Vol. 2 No. 3, 2022
Difficulties in English Speaking Encountered by Students at Universities
Kesulitan Berbicara Bahasa Inggris yang Dihadapi Mahasiswa di Perguruan Tinggi
Andyta Mustafari*, Syarifuddin Dollah, Kisman Salija English Education Study Program, Universitas Negeri Makassar, Makassar, Indonesia
*Penulis Korespondensi: [email protected]
ABSTRAK
Penelitian ini bertujuan untuk mengetahui kesulitan dalam berbicara Bahasa inggris yang dialami oleh mahasiswa Pendidikan Bahasa Indonesia, strategi yang digunakan oleh mahasiswa dalam mengatasi kesulitan tersebut dan persepsi mereka dalam proses pembelajaran Bahasa inggris. Penelitian ini menggunakan metode campuran. Teknik pengumpulan data menggunakan angket dan wawancara. Peneliti menggunakan cluster random sampling untuk mengumpulkan data. Terdapat 39 mahasiswa yang berpartisipasi sebagai responden dan penelitian ini diadakan di Fakultas Bahasa dan Sastra Universitas Negeri Makasassr.
Hasil penelitian ini menyatakan ada beberapa faktor kesulitan yang di alami oleh mahasiswa Pendidikan Bahasa Indonesia, yaitu faktor eksternal dan internal. Meliputi, faktor psikologi (mahasiswa cenderung merasa khwatir saat berbicara bahasa inggris di depan umum, aspek linguistik (kurangnya kosakata), faktor contextual (penggunaan Bahasa pertama dan lingkungan belajar).
Selanjutnya, telah di temukan beberapa strategi yang digunakan oleh mahasiswa Pendidikan Bahasa indonesia untuk mengatasi kesulitan mereka. Hasil penelitian menunjukkan mahasiswa menggunakan cara menjelaskan sesuatu lebih spesifik, mahasiswa sering melakukan latihan berbicara Bahasa inggris untuk memperbaiki Bahasa inggris mereka dan mahasiswa menggunakan beberapa gerakan tubuh untuk menyampaikan sesuatu. Selain itu, mahasiswa juga menambahkan strategi yang lain yang sering dilakukan, seperti (menghafal kosa kata, menonton video dan film Bahasa inggris dan mendengarkan music). Serta persepsi mahasiswa dalam proses pembelajaran dikelas, responden memahami dengan baik materi yang disampaikan oleh dosen namun tidak jarang dosen menggunakan bahasa Inggris dalam menyampaikan materi di dalam kelas.
Kata kunci: kesulitan Berbicara Bahasa inggris, strategi, and persepsi
ABSTRACT
This research aimed to find out difficulties in speaking English encountered by Indonesian language education students, the strategies used by them to overcome their speaking English difficulties and their perception in learning English process. This research design used mixed method. The data collection technique used were questionnaire and interview. The researcher applied cluster random sampling to gain the data. There were 39 students participated as the respondent and this research conducted in Faculty of Languages and Literature Universitas Negeri Makassar. The result of this research showed that there are various difficulties encountered by Indonesian language education students refer to internal and external factors include, psychology (the students have anxiety to speaking English in public afraid of making mistake, linguistics aspect (lack of vocabulary), contextual factors (using of mother tongue and learning environment). In addition, there were found strategies used by Indonesian language education students to overcome their difficulties. The result showed students used a way to describe something, students had practice speaking English to make their speaking well, students used some gestures to express something. In additions, the students also explained another strategy which they like to do, such as memorizing vocabulary, watching English video and movie and listening English music. Also, the student’s perception in learning process in the classroom the lecturer is used the right strategy in learning process in the classroom, the respondents understand well the material delivered by the lecturer, but sometimes in explaining the material the lecturer use English language.
Keywords: speaking English difficulties, strategy, and perception
1. INTRODUCTION
Language is a symbol system in the form of meaningful sounds and articulated sounds, where language is used to communicate, convey our feelings and ideas from one person to another. There are many languages in this world that can be used to interact with other people. One of them is English which has been applied as an international communication tool. In Indonesia, English is considered a difficult and boring subject by some students because there are some differences between English as a foreign language and Indonesian as their mother tongue.
