Nurdin Kaso, M.Pd, as the dean of tarbiyah and teacher training faculty of the state institute for Islamic studies Palopo. Thesis English Study Program of Tarbiyah and Teacher Training Faculty of the State Institute of Islamic Studies (IAIN) Palopo.
INTRODUCTION
- Background
- Problem Statement
- Objective of the Research
- Significance of the Research
- Scope of the Research
- Operational Definition
The above statement, the research will be carried out under the title “Difficulties of the second student of the English department of IAIN Palopo in speaking”. The problem investigates what are the speaking difficulties of the second semester program of English studies class D of IAIN Palopo.
REVIEW OF RELATED LITERATURE
Previous of Studies
The Definitions of Speaking
9Martinez Flor, Current Trends in the Development and Teaching of the Four Language Skills (Studier on Language Acquisition), (Walter de Gruyter Gmbtl. Finnochiaro and Brumfit suggest that speech means giving oral expression of thoughts, opinions and feelings in the form of talk or conversation .12 To be able to do this, language learners should have sufficient knowledge of English language sound, structure, vocabulary and cultural system.
Types of Spoken Language
One could also subdivide dialogues between those in which the hearer is a participant and those in which the hearer is an "eavesdropper". In both cases, the above conversation descriptions apply, but the big – and highly significant – difference is that in the latter, as in monologues, the listener is unable to interrupt or otherwise participate vocally in the negotiation of meaning.
Criteria of Good Speaking Skill
Difficulties in Speaking
Based on the problem statement, the purpose of the research is to find out the difficulties of speaking for second semester English department students at IAIN Palopo. Therefore, most of the students are not disciplined in using the target language in the learning process.
Elements of Speaking
Even if they are not inhibited, you often hear students complain that they cannot think of anything to say: they have no motive to express themselves other than the guilt of having to speak. Only one participant can speak at a time if he or she wants to be heard; and in large groups this means that everyone has very little time to speak. Students must be able to develop at least some such supra-segmental traits and resources in some way if they are to be fully effective communicators.
Spontaneous speech is characterized by the use of a number of common lexical phrases, especially in the performance of certain language functions. Effective speakers must be able to process language in their head and put it into coherent order so that it comes out in forms that are not only understandable but also convey the intended meanings. Apart from our response to others' feelings, we also need to be able to process information that tells us how we understand them.
The teachers' speech will do two things: to make them (students) confident in English and to equip them with hitherto unknown skills in either their own mother tongue or English.19.
Criteria of a successful Speaking and criteria to evaluate Speaking
His main goal for JTE and ALT is to discuss criteria and clarify their priorities to the students: ensuring fairness in assessment. Therefore, it is fair to include communicative criteria when evaluating speaking skills, provided that the selected criteria and their relative weights are clarified to the students at some point before the speaking quiz. The spoken English of the JTE can be considered a valid model for the students.
In most cases, students would have listened to dialogues before performing them, and their proximity to the model would be a fair indicator of listening as well as their speaking. Basically, when speaking English, students switch from syllable-timed to stress-timed rhythm at the sentence level. Whereas a softer voice can hide questionable areas where students failed to listen or secure the correct pronunciation from a teacher.
Since a humble vice is considered properly modest and respectable in Japanese society, this criterion should also be clarified to students for fairness in evaluation.
Conceptual framework
In this research, the research collected the difficulties in speaking that the students of IAIN Palopo faced. Therefore, the researcher conducted assessment of test skill score categories in speaking are; grammar, vocabulary, comprehension, fluency, pronunciation and task. Then the researcher interviewed clustering, redundancy, reduction of forms, performance variables, everyday language, delivery rate, stress, rhythm and intonation and interaction and suggested penny Ur supportive inhibition, nothing to say, low or uneven participation and native language use.
After conducting that, the study found significant descriptive ability and difficulty in speaking.
RESEARCH METHOD
- Method of Research
- Place of the Research
- Subject of Research
- Data sources
- Technique and Instrument of collecting data
One of the students answered that because he has difficulty speaking English, which affected his mother tongue, he always uses the dialect cultural language to talk every day. Learners, such as native speakers, have difficulty producing a native-like sustained tone when speaking English. One of the students says; When I speak English, I have mental problems with my tone duration because my speaking style is probably slow26.
One of the students says; I go on campus with my friends umm I study on campus until The students find it difficult to speak English because they lack vocabulary and always repeat words. If the delivery speed most of the students difficult to completely complete at a normal speaking speed in speaking English.
The results of the data speaking test, and the result of the interview show that the students have problems with speaking skills.
