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SOI{B FACTOR,Si TI{A1r IISFI.I'BIICB SIIIA STI.IDEISTSi' FAII.I'R.E
Otr BtrG+I-I SirI OR,AI. PR.ODI'G:IrOII
DRS. ZUL AMRI
Pffi^IgI DPARIET EBS IIIP PIDffi 184
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SO}IB FACTOR.S TIIAT I}IFI.I.IBITCB SiIIA STI.,DEIITS - FAII.,I'R,B
Olr ELIGI.I SiH ORAI. Pf,IOE)T'CTTOII
A. INTRODUCTION
Language - whenever, wherever, and whatever forn it is - is a tool for connunication, therefore, teachinE a
language should provide the learner(s) with the ability to conuunicate with the language. Furtheruore, before coning to such conmunication the leaner should have the
four skills of the language, nanely: listening, speak-
ing, reading, and writing. In general, teachind a
Ianguage should provide the learners with the ability to connunicate in written or oral (spoken forr).
Speaking, one of the four ski11s, Efain nore atten- tion nowadays Sompared to the other skilIs. This is due to sone assuntions that one is said to be able to use a language 't' he can speak in that language.
Horris (1991, p.17) stated that a "living" IanguaEle
connunication. ft is speaking with considerably serves as naturalness of conaunication between neuber of the
cornunity, bot for expression of thouEht and as a social behavior.
Enellish is one of and the nost compulsory foreiEn language for Indonesian students. Ennglish is a conpul- sory sub j eet in co 11eges, Sl'lAs, SllPs, even in e Ienen-
tary school. EspeciaIIy, at SHA leveI, the purpose of teaching English is aimed at the teaching of the lan- guage for connunication (GBPP SHA 1984). In order to reach the goal, many efforts have been don; renovation and revision of English curriculun, Eraining and upgad-
ing for English Teachers, and developing teaching
naterials and nanuals. AIl of wich are ained at in- creasing the result of teaching and learning, especial- Iy in using the language for connunication.
However, the present fact is stiII far beyond the
result expected by the curriculun. Based on their
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ofrservatiorr , t.he wr i'l;er. f ound that the nunber of the strrdents uhct are altlo Lo speak EnEllish is very linited.
Such 'handicap' rT'ight come forn the teacher, such as
t tre.t rrethods or malrrEiing thr.: classroorr aeti'rities, artd so f ,-rrth; f orn 1-he sturlents thr-:mslves, sueh as lack of rroti,ratiorr, allitude Lowatd Errellish, and so e oLher
Ear:tcrrs, This; paper r.rilL L.re dealing Hith a littIe bit
disr..,ussi.rn on slrilFr f aeLrsrs l-hat irrf Iuerrce Sl'lA studerrt'
f r.iL,rre in Errglislr ,,rtI PrD.luct-ion.
B. P R O B L E II
As it has been s;t a.Led irr the previous Part, one is crtasideted sur-'eessful irr learnin( a langvEee, if he can comn,:nicate in t-hai- ].angtta.ge, es;pr:ciaIIy is ota' commr.l-
rricatiorr (oral prc,ducti.rn ). Hopever, in reI&ting Lo Lea.c:hin! anrl learrrinEi English at SltA, nost of the students are not a.bLe Ltt speak ErrEllish eventhouEilt they have studied Errglish a.L lea.sL for ttrree years when they ap-t'e Bt SHP. Based r:n the t)ttenomer.a al)ove, there is a queslion comirrg Lo the writers' ninrl: uaht are the
f act,cJrs t ha-t inf luerrr.;e tlre SHA students f ailr:re on Errglish OraI Production (Speakirrg)?
c.
DrscussrouErrEll j-sh j.s one of the foreiEn IanEiuaEle r'lhich is
sturlyirrEl in Indr'rtr:r:ia sc-:tror:1s. The other Lantot.Qes ray be Arabic, Frerrch, Gernan, ,lapanese and Eome others.