In learning English, students must be able to master the four language skills in English, namely speaking, listening, writing, and reading skills. Listening and reading are included in receptive skills while writing and speaking are included in productive skills. This is in line with Mundhe (2015) who said that the four English skills that EFL students need to master are speaking and writing as productive skills and reading and listening as receptive skills. Speaking English is considered as an important skill that must be mastered.
Through speaking, a person can convey ideas, advice, and express his feelings effectively. Mastering speaking English is very important in our modern country and a new era. According to Richard (2008), the mastery of speaking skills in English is a priority for many-second language or foreign language students. Speaking is an interactive process of constructing meaning that involves, generates, receives, and processes information.
In Indonesia, being mastering speaking English is not easy to do, because English is a foreign language.
According to Pollard (2008), speaking is one of the most difficult skills to learn, because the person who want to learn English must be able to master various aspects of the language, especially grammar, vocabulary, pronunciation, intonation, fluency, body language, and gestures.
As Indonesia is a developing country and Indonesians are barely using English for daily life, we are learning English as a Foreign Language (EFL). English is an obligatory subject to be learned by students in Indonesia. English also becomes the first foreign language that must be taught at schools and universities. Therefore, a lot of universities throughout the world need to include the English language as one
of their educational tool requirements. English is often used as the medium of instruction in higher education.
From the results of pre-research observations that have been carried out by researcher at the Indonesian Language Education study program, Universitas Negeri Makassar, it shows that there are several difficulties experienced by students in the process of learning English Speaking, such as lack of confidence in speaking English caused by lack of vocabulary mastery, and the students' concerns about making mistakes when speaking English. These difficulties certainly affect the process of developing their English- speaking skills. Al-Roud (2016) stated that several factors affect student performance in speaking English fluently; such as lack of vocabulary, lack of adequate and appropriate vocabulary, shyness, nervousness, fear to speak, and lack of confidence.
2. LITERATURE REVIEW
2.1 Speaking
Walter (2008) stated: “speaking is to say something using your voice or to make a speech to a large group of people”. Means people can transfer their ideas feelings, emotions, and messages by speaking because speaking is oral communication. As an important skill, there are many and varied perceptions about the definition of speaking for many experts. Boonkit (2010), speaking is one of the four skills that must be developed as means of effective communication in first or second language contexts. It means that in four skills of English, speaking is one of the important things for language communication. In addition, McDonough and Shaw (2012) state that speaking is oral communication as two ways of process between speaker and listener. It involves productive skills and receptive skills of understanding.
Speaking is one of the English skills that is used to share our ideas and to communicate with other people.
Speaking is a skill that’s not only to be learned but also to be practiced. Speaking is just people’s tool to express their thoughts, ideas, feelings, and emotions through oral or verbal communication. Sometimes, in a certain case, it is okay if we speak to the one and use bad grammar or bad pronunciation and choose bad vocabulary. Because the purpose of the communication is to make understand when we deliver or receive the message. But it is much better if we speak using good grammar, vocabulary and good pronunciation.
Coli and Slater (2005) express their idea about speaking, “speaking will encourage the development of fluency in spoken English. Speaking fluently, of course, involves speaking easily and appropriately with others but it carries further assumptions in the simple terms”. When someone speaks, they produce verbal communication and it should be meaningful and easy to understand. Like communication, there is always speaker and listener, the message and the feedback. A good speaker should be clear and informative to make the listener understands what the speaker says.
2.2 Difficulties in Speaking
English speaking also not easy for students, because they must study hard to make their speaking fluency and good comprehension in speaking. Therefore, they also must learn more about vocabulary, pronunciation, grammar, and they must have willingness. Nuraini (2013) stated that the main challenges factor that the teacher faced in teaching in this research are academic factors such as students demotivating and low basic in English ability. In addition, Raba’ah (2005) stated that there are many factors that cause difficulties in speaking English. Some of these factors are related to the learners themselves, the teaching strategies, the curriculum, and the environment. For example, many learners lack the necessary vocabulary to get their meaning across, and consequently, they cannot keep the interaction going. Inadequate strategic competence and communication competence can be another reason as well for not being able to keep the interaction going.
Students are lack on English because they have low motivation in learning English.
According to Juhana (2012) there are three kinds of difficulties in speaking English; those are linguistic factors, psychological factors, and contextual factors.
