmer, 1998), 66–69.
9 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek, 128.
10 A.S. Hornby, Oxford Advanced Dictionary Lerners’ of Current English (Oxford: Oxford
University Press, 1995), 140.
The writer used this method to know what the impact of English program on students’ speaking confidence.
2. Interview
Interview to support the data from the questionnaire, the researcher also conducted an interview as another instrument. As stated by Arikunto, the interview aims to cross check the data from the questionnaire and describe the data that is not answered yet by the questionnaire.12
The interview conducted tried to find out the Contribution of English program in details. The details in considered, such as the
strategies conducted by the program in order to improve the students’
confidence to speak English.
According Best, interview is in a sense, oral questionnaire.13
Instead of writing the response, the subject or interviewer gives the needed information verbally in face to face relationship. The interview is also particularly appropriate when dealing with young children, illiterates, those with language difficulties, and those of limited intelligence.
36
Arikunto point out that an interview is a dialogue between interviewer and the respondents about certain topic with the purpose to obtain more information.14
There are some kinds of interview that can be used in collecting data. In using a kind or interview, the writer consider the most suitable way with the situation. From the way of its administration, Arikunto classified interview into three types, they are;15
a. Un-guided interview
In this type, the interviewer is free to ask everything to the respondents, but still focus on the data that would be gathered.
b. Guided interview
In performing the interview, the interviewer informs a special topics that is preparing questions before conducting a conversation.
c. Free-guided interview
In conducting this type of interview, the interviewer give the respondents the chance to express their idea freely, but the conversation does not deviate from the topic. The free-guided is the combination between guided and un-guided interview.
In this study, the writer used free-guided interview to get some information that helps to get comprehensive data by asking the questions
related to the topic. The writer used this interview method because he wanted to get more detailed data which were impossible to obtain. The
writer this method to measure the students’ ability in speaking English,
and also ask the students to give some suggestions and criticism about English program in their school.
E. Research Instrument
In order to collect the data, the researcher use some instruments. Such as questionnaire sheet and interview guidelines to analyze it.
1. Questionnaire Sheet
The researcher will give questionnaire to students. The questionnaire sheet is needed to know the impact of English program.
In the questionnaire sheet, the reseracher use yes/no question. So that the result of the data become quanttative data. (See Appendix 1)
2. Interview Guidelines
38
F. Data Analysis Technique
The data analysis from the questionnaire involve some steps, they are follow:
1. Identifying the problems faced by the students in learning speaking.
2. Finding the way how the students minimize the problems in learning English.
3. Analyzing the data after being identified. To get the percentage of each item questionnaire , the researcher used the formula from Suharsimi as stated below:16
P= The percentage of students problem
F= The number of frequency of the respondents answer
N= The number of respondent
4. Describing students’ way to minimize the problems.
5. Drawing the conclusion
In conclusion, the researcher begins to describe the findings in a chart percentage and present the data obtained descriptively. The
description made by the researcher based on the data collection. Then, the researcher analyzed the data in specific but brief and clear description
G. Checking Validity of Findings
To make sure the validity of the study, the researcher ask students each class to answer the questionnaire sheet. The researcher is using quota
sampling because the students’ ability are not balance.
40
CHAPTER IV
RESEARCH FINDING
This chapter presents and describes the result of this study. The data obtained from the study questionnaire and interview will be analyzed and elaborated to answer the research problem mentioned in chapter I. the results are the result of questionnaires, the result of interview and what impact of English program on students’ speaking confidence.
A. Finding
According the research problems of the research, the finding presents the result of research based on the statement of the problems. They are about the impact of English program on students’ speaking
confidence and cause of the impact happened.
These data had been collected by the researcher on July 21st 2016. Based on the research procedure and data analysis technique, the data were collected by giving questionnaires and interview as well.
1. The Impact of English Program
with the impact of English Program for their speaking skills. There were fifth teen students in the class completing the questionnaire.
NO QUESTIONS YES NO
1 I prefer like English when English program ran 10 5
2 I do not like English after English program stopped 3 12
3 I speak English actively outside the school when English
program ran 6 9
4 I rarely speak English outside the school after English
program stopped 13 2
5 I speak English actively in English lesson time when
English program ran 10 5
6 I do not speak English in English lesson time after
English program stopped 8 7
7 My teacher speak English when English program ran 11 4
8 My teacher rarely speak English after English program
stopped 6 9
9 My friends speak English when English program ran 9 6
10 My friends do not speak English after English program
stopped 12 3
11 I always speak English when English program ran 9 6
12 I rarely speak English after English program stopped 10 5
13 English Program make my speaking skill increase 12 3
42
decrease
Adapted from: Tika Mudyanita, “The Contributons of English Day Program Towards Students’
Speaking Skill”, UNNES, 2011
4.1 Table of Questionnaire
The formula to calculate the percentage of questionnaire is:
The results of the questionnaire will be interpreted as follows :
Question number 1 asked the students wheter they like learning English when the English program applied. The result is 66.67% students answered YES. 33.33% students answered NO.
Question number 2 asked the students wheter they like learning English when the English program stopped. The result is 20% students answered YES. 80% students answered NO.
Question number 3 asked the students about their activeness in speaking English outside the school when the English program applied.