Arror,g Lle Larrfrtz,'r1r:s, Englis;h is the rrost frequerrf-Iy r:sr:rj because it is ,.:Dnpuls.rry f or any Ieve 1s of f ormal erlucaLion of Inc)orres:ia. As a. goieiBn Lan4va'ee, En6lish is quitr: differerrl- frorr baha.sa Indr.rnesia, such as its strr-:cture, pronr:rrr-, i at,ion, spellirrEl . Such dif f rrrenses
rriglr be the great problerrs for Dost of students. These will p.rychologica 1 l. y rrffect the students irr learninEl
Lhe ]8.nElDaEle.
lrr realt, iorr Lo s;peahing agj one of the f our langrlade s;kilis 11,s1 5hrot-]ld be LtulhL, l;here are rtany of indone- ..;ian students are noL able to perforrr their oral Pro- rlrrctiorr (sPeakirrEl i skills irr i:heir daily sPeaU'ine ' Alth,rugh riotte of the studerrt:: have taken a private Errglish r.rourse t'ttt s),de t'he r:Lassroott, shilIs their
,:;pe a.lii.:rt! abitity renains a big question rnark' Instead
of 1.-he differences f ounr.l irr English conPared to Baha-sa Irrrlorresia, or t-[reir gtother l;onge, there niEiht be othet
f-zc1.rtxs. $r.lcli fztc:l'etr:; c:brr lt') viewed from tno poirrts of
t.he sl-udeni-s Lherrs;elve, r-rn i,he ot'her side, and f rom the
::ueferrLr: l.httus:t:'l v en , ot l;htz ot'het side ' Tle itlea of
g,rlri.rlt-ingl ttres.ie l uo f ac,l r-' r is k''ecause they are the moGt
j mpr.,rl-arrI arrf 1:tie rtoi;t' af 'f er:l:ive f ac:tots f rtt Lhe suc- t,e:;i; of teachirrg tltrtl l.enrninB of ErrElish'
1. Students
[,cc.:ordirt€ Krastrerr ( in F'amla, 1992 ) ihere are at leas;t three affcctive t)$ychological factors that influ-
ettcti +.lte languaEle learnirrg Errociet;s' They are: a) rroLi- vatic.t, b) E,eLf 'c:ctrrf ).rrrJer;e , a.rlr) c) anxiety '
rr) r' of ivat i crrr
Se'.Ieral stur-lies; ()rr moLivELiorl errd its relationship Lo achievenerrt l,t,t;t sft6p l-hEt students whose high nr,rtivatir.rrr irr l.earrrirrg tend t-o EIet better achievement
i, harr thr,lse rrhog.? Iow rrrrtivati.orr. Based on their short obsr-.rvation arr,l irrtervien with some of the sLudents and sotrri, English teacinets, ttrrl writers found that the students tal'.e srrl--', j eci- mostly beeause English is the
c r.rnrF, r.r Isory one. If they r)ct trr-rt talie it, they wiIl not
tre prr.rmoterJ I,rt 1-tre t,iitrer l-eve I . They have exterrral moti'ration, Iitt-le irrt-rirnal rrr-rtivation' In other uc'trd ' rrotivation of Lhe lrrclonesiarr Studenr, even in colleEle
str-rrlents are st i 11 low . As; a resu 1t , tilrat is expected
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from the stuclr:rrt - after learnirr! English sat:isf ir.'d l nost of ttrem ctrnnDt trse EnAIlish
f or: ora] corrnrurrication.
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b) self -corrf idence
A high self cr:rnf iclence sLr:rJent can perform oral
proCr-rction of Errglish better l;harr those Lhe Lo,cet etnes.
I{is self conf idarrcr-., really motivate hirr to speak. Yet, self -c:onf iclenc:e. in sperrhi,irg Errglish, ot other foreigrr lz^rret)ages, is ra.rc:ly ownerJ by mr:st of Indonesia sLu-
deril:s. It is; vory easy Lo get tho f act , f or example, pherr they a.re a:;Iled t-o talk in f ront of people, or
ashr,,rl to say s<:tvtF.t l-ltine in EngIistr, or in some speech c:ont-est, only f r:u of the students are able do to it.