2.3 Students’ strategies to overcome speaking difficulties
Brown (2010) states that strategies are specific methods in approaching a problem or task, modes of operation for achieving a particular end, planned design for controlling and manipulating certain information. In solving those problems and difficulties, they need strategies to solve the problems well. This case is also needed by students, especially Indonesian language education students who want to overcome their difficulties in speaking English; they also need strategies to overcome their speaking difficulties.
According to Anne Burns (2012), there are a lot of strategies that can be done by learners to overcome their difficulties in speaking English. Those strategies are included in cognitive strategies, metacognitive strategies, and interactional strategies which are as follows:
Cognitive Strategies
Cognitive strategies are techniques to compensate for gaps in lexical knowledge and related linguistic problems
Metacognitive Strategies
Metacognitive strategies are strategies related to mental operations to regulate thinking and language during the speaking process
Interactional strategies
Interactional strategies that are related to social behaviors for negotiating meaning during the interaction.
2.4 Teaching English in Indonesian Context
The importance of applying English courses in Indonesian education can be seen in Government Regulation No. 32 /UU/ 2013 which is an amendment to Government Regulation No. 19/UU/2005 concerning National Education Standards, where in article 771 paragraph 1, it is explained that English which is a foreign language is an international language which is very important in its use in global relations.
Language teaching has many different features. A teacher not only teaches and pay attention to students' language skills, such as reading, writing, listening, and speaking, but also helping, facilitating, and encouraging students to have enthusiasm, good attitude, and motivation towards English.
Furthermore, teachers must understand what students learn, how and why it affects them, how lessons can benefit them in the future (Drakhshan, 2015).
Therefore, language teaching requires teachers to teach students to develop academic and personal abilities.
However, teaching English becomes an important issue when it is taught as a foreign language.
Nurkamto (2003) asserts that the aim of teaching English in schools is to develop students' communicative competences that will assist students in their university education. However, this goal has never been satisfactorily achieved. Although English is
officially taught in all secondary schools, competencies and skills poor or rural areas.
2.5 Perception
Knuttila (2008) stated about perception is the associated with a change in sense-organ and this is caused by the object of perception. The researcher gives an argument about this Aristotle theory of perception which means that everyone has feeling of like or dislike for the intended object. Furthermore, a process interprets messages of our senses to provide order and meaning environment is called perspective (Johns and Saks, 2019). It means that once someone makes perspective, it may be affected the world around. As Blake and Sekular (2006) stated that perception set the people in contact with the world they exist in and shapes our knowledge of that world. Another explanation that perception play a significant role because it provides people with a useful view of the world, where useful means being able to interact and effectively within our environment.
According to several experts’ statement above, it can be concluded that perception is subjective and depend on the object of the people seen and then interpret it and resulting a change in environment.
Icekson & Pines (2003) cited in Wahyuni (2020) divide perceptions into two different types namely positive and negative perception:
Positive perception
Positive perception is characterized by or expressing certainty or affirmation. It is tending to emphasize what is good, constructive rather than skeptical; it is tending towards progress or improvement.
Negative perception
Negative perception is expressing or meaning a refusal or denial of something. It is tending to emphasize what is bad. It is lacking positive qualities such as enthusiasm, interest, or optimism.
3. METHOD
3.1 Research Design
This research applied mixed method research. Mixed method research integrates the quantitative and qualitative approaches by holding both quantitative and qualitative data in one research. Mixed method research used aims to “build on the synergy and strength that exists between quantitative and qualitative research method to understand a phenomenon more fully than is possible using either quantitative or qualitative method alone”. This
research was conducted at the Indonesian Language Education Study Program, Faculty of Languages and Literature, Universitas Negeri Makassar.
3.2 Population and Sample 3.2.1. Population
The population of this research is all Indonesian Education Department students at Faculty of Languages and Literature Universitas Negeri Makassar involving five classes with thirty-nine students each. The total number of populations was 195 students.
3.2.2. Sample
This research applied cluster random sampling to select the participant. So, the sample of this research randomly choose from Indonesian Education Department Students Faculty of Languages and Literature Universitas Negeri Makassar and take the first-year classes of E-class involving thirty-nine students.
