CHAPTER I INTRODUCTION INTRODUCTION
2. The obstacles faced by teachers‟ in improving s tudents‟
speaking ability at SMAN 1 Pringgarata in the academic year 2022/2023
1) Inadequate facilities and infrastructure
Educational facilities and infrastructure are essential things that support the learning kind of successful stuff, such as the classroom, learning tools, learning media, lesson plan, and materials used to support factors in the process of achieving the field of education goals. Furthermore, supported by a statement by Herwan et al. and Vincent in Santika et al., a research journal stated that facilities and infrastructure affect the ability of
153 Fitriah et.al, “The Use of Brainstorming Technique in Increasing Students Confidence in English Speaking Skills at SMAN 4 Kota Serang”, Journal of English Education, Linguistics, and Literature Journal, Vol.1, No.2, February 2022, P.91
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students in the learning process that will attract and maintain teacher prosperity, then support the improvement of students outcomes.154 That can conclude that good education facilities and infrastructure determine the quantity of students' ability and learning.
According to Vincent in Santika et al., a research journal stated that many schools in an area far from the city often lack facilities and infrastructure that support the teaching-learning process.155 Based on the theory of Santika, it is the same as what happened in SMAN 1 Pringgarata, which confirmed that the school still lacks facilities and infrastructure for teaching learning because under repair.
2) Non- English environment
The environment is very influential to the students' communication learning which is to be the main factor in education, the main goal of communication is to get the message in a way that easy to understand using the language, and the environment is one of the essential things that support the effective communication in English learning process. However, most students around the school still use their first language, which is their mother tongue used in daily life. As the statement
154Felia Santika, et.al, “School Facilities and Infrastructure Management in Improving Education Quality”, International Journal of Research and Innovation in Social Science, Vol.5, No.6, P. 280
155 Ibid, P. 281
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by Erinastasia in his thesis stated, the mother tongue has been instilled in them since childhood and has become a part of students' habits, then making it difficult for them to communicate in English.156
Based on the statement of Erinastasia, it is the same as what happened in SMAN 1 Pringgarata, that when students have a non-English environment, it is challenging to speak in English because the students must have a partner to improve their communication when practicing to reach the target language.
They always use their mother tongue when the learning process is going on. That is the biggest problem the teachers in a speaking class face: they are challenged to communicate in English.
3) Students characters
The teachers are role models for students as objects, for example, good character because students notice whatever the teachers do. In this case, the teachers and schools are the
components that can not be separated and complement each other. While school is the first social structure that students encounter, it provides an excellent opportunity for character- building. It also can be done through planned actions and activities both outside and inside the classroom.
156 Dinda Erinastasia, “Mother Tongue Interference on Students’ Pronunciation A Study in The Eight Semester Students of English Department IAIN of Bukittinggi”, (Thesis, Faculty Of Tarbiyah IAIN Bukittinggi, 2018), P.12
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In addition, some students in a speaking class lack self- confidence, as the statement of Nunan in Putras’ research thesis stated that students who lack self-confidence would have difficulties communicating in the English language.157
Based on the theory of Nunan, it is the same as what happened in SMAN 1 Pringgarata found that some students still have less self-confidence to explain the speaking material due to a lack of learning habits.
4) Students cannot remember anything to say
In addition, one of the most significant troubles the teachers face in improving students speaking ability is when students try to mention something in an English language classroom. Still, they get inhibited, which is about students having nothing to say, do not have the motivation to express themselves by sharing an opinion, ideas, etc. A statement, Tanveer, in Putra’s research thesis, stated that limited vocabulary impacts a negative effect on the process of learning a language, such interfered with and hindering the process of speaking the language.158 River in Nursyams’s research thesis stated that the students have nothing to express because the
157 Jani Utama Putra, “An Analysis of Students’ Anxiety in English Speaking Classroom at the Third Semester”, (Thesis, Faculty of Teacher Training and Education, University of Muhammadiyah Makassar, 2018), P.22
158 Andi Annisa Hanifah Nursyams, “A Study Students’ Problems in Daily English Speaking Activity The Eleventh Grade Science Students of SMAN 10 Makassar”, (Thesis, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar, 2018), P.20
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teachers had chosen a topic that is not suitable for them or about which they know very little.159
Based on the statement of Tanveer and River, it is the same as what happened in SMAN 1 Pringgarata found that a few students in a class typically complain about specific topics given by teachers because the topic is not suitable for them to learn.
Due to that, they lack vocabulary mastery to talk fluently to explain something related to the topic in the English language.
3. The teachers‟ strategies to overcome the obstacles in improving students‟ speaking ability at SMAN 1 Pringgarata in the academic year 2022/2023
The strategies to overcome the obstacles that by the teachers are beneficial to make learning effective in the teaching-learning process. Using effective strategies raises students’ ability to sharpen their speaking knowledge in language learning.
