Discussions - FINDINGS AND DISCUSSIONS - the influence of students' educational background

CHAPTER IV FINDINGS AND DISCUSSIONS

B. Discussions

students in the speaking. One of the problems were the students had lack of confidence to talk in English because the students are lack of grammatical understanding and lack of vocabulary and made them embarased to talk. It was difficult to do interaction if they felt embarrassed to talk. Here, he tried to facilitate them to solve the problems by giving them new words and taught them how to use the words in speaking or conversation. Besides, the other problem faced was lack of motivation to speak. In this case, he tried to motivate them by giving an interesting topic.

For instance, in case of male students, he could give them the topic about the football. He believed that it could motivate them to speak and communicate among the students actively. also more creative in exploring their ideas and sharing it among them.

Furthermore, based on the students‟ explenation. Some students agree that their previous English class in Junior High School or in English course are help them in their current English class in Senior High School although the stiil confused with the grammatical rules and the vocabulary used but al least they can understand the lesson.

2. The influence of students’ educational background toward their English speaking ability in term of fluency.

The second indicator of this research is the influence of students‟

educational background toward their English speaking ability in term of fluency. Based on the interview with The Englsh teacher, she told that the students‟ English educational backround was very useful in teaching

speaking. She added that, the students felt more confident and would be able to express their ideas more fluently.

Moreover, the students‟ educational background are able to make the students fluent to speak because the students already learned it in previous class and they feel familiar with English even though there were still some problem faced by the students due some factors as follows:

1. The students‟ lack of practice in speaking that influence their ability in term of speaking accuracy and fluency.

2. The students‟ vocabulary mastery still less and they seldom use their vocabulary in their daily life.

3. Most of the students‟ still shown a grammatical error while speak in front of the class

Moreover, based on the students answer related to their experience in learning English, all of the students‟ have studied English formally but not all the students‟ studied english in non formall class. It influence of educational background in learning English in term of fluency, most of the students‟ agree that the educational background influence their English skill but there still a problem in learning English because the students cannot transfer the meaning between English and the target language that caused the sometimes did not understand and unable to speak English. But so far, the educational background can influence their english because they can practice on it and get used to it.

Furthermore, most of the students‟ agree that the educational background is not really influence their English skill especially their accuracy in speaking due to the lack of grammar and they confused to pronounce the English words.

Based on the findings and discussion mentioned previously, the researcher found out that the findings of this are similar with the previous researcher including Husnawati (2017) that found out that there are various factor affecting students‟ performance, and problem students encountered in speaking. These factors and problems refer to the internal and external factor include, psychology (anxiety, shyness, and lack confidence), linguistic competence (lack of vocabulary, poor grammar knowledge), topical knowledge, performance conditions (time pressure, planning, amount of support, etc), and learning environment. Ferdoes (2016), Kainuwa and Yusuf (2013), Leong and Ahmadi (2019), Anggraini and Mulyadi (2018), all of them found out that there is influence of the students‟ education background toward their speaking performance. It is related with the findings of this research where the students‟ educational background is influence the students‟ English speaking ability in term of accuracy and fluency in SMA Muhammadiyah Limbung.

70 CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusion

After conducted the research at SMA Muhammadiyah Limbung, it can be concluded as follows:

1. The students‟ educational background is influence the students‟ English speaking ability in term of accuracy. But it not significancly shown the influences due to some factor including the students‟ were not master the grammar as well.

2. The students‟ educational background is influence the students‟ English speaking ability in term of fluency. The students‟ will be more fluent to speak English when they have an axperience in learning English in junior high school or taking an English course compared with the students wo did not learnt english previously expect in senior high school.

B. Suggestions

After finding the result of the influence of students‟ educational background toward their ability in speaking, there are some suggestions presented by the researcher follows:

1. For the Students

First of all, in mastering speaking comprehension, one thing that should be done by the students is that the students have to be interested in learning English itself. The students can take an English

course outside the school to help them practice their english and get used to it.

2. For the English Teachers

More over as an effort to increase students‟ speaking ability comprehension, teacher must be smart to select the strategy to be used by students and the teacher should awere toward the students problem and feelings. In addition, the teacher can ask the students to join an english meeting club or taking an english course to improve their english.