3.3 Instruments of the Research a. Questionnaire
b. Interview Sheet
3.4 Procedures of Data Collecting 3.4.1 Questionnaire
a. The researcher came to the class and explained to the student about what is the objective of the research that conducted
b. The researcher gave the link of the questionnaire to the students made from Google form.
c. The researcher gave a brief and clear explanation to the students about how to fill the questionnaire and ask the students to fill the questionnaire based on each student’s condition that refers to their difficulties in speaking.
d. The researcher checked the questionnaire in Google Form.
e. The researcher elaborated the filled questionnaire to categorize students’ difficulties in speaking, students’ strategies to overcome those difficulties.
3.4.2 Interview Guide
a. Based on the classification level which has been done in the quantitative field before, the researcher chooses four students as the representative to be the interviewee.
b. The researcher held the interview using the audio recorder
c. The result of the interview which has been recorded before has transcribed into a script
3.5 Technique of Data Analysis 3.5.1. Questionnaire
To analyze and interpret the data obtained from the questionnaire, the researcher uses descriptive statistics a. Percentage
b. Interview
1) It starts with the first stage named reviewing and exploring the data.
2) The second stage is coding data into categories.
3) The third stage is constructing a description of people, places, and activities.
4) The final stage is reporting and interpreting data.
4. FINDINGS AND DISCUSSIONS
4.1. Findings
4.1.1. Students’ difficulties in English speaking a. Linguistic Factor
Table 1. Rate Percentages of Students’ Speaking Difficulties in Linguistic Factors
Statement
Responses
SA A D SD
F % F % F % F %
I have limited vocabulary to speak English in the learning process.
9 23.1 24 61.5 6 15.4 0 0
I have difficulty in putting words into sentences to speak English.
10 25,6 24 61,5 5 12,8 0 0
I have difficulty pronouncing some syllables in English.
8 20,5 26 66,7 5 12,8 0 0
Table 1 above, shows that in the first statement, from a total of 39 students of Indonesian language education, there are about 24 (61.5%) students agree and 9 (23.1%) strongly agree that they have limited vocabulary in speaking English, while there are 6 (15.4%) students disagree. Then, in the second statement there are 24 (61.5%) students agree and 10 (25.6%) strongly agree
that they have difficulty in putting words into sentences, while there are 5 (12,8%) students disagree.
Whereas, in the last statement there are about 26 (66.7%) students agree and 8 (20.5%) strongly agree that they have limited vocabulary in speaking English, while there are 5 (12.8%) students disagree.
From the data of rate percentages of students’ speaking difficulties in linguistic factors this shows that, Indonesian language education students, agree that they have difficulties in speaking English on linguistic factors that is the students have limited vocabulary to speak English in the learning process.
The findings above are in line with the results of interviews conducted by researcher, where students stated that they tend to have difficulties in speaking English due to lack of vocabulary mastered and difficulties in pronunciation. This can be seen in the following interview results:
Respondent 1
“kadang-kadang kesulitan yang sering saya alami itu kak biasanya dalam penggunaan kosa kata dan cara Penyebutan atau cara baca nya kak “
Sometimes the difficulties that I faced, are usually in the use of vocabulary and how to pronounce and read some word.
b. Psychological Factor
Table 2. Rate Percentages of Students’ Speaking Difficulties in Psychological Factors
Statement
Responses
SA A D SD
F % F % F % F %
I have a fear of making mistakes in speaking English.
6 15.4 25 64.5 8 20.5 0 0 I feel shy to speak
English in front of friends and lecturers.
3 7.7 24 61,5 12 30.8 0 0 I have anxiety when
speaking English in public.
9 23.1 21 53.8 9 23.1 0 0 I don’t have any
confident to express my opinion in English in class.
10 25.6 22 56.4 7 17.9 0 0
Lack of motivation in learning English makes me difficult to speak English.
4 10.3 24 61.5 11 28.2 0 0
Table 2 above, shows the result of the Indonesian language education students encountered Psychological in speaking English. That from a total of P= f / n x 100 %
Explanation: P= Percentage f= frequency n= Respondent
39 students of Indonesian education department. The first statement showed that 6 (15.4%) students choose strongly agree, 25 (64.1%) students choose agree and 8 (20.5%) students choose disagree. The second statement showed that 3 (7.7%) students chose strongly agree, 24 (61.5%) students choose agree, and 12 (30.8%) students choose disagree. The third statement showed that 9 (23.1%) students choose strongly agree, 21 (53.8%) students choose agree and 9 (23.1%) students choose disagree. The fourth statement showed that 10 (25.6%) students choose strongly agree, 22 (56.4%) students choose agree and 7 (17.9%) students choose disagree. The fifth statement showed that 4 (10.3%) students choose strongly agree, 24 (61.5%) students choose agree and 11 (28.2%) students choose disagree.