1) Giving students motivation
Motivation is the crucial thing that teachers have to do for students before they start teaching-learning in the field of education. In Menggo's research journal, Brown stated that the success of teaching-learning in English tasks is where students are intrinsically and extrinsically motivated to learn to speak.160 Well, students who have high motivation in learning will be
159 Ibid, 21.
160 Sebastianus Menggo, “English Learning Motivation and Speaking Ability”, Journal of Psychology and Instruction, Vol.2, No.2, April 2018, P.71
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helped and guaranteed to get a bright future, in any case, specifically opportunities in the field of education.
The teachers and parents always have to endeavor to build students' motivation to guide and control both in the classroom and outside of the school, giving an exciting way to catch their attention and develop their enthusiasm in the learning process.
2) Giving students practice both fluency and accuracy
Fluency and accuracy are essential aspects of speaking learning. According to Brown and Richards in Putri’s research thesis stated that students who can be said to be fluent in speaking if they can use the grammatical structure accurately, pronounce a word quickly and precisely, and enunciate their vocabulary automatically out of their thought when looking at something or objects around it.161
Furthermore, accuracy refers to the statement of Brown in Putri’s research thesis, stated that accuracy is the set ability to produce the correct sentence in the form of providing such communicative tasks and activities in the term of conversation, debate, role play, and games, those kinds of activities can engage the students in the natural to produce correct grammar, sentences, and vocabulary.162
161 Andi Atika Putri, “The Students Ability in Speaking Accuracy and Fluency at SMAN 9 Gowa”, (Thesis, Faculty of Teacher Training and Education, Muhmmadiyah University of Makassar, 2020), P.9
162 Ibid, P.12
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Based on the theory of Brown and Richards, it is the same as what happened in this school found that English teachers provide opportunities to students to practice both fluency and accuracy for their fluency to improve their speaking ability by using some practical activities such as role-play, debate, and games activity which is about complete the short story.
3) Giving students opportunities to talk by using group work, pair work, and limited teacher talk
The teachers have to provide time for students to talk more rather than teachers and give students opportunities to speak by using group work and pair work which is a great way to make plans and coordinate the activities in the classroom to increase the number of students speaking opportunities. In this case, there are no rules regarding how often group or pair work should be implemented in the classroom.
On the other hand, implemented group work gives advantages both for teachers and students, as Harmer in Pratiwi’s research thesis stated that group work is one of the
techniques to cover in which two or more students give more opportunities to speak up about that task and then collaborate to discuss it.163 Furthermore, as a statement of Harmer, in Mulya’s
research journal, stated that implementing techniques of pair
163 Anastasya Inayah Pratiwi, “Group Work and Pair Work to Teach Speaking Skill for a Large Class”, (Thesis, Faculty of Tarbiyah Tadris, The State of IAIN Bengkulu, 2020), P. 28
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work is a teacher's way to help students increase their participation in growing aspects of speaking language and abilities.164
Based on the theory of Harmer, it is the same as what happened in this school, which found that the teachers use the techniques of group work and pair work to grow engaging students to be more active in the learning process, significantly enhancing the effectiveness of the speaking learning process.
4) Designing classroom activities
The teachers design classroom activities and make a lesson plan at every meeting to teach them English subjects that significantly affect the student's achievement and their quality of learning process, using interactive and collaborative activities between teachers and students through group and pair work to design them to socialize, work together, and respect each other, around their environment. On the other hand, Puspitasari’s research journal said that when the students do something together in pairs or a group, they will interact with one another to change their ideas to work on the topics to solve a problem.165
Based on the theory of Puspitasari, it is the same as what happened in this school. Teachers guide students in carrying out
164 Rika Mulya, “Teaching Speaking by Applying Pair Work Technique”, English Education Journal, Vol.7, No.1, 2016, P.79
165 Evi Puspitasari, “Classroom Activities in Content and Language Integreted Learning”, Journal of Foreign Language Teaching and Learning, Vol.1, No.2, July 2016, P.2
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activities. The types of activities are discussion and practice in a classroom, creating the activity to adapt to learning objectives, and the class and the teachers dividing students into pairs or groups with a large number of students so that the discussion becomes more effective.
101 CHAPTER IV
CONCLUSSION AND SUGGESTION A. CONCLUSION
Based on the results focusing that have been carried out by the researcher on research regarding an analysis of teachers' strategies in improving students’ speaking ability at SMAN 1 Pringgarata in the academic year 2022/2023, it can conclude that:
1. English teachers primarily use five strategies to improve students’
speaking ability: role-play, storytelling, drilling, discussion, and brainstorming.
2. Furthermore, the obstacles that the teachers face in improving students’
speaking ability are inadequate facilities and infrastructure, such as lack of dictionaries and lack of reference books, a non-English environment like the mother tongue used in students' daily life, which affects students learning process when practicing speaking English in class, students characters such as lack self-confidence, lack of learning habits, and students cannot remember anything to say like lack of vocabulary mastery urges the students to use body language to say something in English.
3. The last is about the strategies to overcome the obstacles that teachers face in improving students speaking ability are to give students motivation, practice both fluency and accuracy, give students
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opportunities to talk by using group work, pair work, and design classroom activities.