BIBLIOGRAPHY

Bachman, L. (2004). Statistical analysis for language assessment. Cambridge:

Cambridge University Press.

Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford:

Oxford University Press.

Bozorgian, H. (2012). The Relationship between Listening and Other Language Skills in International English Language Testing System. TPLS Theory and Practice in Language Studies, 2(4), 657-663. doi:10.4304/tpls.2.4

Brown, H. D. (1980). Principles of language learning and teaching. Englewood Cliffs: Prentice Hall. p. 112.

Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.

Brown, H. D. (2001). Language assessment principles and classroom practices.

London:Longman.

Brown, H. D. (2002). Strategies for success: A practical guide to learning English.

White Plains (N.Y.): Longman.

Brown, H. D. (2003). Language assessment: Principles and classroom practices.

White Plains, NY: Longman.

Brown, H. D. (2004). Language assessment: Principles and classroom practices.

New York: Pearson/Longman.

Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson Longman.

Burns, A., & Joyce, H. (1997). Focus on speaking. Sydney: National Center for English Language Teaching and Research.

Cayarani, S. M. (2014) Self esteem and academic achievement in speaking.

(Unpublished Bachelor thesis.) UIN Ar-Raniry, Banda Aceh, Aceh, Indonesia.

Chomsky, N. (1965) Aspects of the theory of sintax. Cambridge, MA:MIT press.

Creswell, J. W. (2008). Educational Research. New Jersey: Pearson Education.

Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.

Edward, A. D. & Vallette,R.M. (1997). Classroom technique foreign language and English as a second language. New York: Harcout Brave Javanovish.

Fanny, N. (2015). Pengaruh Latar Belakang Pendidikan Orang Tua Terhadap Pengetahuan Kesehatan Reproduksi Pada Mahasiswa Akbid Citra Medika Surakarta. Jurnal Maternity, 2(2).

Ferdoes, F. (2016). Influence of students’ socio cultural and educational background on english language learning (Doctoral dissertation, BRAC University).

Fulcher, G. (2003). Testing second language speaking. London: Pearson ESL Halliday, M. A. (1985). An Introduction to Functional Grammar. London: Edward

Arnold Press.

Harmer, J. (1991). The Practice of English Language Teaching, London:

Longman Group UK Limited.

Harmer, J. (2001). How to teach English: An introduction to the practice of English language teaching. Harlow: Longman.

Harmer, J. (2007). How to teach English. Pearson: Longman.

Hornby, A. S. (1974). Oxford advanced learner‟s dictionary of current english.

Oxford: Oxford dictionary press.

Huang, H. (2004). The relationship between learning motivation and speaking anxiety among EFL non- English major freshmen in Taiwan .(Unpublished master's Thesis). Chaoyang University of Technology, Taichung City, Taiwan

Husnawati. (2017). Students’ Speaking Performance: Some Challenging Factors.

Thesis. Universitas Islam Negeri Ar-Raniry

Jack C. Richards. (2008). Teaching listening and speaking; From theory to practice. New York: Cambridge University Press.

Jeffrey, C., & Stacy, M. (2003). English Grammar. New York: Wiley Publishing, Jenkins, J. (2003). World Englishes: A Resource Book for Students. Routledge

English Language Introductions Series. London and New York: Routledge.

Kainuwa, A., & Yusuf, N. B. M. (2013). Influence of socio-economic and educational background of parents on their children‟s education in

Nigeria. International Journal of Scientific and Research Publications, 3(10), 1-8.

Lado, R. (1961). Linguistic across cultures: Applied linguistic for language teachers. Michigan: University Michigan Press.

Latha, B. M. (2012). Teaching english as a second language: Factors affecting learning speaking skills. India. International journal of engineering research

& technology (IJERT), 1(7), September – 2012.

Laufer, B. (1997). What's in a word that makes it hard or easy? Intralexical factors affecting the difficulty of vocabulary acquisition. In McCarthy, M. &

Schmitt, M (1997),Vocabulary description, acquisition and pedagogy Cambridge: Cambridge University Press. p. 140-155.