From the data of rate percentages of students’ speaking difficulties in Psychological Factors, it can be concluded that they tend to have anxiety in when speaking English in public
The findings above are in line with the results of interviews conducted by researcher. This can be seen in the following interview results:
Respondent 4
“banyak sih kak kalo kesulitannya, pertama itu khawatir saat berbicara depan umum soalnya speaking saya kurang bagus jadi takutnya salah kalau berbicara depan umum”
There are a lot of difficulties, at first, I was worried when speaking in public. Because I cannot speak well so I'm afraid for making mistake when speaking in public.
C. Contextual Factor
Table 3. Rate Percentages of Students’ Speaking Difficulties in contextual Factors
Statement
Responses
SA A D SD
F % F % F % F %
The habit of using my first language makes it difficult for me to speak English in class.
12 30.8 21 53.8 6 15.4 0 0
The lack of use English in daily life cause me to have difficulty speaking English in the class.
9 23.1 28 71.8 2 5.1 0 0
I have difficulty understanding English in the learning process in class.
2 5.1 28 71.8 9 23.1 0 0
Table 3 shows that from a total of 39 students of Indonesian language education. There are 12 (30.8%) students strongly agree if the habit of using first language makes difficult for them to speak English in class, 21 (53.8%) students strongly agree and 6 (15.4%) disagree. And then in the second statement, 9 (23.1%) students strongly agree if the lack of use English in daily life causes them have difficulty speaking English in the class, 28(71.8%) students agree and 2 (5.15) disagree. Whereas in the third statement, 2 (5.1%) students strongly agree they have difficulty understanding English in the learning process in class, 28 (71.8%) agree and 9 (23.1%) students disagree.
It can be concluded that students agree they have difficulties in speaking English on contextual factors, that is the student have habit of using first language make them difficult to speak English in class.
The findings above are in line with the results of interviews conducted by researcher. This can be seen in the following interview results:
Respondent 1
“menurut saya factor yang menyulitkan saya untuk berbahasa inggris itu karena factor Lingkungan kak.
Karena di lingkungan saya itu jarang sekali orang-orang berbahsa inggris kebanyakan menggunakan Bahasa Indonesia dan Bahasa daerah”
I think the factor that makes me difficult to speak English is because of environment, because in my environment people rarely to speak English. Most of them use Indonesian and their native languages.
4.1.2. Students’ strategies used to overcome the difficulties in speaking English
a. Cognitive Strategies
Table 4. Rate Percentages of Students’ Cognitive Strategies to Overcome Speaking Difficulties
Statement
Responses
SA A D SD
F % F % F % F %
I describe less specific word to make it easy to understand.
9 23.1 27 69.2 3 7.7 0 0 I try to use easier
vocabulary to increase my English-speaking skill.
10 25.6 25 64.1 4 10.3 0 0
I use additional expressions to get a chance to think before
8 20.5 27 69.2 4 10.3 0 0
Statement
Responses
SA A D SD
F % F % F % F %
speaking like: okay, hm, eee, uhm, etc.
The table 4 presented the result of the cognitive strategies by Indonesian language education students especially Indonesian education department students.
The first statement there were 9 (23.1%) students chose strongly agree that they try to describe less specific word to make it easy to understand, 27 (69.2%) students choose agree, and 3 (7.7%) choose disagree.
The second statement there were 10 (25.6%) students strongly agree that they try to use easier vocabulary to increase English speaking skill, 25 (64.1%) students agree, and 4 (10.3%) students disagree. The last statement there were that 8 (20.5%) students strongly agree that they use additional expressions to get a chance to think before speaking like: okay, hm, eee, uhm, etc, 27 (69.2%) students agree and 4 (10.3%) students disagree.
It can be concluded that the student tries to use easier vocabulary to increase English speaking skill.