The result is 86.67% students answered YES. 13.33% students answered NO.
Question number 5 asked the students about their activeness in speaking English at English class when the English program applied. The results is 66.67% students answered YES. 33.33% students answered NO.
Question number 6 asked the students about their activeness in speaking English at English class when the English program stopped. The results is 53.33% students answered YES. 46.67% students answered NO.
Question number 7 asked the students about their teacher whether they speak English when English program applied in their school. The results is 73.33% students answered YES. 26.67% students answered NO.
Question number 8 asked the students about their teacher whether they did not speak English when English program stopped in their school. The results is 40% students answered YES. 60% students answered NO.
44
Question number 10 asked the students whether their friends did not speak English when English program stopped in their school. The results is 80% students answered YES. 20% students answered NO.
Question number 11 asked the students whether they always speak English when English program applied in their school. The results is 60% students answered YES. 40% students answered NO.
Question number 12 asked the students whether they rarely speak English when English program stopped in their school. The results is 66.67% students answered YES. 33.33% students answered NO.
Question number 13 asked the students whether English program
in their school give an improvement towards their speaking skill. The results is 80% students answered YES. 20% students answered NO.
Question number 14 asked the students whether without English program in their school give an improvement towards their speaking skill. The results is 53.33% students answered YES. 36.67% students answered NO.
Based on the finding of the result of the questionnaire, it can be concluded that the English program at MA Plus Burhanul Hidayah has good impact on students’ speaking confidence. The teachers and the
students mostly more active speak English when the English program
The interview was conducted on Thursday, July 21, 2016. It was aimed at obtaining the data about the impact of English Program on students’ speaking confidence gained from the result interview which
consist of four teen items. The results of the data was classified into 9 variable factors which contain some sub variable factors.
Students Responds Percentage
Yes
No
80%
20%
Table 4.2 Students responds to question “Do you always and express your
opinion/idea in the class?”
To the first the idea in the questions show that that there were 20% participants who said that they less of express their opinion in the class. It happens because of majority students get difficulty to express their idea. Some of them have difficult to express their opinion.
And the result showed that there were 80% participants who said that they do not have only difficulties to express their idea during learning in the speaking class. They were more confidence to giving participant in the class. Because the
English program made students active to speak. It could be explanation that their active expressing the idea in the class as one of the English program’ impact.
46
Cannot speak fluently
Less vocabulary
Error in grammar
30%
40%
30%
Table 4.3 Students responds to question “what make you difficult to express your opinion in the class?”
Based on the result of the interview to the students speaking class, the researcher found some causes that make student difficult to express their opinion in the class which is because they cannot speak with fluently, 30% as causes of participants face, 40% participants said that they lack of English vocabulary, and 30%% participants said that they lack of grammar knowledge.
Student Respond Percentage
Yes
No
46.67%
53.33%
Table 4.4 Student responds to question “Do you feel nervous when you speak or communicate in class?”
the class. The tables above show that the students who do not feel nervous are being majority of English program’s impact.
Student Respond Percentages
Worry making mistake
Less preparation
Difficult to speak English
40%
20%
40%
Table 4.5 Student respond to question “What makes you nervous during learning
in the class?”
The students’ responds from the interview show that the causes that make
students feel nervous during learning in the class are 40% participants said that they were of making mistake, 20% participants said that they were less preparation before learning activity and 40% participants said that they feel difficult to speak in English.
According to the result students responds above can be seen that could be explanation the problem face students learn speaking in the class this indicate the majority of students because they do not feel confidence in the speaking class.
48
Yes
No
60%
40%
Table 4.6 Students respond to question “Do you think communicative in front of making you feel shy when you speak English?”
According to the students respond from the interview, it show that 60% of the participants said that they agreed most of them who have problem face when they communicate in front of making they feel shy when they speak English because their friends and there were 40% participants said that they were against about the cause students feel shy to speaking English in the class.
The majority of student still has cause of lack confidence because their friends not feeling shy to speak English and rarely to speak up. But, they usually participate and give contribution in the class, even they only sitting down on their seat not in front of the class.
Student Respond Percentages
Less practice
friends
Worry making mistake
30%
50%
20%
Table 4.7 Student responds to question “What the causes you feel shy
The students respond from the interview show that the cause students feel shy when communicating in English is that30% participants said that they were did not have enough practice in the class, 50% participants said that they are felling shy because of their friends, and 20% participants said that they are worried of making mistake
When the student speak English in the class, they feel shy because their friends. The students usually give contribution in the class even their grammar is not perfect. They listened and answered the teacher explanation to the material and they were as listener by their friend when speak English.
Student Respond Percentages
Yes
No
50%
50%
Table 4.8 Student responds to question “Do you wait for an appropriate
time to express your idea?”
50
Student Respond Percentages
Yes
No
40%
60%
Table 4.9 Student responds to question “Do you feel afraid when you
speak English?”
The students respond from the interview above show that there were 40% of the participants agreed to say that they feel afraid when they speak English. And there were 60% of the participants said that they were against about feeling afraid when they speak English with fluently in the class.
Student Respond Percentages
Fear making mistake
Grammar understanding
Have no good pronunciation
40%
20%
30%
Table 4.10 Student responds to question “what make you feel afraid
when you speak English?”