HOW TO IMPLEMENT SPEAKING STRATEGIES:
STUDENTS’ REPORTED ACCOUNTS IN ONE ACADEMIC YEAR
SKRIPSI
BY:
LESTA FINA 21801073093
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
AUGUST
, 2022
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Advisor I: Febti Ismiatun, S.Pd, M.Pd; Advisor II; Henny Rahmawati, S.Pd., S.S., M.Pd.
Key words: Speaking skills, students problems, students strategies
The aim of this study was to investigate students’ speaking problems in the third semester and the strategies used in overcoming their speaking problems in the fourth semester at University of Islam Malang.
The sample of this research were 3 representative students of each class in the fourth semester who got A score in speaking from semesters 1-3. The
researcher employed descriptive-qualitative method. The instrument of this research was conducted through interviews.
The findings research showed that students had some speaking problems in the third semester. The problems were afraid of making mistakes, feeling insecure, and lack of vocabulary. All those problems occurred when they spoke English in the classroom. The main problem that often occurred in students speaking English was feeling insecure. To solve their speaking problems in the third semester, students used several strategies that were implemented in the fourth semester including speaking practice and preparation, having good
interaction, and learning by using media. Among all the strategies that were often used by students to overcome their speaking problems were practice and
preparation.
In addition, this study was expected to be useful for teachers in providing theories related to methods or techniques for teaching students speaking strategies.
Secondly, for the students, this study could provide information for students related to students speaking difficulties and strategies used for improving their speaking skills. There were several suggestions, for teachers, students, and future researchers. Teachers should be able to practice and prepare the strategies in teaching and learning activities in order the students could be easier to understand the lesson that they gave. Teachers could prepare with creative material so that the students were more interested in learning speaking English. Then, students could practice their speaking English with their friends in order they could be more fluent in speaking English. Also, students could prepare before getting
presentations in order they could reach good results. Furthermore, the strategies used by students in overcoming speaking problems could be examined more deeply by future researchers. They could also look for students' speaking strategies from the lowest score to the highest score.
1 CHAPTER I INTRODUCTION
This chapter presents some topics related to the introduction of the study.
They are the background of the study, research questions, purpose of the study, the significance of the research, scope, and limitation of the study, and the definition of key terms.
1.1 Background of the Study
In the current era of globalization, English has become a tool to
communicate between countries and between each other. As a result, there is a demand for speakers to use English effectively in every country. Each country has its own national and regional language which is used by them every day. Several languages are spoken by several thousands of people in today's world, the
importance of English cannot be denied or even ignored because English is an international language and the largest common language in the world also English is a second language in many countries. The importance of having the ability to speak English has a huge impact on students' lives. According to Aye and Phyu (2015) in the era of globalization, speaking is an important aspect needed all over the world. It means having good speaking skills can make it easier for students to express opinion, and feelings that they want to say, and information from around the world can be easily understood. Furthermore, Sepahvand (2014) believes that there are several reasons to prioritize speaking as a study goal, including personal enjoyment from speaking and achieving other hobbies or career goals.
Additionally, according to Tahir (2015), someone is considered an expert in studying English when they are able to speak.
Having good ability in speaking also requires learning strategies. Many researchers reveal that the use of strategies in learning is very influential in mastering a language. Base on Hikmat and Dewi (2017) found significant results between speaking strategies and students' speaking ability. They found that the more students used speaking strategies, the better their speaking skills would be.
Supported by Oxford (1990) by using learning strategies students can have steps to improve their learning speaking. One strategy used by many teachers is to ask students to repeat the words given by the teacher. According to Thornbury (2005) the strategy to improve students' pronunciation is by the teacher giving material and then the teacher gives directions to the students for them to follow what is said by the teacher. This can make students more focused and can open students' minds to accept new vocabulary in the long term.
Verbal communication sounds a simple skill or action to do, but in fact, many students encounter some problems in speaking English. Many factors make students difficult in speaking English. Maulana, Daud, & Heriansyah (2016) stated that many problems faced by students such as low confidence there for students find it difficult to speak because they are afraid to make mistakes. The lack of vocabulary makes students difficult to convey what they want to express.
Dash (2012) and Floriasti (2013) add that there are several factors that make students not confident, such as lack of motivation, lack of students' enthusiasm, and unattractive student learning materials.
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From the above mentioned most of the students who learn to speak English face the problem in the context of vocabulary, pronunciation, grammar, and fluency. Many people cannot communicate because they have lack of vocabulary.
Vocabulary is the most important thing in communication because the more vocabulary students have, the easier they can speak. Thornbury (2004) stated that the less grammar we know, the less language we want to convey and without vocabulary nothing can be conveyed. This means that eventhought someone has a perfect grammar; it will be useless if they do not master a lot of vocabulary.
Pronunciation is a way that can produce clearer language for the listeners.
Thornbury (2005) said that pronunciation is the key for students' to produce language that can be easily understood by someone. Grammar is necessary for students because grammar can help them to arrange a sentence correctly. Heaton (1978) support that several students have ability to change the structure of the language so that they can produce grammatical appropriately. Fluency in speaking is also needed because fluency in speaking can make students more enthusiastic about learning English and they also have good communication with other.
Fluency in speaking is very important because it can affect the impression on the listener also they will have ability to communicate with other (Gorsuch, 2011).
In a private university in Malang is Java Indonesia, there are still many ELT students who have difficulties in speaking. Some of the difficulties
experienced when speaking are pronunciation, grammar, fluency, and vocabulary.