The results of the questionnaire data above are in accordance with the results of interviews conducted by researcher below:
Respondent 2
“saya mendeskripsikan kata yang Kurang spesifik agar mudah di pahami dan mencoba menggunakan kosa kata yang lebih mudah untuk meningkatkan kemampuan saya dalam berbahasa inggris”
I describe fewer specific words so that they are easy to understand and try to use easier vocabulary to improve my ability to speak English.
b. Metacognitive Strategies
Table 5. The Rate Percentages of Students’ the Metacognitive Strategies to Overcome Speaking Difficulties
Statement
Responses
SA A D SD
F % F % F % F %
I noticed to the words that I don’t understand, and then I try to find out the meaning.
11 28.2 27 69.2 1 2.6 0 0
I do self-evaluation to detect mistakes that I have made.
8 20.5 28 71.8 3 7.7 0 0
I practice speaking English to improve my speaking skill.
9 23.1 27 69.2 3 7.7 0 0
The table 4.9 presented the result of the metacognitive strategies by Indonesian language education students especially Indonesian education department students.
The first statement there were 11 (28.2%) students chose strongly agree that they try to noticed to the words that they don’t understand, and then try to find out the meaning, 27 (69.2%) students choose agree, and 1 (2.6%) choose disagree. The second statement there were 8 (20.5%) students strongly agree that they do self-evaluation to detect mistakes that they have made, 28 (71.8%) students agree, and 3 (7.7%) students disagree. And the last statement 9 (23.1%) students strongly agree that they practice speaking English to improve their speaking skill, 27 (69.2%) students agree and 3 (7.7%) students disagree. It can be concluded that the students, agree that is the students practice speaking English to improve their speaking skill.
The results of the questionnaire data above are in accordance with the results of interviews conducted by researcher below:
Respondent 4
“saya pribadi sering melakukan Latihan-latihan lagi nonton film atau lagi di kelas biasa saya Latihan lagi bagaimana pengucapannya, bagaimana artinya, kosa katanya juga saya hafal-hafal”
I personally often practice while watching movies or in regular classes, I'm practicing again how to pronounce the word, what the means, also memorize the vocabulary.
c. Interactional Strategies
Table 6. The Rate Percentages of Students’ the Interactional Strategies to Overcome Speaking Difficulties
Statement
Responses
SA A D SD
F % F % F % F %
I use additional gestures (face, hand, and body) to make my point clear.
11 28.2 24 61.5 4 10.3 0 0
I ask repetition to
clarify my
understanding.
7 17.9 32 82.1 0 0 0 0
I give an example to make it clear someone is understanding and conversely
7 17.9 30 76.9 1 2.6 1 2.6
The table 6 presented the result of the interactional strategies by Indonesian Language Education
students. The first statements there were 11 (28.2%) students chose strongly agree that they use additional gestures (face, hand, and body) to make their point clear, 24 (61.5%) students choose agree, and 4 (10.3%) choose disagree. The second statements there were 7 (17.9%) students strongly agree that they ask for repetition to clarify their understanding, 32 (82.1%) students agree. The last statements there were 7 (17.9%) students strongly agree that they give an example to make it clear someone understands and conversely, 30 (76.9%) students agree, 1 (2.6%) student disagree, and 1 (2.6%) student strongly disagree. It can be concluded that is the students use additional gestures (face, hand, and body) to make their point clear.
The results of the questionnaire data above are in accordance with the results of interviews conducted by researcher below:
Respondent 4
“kadang saya juga saat lagi nonton film itu biasa saya juga lihat gerakan-gerakan badannya yang di film jadi saya tidak tau artinya tapi saya tau maksudnya dari gerakannya”
Sometimes when I'm watching a movie, I usually see his body movements in the movie, so I don't know the meaning but I know what he means from his movements.
4.1.3 Students’ perception in learning English speaking
Table 7. The Rate Percentages of Students’ Perception in Learning English speaking
Statement
Responses
SA A D SD
F % F % F % F %
The material use by the lecturer in English learning process easy to understand.
4 10.3 25 64.1 8 20.5 2 5.1
The lecturer’s way of delivering the material English learning is very clear.
3 7.7 26 66.7 10 25.6 0 0
The interaction between lecturers and students in the process of learning
English can
increase activity in the classroom.