Leong, L. M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners‟ English speaking skill. International Journal of Research in English Education, 2(1), 34-41.

Minghe, G., & Yuan, W. (2013). Affective Factors in oral English Teaching and Learning. Higher Education of Social Science, 5 (3), 57-61. Retrieved from:

http://www.cscanada.net/index.php/hess/article/view/j.hess.1927024020130 503.2956 DOI: http://dx.doi.org/10.3968/j.hess.1927024020130503.2956 Nunan, D. (1991). Language teaching methodology: A textbook for teachers (9th

ed.). New York: Prentice Hall.

Nunan, D. (1993). Task-based syllabus design: selecting, grading and sequencing tasks. In In G. Crookes & S.M. Gass (Eds.). Tasks in a Pedagogical Context.

Cleveland, UK: Multilingual Matters. 55-66.

Nunan, D. (1999). Second language teaching & learning. Boston, Mass: Heinle &

Heinle Publishers.

Nunan, D. (2003). Practical English language teaching. NY:McGraw-Hill.

Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University Press.

Nunan, D. (2015). Teaching English to speakers of other languages: An introduction. New York, NY: Routledge.

Richards, J. C. (2008). Teaching listening and speking: From theory to practice.

Cambridge: Cambridge University Press.

Sadtono, E. (1997). Perspective of English teaching in indonesia. Malang: FPBS IKIP Malang.

Schmitt, N., & McCarthy, M. (1997). Vocabulary: Description, acquisition and pedagogy. Cambridge: Cambridge University Press.

Schwartz, R.L. (2005). Taking a Closer Look at Struggling ESOL Learners.

[Online] Available:http://www.ncsall.net/?id=994 (March 3, 2011) Michael, S. (2005). Grammar. Oxford [u.a.: Oxford Univ. Press.

Thornbury, S. (2005) How to teach speaking. Epson: Longman

Tuan, N., H & Mai T., N. (2015). Factors affecting students‟ speaking performance at le thanh hien high school. Asian Journal of Educational Research, 3(2). Retrieved from: www.multidiciplinaryjournals.com

Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge:

Cambridge University Press.

Ur, P. (2000). A Course in Languge Teaching: Practice and Theory: Trainer‟s Handbook: Cambridge University Press, UK

Yan, H, J. (2007). Investigating the Difficulties in Speaking English for Academic Purposes; A Case Study of an Overseas Chinese Student, Apr. 2007, Volume 4, No.4 (Serial No.40) China: Sino-US English Teaching.WE

A

P

E

N

D

I

C

E

S

INTREVIEW GUIDE

ENGLISH TEACHER (1 Orang)

1. Menurut bapak/ibu apakah latar belakang pendidikan siswa mempengaruhi kemampuan bahasa inggris siswa?

2. Bagaimana pengaruh latar belakang pendidikan siswa mempengaruhi kemampuan berbicara siswa khususnya dalam fluency (kefasihan berbicara siswa) ?

3. Bagaimana pengaruh latar belakang pendidikan siswa mempengaruhi

kemampuan berbicara siswa khususnya dalam accuracy (ketepatan berbicara siswa) ?

4. Bagaimana kondisi siswa A,B,C,D,E,F (Subjek penelitian) saat belajar bahasa inggris dikelas?

STUDENTS (6 Orang)

1. Apakah anda pernah belajar bahasa inggris baik formal maupun non formal?

2. Menurut anda apakah latar belakang pendidikan anda berpengaruh terhadap kemampuan bahasa inggris anda khususnya dalam berbicara?

3. Bagaimana pengaruh latar belakang pendidikan formal dan/atau non formal anda mempengaruhi kemampuan berbicara anda khususnya dalam fluency (kefasihan berbicara) ?

4. Bagaimana pengaruh latar belakang pendidikan formal dan/atau non formal anda mempengaruhi kemampuan berbicara siswa khususnya dalam accuracy (ketepatan berbicara) ?

OBSERVATION SHEET FIELD NOTES STUDENTS 1

INDICATOR NOTES

LOW GOOD VERY GOOD

ACCURACY d. Vocabulary e. Grammar FLUENCY

Dalam dokumen the influence of students' educational background (Halaman 66-70)