FINDINGS AND DISCUSSION
Findings
In this chapter, the researcher will explain the focus of this research, namely the problems faced by the students in the second semester of English Department D class, the reason why the research is done in Big D class than A, B, C class because this class is more suitable . to do research on speaking difficulties because most of them are still poor speakers compared to other classes. 11 year 1997 Usululdin Faculty IAIN Alauddin Palopo change of status to High School of Islam in Palopo State. In 2014, on October 17 to be exact, STAIN Palopo changed its status to State College of Islamic Institute (IAIN) Palopo based on Presidential Decree no.
Since STAIN has become IAIN, so many constructions, infrastructure and new buildings could be seen and found in the campus. The location in the State Collage of Islamic Institute (IAIN) Palopo indication on Agati street Balandai Palopo town. Facilities campus consists of classes, library, dormitory on campus, English laboratory, Arabic laboratory, station radio (AL-hikmah FM 94.5 M.Hz), wall climbing and Wi-Fi around the campus if the students wanted to continue master magister S2 they could register at the campus IAIN with the Islamic Science Education, Islamic Law and Islamic Management Education.
In addition, at the IAIN Palopo campus, students would find out about various activities (UKM) to enhance students' skills through organizations such as BEM, Sibola, graffity, Mapala, the Scouts and Resimen.
Descriptive of Research
For the respondents, we clarified the result: the students have difficult grammar, vocabulary, comprehension, fluency, pronunciation and speaking skills. Of course, if students do not have a command of grammar, they will not be able to produce sentences that are grammatically correct. One of the students says; I faced difficulties in placing the vocabulary when speaking English because my command of grammar grammar is not good enough. I don't place the words in the sentence correctly.25.
Those people may think that the students just want to show off when they speak English for daily conversation. The response the students get makes them lose their confidence to improve their speaking. Most of the student answers struggle to place stress on duration because it is so different from dialect in English language and local language and then the students do not know how each sentence is stressed when they speak English.
Students say; Filler is probably hard to lose when we speak English because we are learners without them (filler) so hard to speak perfectly without stopping.
Discussion
Based on the result of the test of oral skill score categories vocabulary that the students struggled to speak English, there were 12 students get score (1) students who could meet minimum politeness requirements and very simple face-to-face conversations about familiar maintain topics and where 2 students score (1+), students can initiate and maintain predictable face-to-face conversations and meet limited social demands, and there was 1 student score (2) that students were able to routine -satisfy social demands and limited work requirements. The research conducted interviews and concluded that most of the students can influence colloquial language because as colloquial the students rarely to memorize vocabulary and rarely to practice and produce words like idioms as a habit in speaking English conversation. Meaning (he took responsibility more than readiness) if the students no longer have knowledge about the use of idioms sure that they will easily confuse when they speak English and lazy first factor make lack memorize vocabulary.
According to expert Brown suggests, the research has done an interview with students that pronunciation using three aspects is easy to understand speakers, but students do not have knowledge of exactly how to use pronouns well, such as spelling consonant and vowel position. Students do not master grammatical grammar and can remember all rules, grammar and vocabulary need. Therefore, most of the students are not disciplined in using the target language in the learning process.29.
The result of speaking test explains that the students have a low score of the ability and then the students have problems to speak and shows the score obtained the oral skill points categories 6, 2 in speaking test.
CONCLUSION AND SUGGESTION
Conclusion
During interviews, students are confronted with problems of clustering, redundancy, speed of execution, performance variables and stress, rhythm and intonation, interaction, inhibition and native language use.
Suggestion
Students need to read many books on improving motivation or self-confidence and reducing shyness and fear. Hasriani, "Improving Student's Speaking Skill ThroughTelling the Past Time Events at the Eleventh Year Students of PMDS putri Palopo". Khaeruddin Improving students' speaking skills using a group research method in the third semester of English department STAIN palopo 2010/2011 academic year, Skripsi serjana pendidikan,(palopo: persutkapan STAIN Palopo 280,).
Flor, Martinez 2006 Current trends in the development and teaching of four language skills (Studies in language acquisition), (Walter de Gruyter Gmbtl. Meng, Jing 2010 Cooperative learning method in English reading and speaking practice (Finland: Academytur Publisher , Manufa Ningsih, Eka 2013 Improving Speaking Skills Using Classroom Observation Technique in Year Eight at SMP PMDS Putra Palopo, (Palopo: . STAIN Palopo,).
Saiful, “Problem faced by English students of State College for Islamic Studies (STAIN) Palopo in speaking skills”.