5 12.8 30 76.9 4 10.3 0 0
I find it difficult to
understand the 3 7.7 24 61.5 12 30.8 0 0
Statement
Responses
SA A D SD
F % F % F % F %
learning materials given by the lecturer in learning English.
Sometimes I find it difficult to understand the instructions given by the lecturer in learning English.
2 5.1 26 66.7 11 28.2 0 0
The lack of interaction in the classroom causes students to be passive in the English learning process.
9 23.1 26 66.7 4 10.3 0 0
The table 7 presented the result of Students’ perception in learning English speaking Indonesian language education students. The first statements there were 4 (10.3%) students chose strongly agree that the material use by the lecturer in English learning process easy to understand, 25 (64.1%) students choose agree, 8 (20.5%) choose disagree and 2 (5.1%) students choose strongly disagree, with the mean score obtained is 2.79 and standard deviation 0.695. The second statement there were 3 (7.7%) students strongly agree that the lecturer’s way of delivering the material English learning is very clear, 26 (66.7%) students agree and 10 (25.6%) students disagree, with the mean score obtained is 2.82 and standard deviation 0.556. The third statement there were 5 (12.8%) students strongly agree that the students find it difficult to understand the learning materials given by the lecturer in learning English, 30 (76.9%) students agree, 4 (10,3%) students disagree, with the mean score obtained is 3.03 and standard deviation 0.486. The fourth statement there were that 3 (7.7%) students strongly agree that they find it difficult to understand the learning materials given by the lecturer in learning English, 24 (61.5%) students agree, 12 (30.8%) students disagree, with the mean score obtained is 2.77 and standard deviation 0.583. The fifth statement there were 2 (5.1%) students strongly agree that sometimes they find it difficult to understand the instructions given by the lecturer in learning English, 26 (66.7%) students agree, 11 (28.2%) students strongly disagree, with the mean score obtained is 2.77 and standard deviation 0.536. The last statement there were 9 (23.1%) students choose strongly agree that the lack of interaction in the classroom causes students to be passive in the English learning process, 26 (66.7%) students choose agree and
4 (10.3%) students choose disagree, with the mean score obtained is 3.13 and standard deviation 0.570.
After calculating the scores, the researcher changed the scores into positive or negative perception based on the students' total scores. This is indicated by the percentage of student questionnaires shown in the following table:
Table 4. Students Perception on Positive and Negative Reinforcement
No. Category Interval Score Freq. Percent
1. Very Positive Perception 161 – 200 0 0
2. Positive Perception 121 – 160 1 16,7%
3. Fair Perception 81 – 120 5 83,3%
4. Negative Perception 41 – 80 0 0
5. Very Negative Perception 0 – 40 0 0
Total 6 100%
The table and figure above show the percentage of students' perceptions of positive reinforcement.
Overall, it is clear that most students have a fair perception of the process of learning English in the classroom. From these data, it can be seen that the highest perception of fairness is 83.3%. while the positive perception is around 6.7%. then there is no negative or very negative perception that is equal to 0%. So, from these data it can be concluded that students tend to have fair perceptions of the English learning process in the classroom and show indications towards more positive perceptions, where there are about 6.7% overall positive perceptions obtained.
The overall perception of students regarding the process of learning English in class which shows the tendency of students towards fair perceptions above is in accordance with the results of interviews with respondents who also show a supportive (positive) perception of the English learning process carried out by lecturers in class, and there are also respondents who think that the learning process carried out by the lecturers is quite good, but sometimes students do not understand the material provided and the interaction of the lecturers is not good for all students. This can be seen from the following interview results:
Respondent 1
“menurut saya materinya bgagus kak, karena di imata kuliah Bahasa inggris Dosen menyuruh untuk membaca dialog kak jadi memudahkan kami dalam belajar Bahasa inggris”
I think the material is good. Because in the English course, the lecturer instructs to read dialogue, so it would make it easier for us to learn English.
4.2. Discussions
In this section, the discussion focuses on the interpretation of the results obtained from statistical analysis data which is elaborated with several related theories to describe the difficulties faced by Indonesian Language education students in the English learning process, the strategies used to overcome these difficulties, and students' perceptions of the learning English speaking.
