CHAPTER I INTRODUCTION
D. Discussion
This research revealed that there was any significant contribution of students‘
speaking learning strategies and motivation toward their speaking skill at semester VI of STAIN Batusangkar. It was found out from the three hypotheses testing.
The following explanation was the discussion of all three hypotheses:
1. There Is Contribution of Students’ Speaking Learning Strategies toward Their Speaking Skill.
Generally, from the data analysis the description of students‘ speaking learning strategies toward their speaking skill was in sufficient categories. Then, students‘ speaking learning strategies toward their speaking skill were rarely used by students when they were speaking. In other words, most of students had low speaking learning strategies when they were speaking. It means that speaking skill was not only influenced by speaking language learning strategies but in other factors such self independence, IQ and any others.
Students‘ speaking learning strategy was the way or the techniques or devices which a learner may use to acquire knowledge in speaking activity. It was very important for the students because if they do not have any strategies, they will get fail to understand the information from someone. The research finding showed that there were positive and significant contribution students‘ speaking learning strategies toward their speaking skill at semester VI of STAIN Batusangkar. It means that if students have good speaking language learning strategies, they can improve their speaking skill. On the other hand, students cannot improve their speaking skill if they do not have any good speaking language learning strategies. In line with Oxford (1990:1) states that learning strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. Appropriate language learning strategies result in improved proficiency or speaking skill and greater self-confidence. It can be concluded that speaking learning strategy is important for students to improve their speaking skill. They can speak English very well when they have good speaking strategy. On the other hand, they cannot speak English well if they do not have good speaking strategy.
In English student university level, they are expected to be able to speak English naturally and communicatively. Communicative competence is competence or ability to communicate. It concerns both spoken or written language and all four language skills. Communicative competence refers to communication strategies. It could be defined as grammatical competence, sociolinguistic competence, discourse competence, and strategic competence.
2. There is contribution of students’ speaking motivation toward their speaking skill.
From the data analysis, it was found that the description of students‘
speaking motivation toward their speaking skill was in high category. Then, students‘ speaking motivation toward their speaking skill was rarely influenced to students when they were speaking.
Research finding showed that there was positive and significant contribution students‘ speaking motivation toward their speaking skill at semester VI of STAIN Batusangkar. It means that the students who want to be skillful in speaking, they must have motivation. They will not be able to speak if they do not have motivation to understand speaking component. Even though they have understood all aspect of speaking, but they will not be able to speak something if they are not motivated to learn how to speak effectively. In short, speaking ability will not be constructed without having motivation.
Yasin in Syafrin (2005:9) states that ―attitudinal and motivational factors have more to do with the successful attainment of communication language skills in second language.‖ Via attitude, motivation and self-discipline/learning strategy teachings variable can play its role in gaining the ability in speaking. Furthermore, Shumin in Richard and Renandya (2002:205) states that ―there are four factors that affect students‘ oral communication ability (speaking skill) that are age or maturational constraints, aural medium, socio-cultural factors and affective factors.‖ The affective factors related to foreign language learning emotions, self- esteem, empathy, anxiety, attitude and motivation.
Motivation was important factor to bring student successful in mastering any lesson. Motivation, which is related to a learner‘s attitude towards the language learning process, was the choices a person makes about learning a language and how much of an effort he or she is willing to make towards achieving that goal. Even more, it was a determinant in motivating someone to begin speaking. That is why someone will not speak something if there is no motivation in his heart. It was also caused by other factors, like mood, goal, topic and so forth. However, motivation was a key factor to get success in developing students‘ speaking ability.
Students‘ speaking motivation not only comes from the inner side but also from outer side, mainly from their lecturers. The lecturers have to motivate their students in order to make them diligent to study and to master speaking lesson. In students‘ university level, they are expected to have the independent learning because they are demanded to reach the goal teaching and learning process. Then, they can improve their speaking skill. Furthermore, the teachers or lecturers have to motivate their students because they want their students become productive speaker especially in speaking skill.
It can be concluded that student can improve their speaking skill if they have high motivation and good independent learning. On the other hand, they cannot improve their speaking skill when they do not have high motivation and good independent learning.
3. There Is Contribution of Both Students’ Speaking Learning Strategies and Motivation toward Their Speaking Skill.
These result showed that there was positive and significant contribution of students‘ speaking learning strategies and motivation toward their speaking skill at semester VI of STAIN Batusangkar. Generally, it is line with the theoretical that mentioned before, there are many factors that might affect or contribute to students‘ achievement in English learning. Students‘ speaking skill is affected by several factors, which are internal factor and external factor. The external factors come from outside of the students such as learning sources, lecturer, and method of teaching. Meanwhile, the internal factors which come from inside of the students selves such as motivation, IQ, learning strategy, and etcetera.
In speaking, language learning strategies and motivation can improve students‘ speaking skill. It means that if students have good language learning strategies and high motivation, they will get good mark and can communicate each other. On the other hand, if students do not have any good language learning strategies and high motivation, they will not get good mark and cannot communicate each other in English. In other word, researcher can say that students can speak English very well if they have good language learning strategies and high motivation to learn English language. It means that language learning strategies and motivation can give the positive contribution for teacher, student and school.