This problem of course requires practice solutions related to learning strategies that can be implemented by the student in order they can able to speak English
easily both inside and outside the classroom. This research also had gap from another researcher. In this research, the researcher investigated students speaking problem and students speaking strategies in one academic year. The researcher asked to three representative students from fourth semester also, what speaking problems they faced during the third semester and what strategies they
implemented in the fourth semester that made their speaking better. The
researcher hopes this study will provide benefits both in theory and practice for students and teachers.
1.2 Research Questions
This research addressed two research problems as follows.
1. What are the student's speaking problems in the third semester at UNISMA?
2. What are the strategies that have been implemented by students in the fourth semester at UNISMA?
1.3 Purpose of the Study
This study aims to find students speaking difficulties when the fourth semester students stayed in the third semester and the strategies that have been implemented by them in the fourth semester. Therefore, the purposes of this study are:
1. To find out the fourth semester students’ speaking problems when they stayed in the third semester at UNISMA.
2. To know what strategies that had been implemented by students in the fourth semester at UNISMA.
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1.4 The Significance of the Research
The result of this study can be useful for English teacher, the students, and the further researcher.
1.4.1 Theoretically Contribution
Significance from a theoretical point of view, it is expected that this research can be useful for teachers in providing theories related to methods or techniques for teaching students speaking difficulties by using students' speaking strategies. As for students, it is hoped that this research student can find out how to improve their speaking skills and students can be inspired to increase their speaking English. For the further researcher, the researcher hopes that this research can help further researchers and as comparisons in conducting similar research or as a review of the same topic related to this research.
1.4.2 Practically Significance
Firstly after reading this study researcher expected that teachers can be more enthusiastic about students speaking difficulty by using this technique teacher can be more creative and have an appropriate solution to face students speaking difficulty. Secondly, for students, students can use this strategy to overcome their speaking problems and also can motivate them to always practice to have better speaking. For the next, the researcher hopes further research can explore more about this research.
1.5 Scope and Limitation of the Research
Student speaking problem is a basic problem in speaking which has a big influence on student speaking skills. Some of the students who have a problem in
speaking cannot speak fluently. Therefore the researcher wants to complete this problem in order students can more easily in showing their talent and can speak fluently. The researcher limited the class because it is not possible to interview all students in each class so the researcher only takes four students for the interview section. The researchers will ask three students what speaking problems they face in the third semester and what strategies were successfully used in semester 4.
1.6 Definition of Key Terms
Definitions of key terms are provided to avoid misunderstanding. There are several key terms used in this study, which need to be defined.
1. Speaking skills refers, students' speaking skills will be considered good enough if students are able to master four aspects of English skills such as vocabulary, grammar, fluency, and pronunciation.
2. Speaking difficulties refers to three students of the fourth semester who have speaking difficulties when they stayed in the third semester.
3. Speaking strategies refers to the strategies that have been implemented by the fourth semester students when facing their speaking difficulties.
33 CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter, the researcher provided conclusions and suggestions. The researcher draws a brief conclusion from the findings that have been discussed in Chapter 4. Furthermore, the researcher provided suggestions for lecturers,
students, and future researcher.
5.1 Conclusion
Based on the results of the study, the researchers found several speaking problems faced by students and strategies that have been used by students in overcoming their speaking problems.
The results of the first study show that students had several problems when they spoke English such as afraid of making mistakes, feeling insecure, and lack of vocabulary. The most serious problem faced by students is feeling insecure.
Insecure could cause students to be anxious and nervous when they spoke English so it could cause students to lose ideas and it made students difficult to speak English well and fluently.
In addition, the researcher found the strategy that was often used by students in overcoming the most serious problem was insecurity and the strategies were practicing speaking and preparation. They said that using practicing
speaking and preparation strategies could improve their speaking English because by practicing they could be more confident and could be fluent in speaking
English also with the preparation they believe that all assignments were prepared before being presented could produce good results.
5.2 Suggestion
Finally, it was found that there were several problems faced by students when they spoke English and several strategies used by students to overcome their speaking problems. It could be seen from the results of the research that had been carried out by researchers. Based on the findings above, the researcher provides suggestions to teachers, students, and further researchers.
5.2.1 For the Speaking Lecturers
Lecturers are suggested to choose interesting media so that students can be more enthusiastic in learning to speak English in class. Also, lecturers suggested to give students the opportunity to speak English, express their opinion and allow them to have time to speak English in class without being critical.
5.2.2 For the Students
There are several suggestions that students can use to overcome their speaking problems. First, students must practice as much as possible to speak English with their friends in class and outside of class. Second, students can memorize a lot of vocabularies such 5 vocabularies in a day continuously and practice it every day so that they can be easily speak English fluency. Third, students must realize that making mistakes in speaking English is a normal situation so that the mistakes they made do not make them give up in improving their speaking English. Fourth, reading a lot, listening, and watching things
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related to English because from that manner their vocabulary, pronunciation, grammar, and fluency will be increase.
5.2.3 For Future Researcher
The researcher also suggests for the next researcher to use observation to find out more about the speaking problems faced by students and the strategies used by students in overcoming their speaking problems. The researcher hopes that the next researcher can continue this research. The researcher also suggests that the next researcher can use different subjects such as reading, listening, and also writing. furthermore, the next researcher can also look for students' speaking strategies to increase from the lowest score to the highest score.
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