Based on the findings above, the researcher found that non-English department student especially Indonesian education student have some difficulties in speaking English. The difficulties were linguistic, psychological and contextual factors. First difficulty was on linguistic factors. Linguistic factor includes all the difficulties found in the target language itself encountered by one who is studying the language. In speaking English students sometimes faced difficult like they have limited vocabulary, where they usually find some words that are difficult or not understood when they speaking. Second difficulty was on psychological factors. Psychological factor includes student’s beliefs, feeling in speaking English. From the results of questionnaires and interviews that have been conducted, the researcher found that most of the students who were become the respondents in this study stated that they tended to experience an anxiety when they wanted to speak English in public. The last difficulty was contextual factor. Contextual factor includes the environmental of students. The researcher found the students were in between using mother tongue or not. They mixed English with mother tongue when they didn’t know the English word, and to make it easier they used their mother tongue to express it.
In this research, researcher found the students strategies used to overcome the difficulties in speaking English. Non-English department students applied three strategies to overcome speaking English difficulties. The strategies were cognitive strategies, metacognitive strategies, and interactional strategies.
First strategy was cognitive. Cognitive strategy is a technique for compensating gaps in lexical knowledge.
In speaking English sometimes, the students feel difficult, and cognitive strategies is the best way to
apply. Such, the students describe something to make their partner understood with what they said. Second strategy was metacognitive. Metacognitive strategy is strategies related to mental operations to regulate thinking and language during the speaking process.
Based on the research result, the students try to practice more to make their speaking English well and they noticed which word they didn’t understand. After noticing the words, they tried to look for that meaning trough google translate. The last strategy was interactional. Interactional strategy is strategies related to social behaviors for negotiating the meaning during the interaction. Based on the research result, the students used some gestures to express what they want to say. The students thought when they want to say something its better followed by their gesture because that can make their easy to express what they want to say and make their partner more understand whit what they said.
Another strategy was coming up from semi-structure interview with the students some of them liked to watch English movie, listen English song and open voice google translate. Moreover, they also liked make a note about some difficult vocabulary to boost their vocabulary mastery.
In the discussion of students' perceptions of the learning English speaking carried out by teachers in the classroom, Therefore, in this study there are also positive and negative perceptions obtained from the data of questionnaires and interviews that have been carried out by researchers. where in the results of this research it can be concluded that students tend to have fair perceptions of the process of learning English in the classroom and show indications towards more positive perceptions, where overall there are about 6.7% positive perceptions obtained. Then it can be concluded that most of the students have a fair perception about the process of learning English in the classroom. it can be seen that the highest perception of fair is 83.3%. while the positive perception is around 6.7%. then there is no negative or very negative perception that is equal to 0%.
5. CONCLUSION
Based on the findings and discussions that have been discussed in the previous chapter regarding the difficulties faced, the strategies used, and students' perceptions in learning English by student’s
Indonesian education department, it can be concluded as follows:
There are several difficulties faced by Indonesian education students in using English, namely: first on the linguistic factor, students have some difficulties in linguistic aspects such as the use of vocabulary, grammar, and pronunciation. Second, on the psychological factor, this is related to psychology and students' feelings in speaking, where students have anxiety in speaking English, are afraid to make mistakes in speaking, have excessive shyness, lack of confidence and motivation in speaking English. Third, contextual factors, which relate to the environment and contextual conditions of students, such as the use of the first language that affects students' speaking, learning processes and materials that are considered difficult for students to go through, and an environment that does not support the use of English in an effort to improve students' speaking skills.
There some strategies used to overcome all the difficulties faced by Indonesian education students in speaking English, students have various strategies that can be used, including: first, in the context of cognitive strategies, the tendency to use strategies in this context is seen from the way students use vocabulary that is classified as easier to understand in an effort to improve speaking skills. Second, in the context of metacognitive strategies, students will do enough speaking exercises to overcome the difficulties they experience in speaking English. Third, in the context of interactive strategy, students in overcoming difficulties in speaking English tend to use additional movements such as gestures (be it facial expressions, hand movements, to body movements) to better explain the meaning, intent, and purpose of the conversation.
Students' perceptions toward learning English speaking are divided into two categories. First, some student’s think that the material provided, the way the teacher conveys the material, and the interaction in the learning process has been carried out well and can significantly improve students' understanding and speaking skills. Meanwhile, the second perception is that some students think that the material provided, the way the teacher delivers the material, and the interaction in the learning process has not been done well and has not been able to improve students' understanding and ability to speak.
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