Lack og sslf -t:rtnf idence may be caused by being afraid etf nrahirrg! rrist-ake in sp,eakirrg, and/or lack of the krrowledge of the lsrrguage itself . So, they d r.r rrot l,.rroc
nhat- arrd trorl to say :;onethirrEi in that 1an61t:a.gg.
c i :rrrxiety
rl.rrxiety rn r-l self-confirlelce ore r'elated to each ot.hrlr. Sluderrts' lacl, of self r:onf idence ir.;.ahe than uorried Lo$ rrurill about sonethinEl . As welI as self-
conf.Ldence, hidh level of &nxiety Lends to cause diffi- r:uILies in speal,.ing.
P,rrside the three factori mentioned above, there is anothet rtne Lhz.t- rri(ht 'br: the r.rauge of Lhe students' failure, rramefy, linguistics.; competence. Linguistic
r:ov$;errtenr:e (Savigrrr.rn 1983) can be seerr Es the hnowl- er)ee of the Iearners about- ttre IanEluage which the
acqr.rire concor:sIy or subconciously. By bavj.r.rg sueh
rjomFtetence ttre students are t-heoritically able to use the InnEfuaEle, e::peci'-ally in speahirrg because t-hey have
alrezrly knonn how t.o uee the IarrElrraEle.
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Teacher is the oost affective factor which nostly detr:rrrines the success of lea'tni,n1 and teaching activi-
Lie,s. The problerre t-hat the stDdents have - dealinB witli psycho ktfli c:al ottes - will be easily overcorre by a' quE.Lified teachet. Denbo (19??) aabded that teacher in
Lhe classroon ar-'tivil;ie'4 rur' ueII Stre is the decisiorr [raker of the c18r:sroon manaElement '
f rr re lat iorr t-o t'he rrtle of the teacher and its relationshir's to succesfur teachinEl and lanEluaEle EnEl-
lish in SHA, especiallv in rrr-rtivatin+ Lhe students to
:ipe,ak in the langrrage - Baracl j a ( in Kusni ' 1396 ) saicl ttrat lach o? speahj-ne zbility of t'he stiderrts is caused by s;everal f ac,tor's, one of whictr is the qualification
of .-li: Lear:ltet itself . To nention sorre of ttte qualif i- catiorrs of the tescher, ttte Hriters EilI focus the discussion on thr€re issues ' They arrj: a) basir-' P'rrowl-
edE,e of English, b) basic knouledEe of nethods of
Lear:ttirtE arrd c ) c la:isroon &ana€lerrent '
r ) Basic knor.lledBe of EnE Iielr
flhat pe'rtearr bv basic irnowledEle of ErrEllish here is the teacher tras capable knouledEle of the landuade itslf. As Larsen-Freemen (in Celce-Hurcia' 1991) says that in learning L languaEle, one ehould know the forn'
rreaning, and pra(rratics of the larrguaEfe ' Fron reference l-o hon the la.rrguage is constructed or traq to order word by word. This crrder has cetLaitt nearringl so tha orre nilI
unrJerstarrd nhal, a apeal'.er said ' Then, PraElmatics ref ers
Lo t-he apptopl )-aLc:nes of uFjinEl language f urrctiorr '
This h.raoic }inogl ed{e \r: very inportant because Lhe
t eacher uctr:aIy r'r i I I present Lhe hrrowledge to the
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T e zt.chet s;horrl.d rct.Lize that- teachirrEl of English is nr,rt, $ereL1v r:f f.rzus?e'r t.n!, Lhe h-nowledge. They should trave realized 1-hat thr: t-eaching slrould promote the ctudr':rrts' zbil i. l:y Lr.r ttt;r.: t-tte La.ngutage, espec:iaLLy f rtt ::peal,in(. lll-r i 1r,j ?tboi)l- t-eu.ch1-14, :;he has to consider the tpprr,y:r'ia1.e wel.liorl:;,il,ecttnt.qttt:r;, uedia, evalrration, i:1'o:;:;tor'fi .rf,ivit it:li, trnrl so forLh.
Tl.ir: rez)it,y thal. ttt.t l)r: se:e:rr l.oday is that, orrly fe:c Lrrrrnbr:rs r-r f schorrl u:;e t.ear:hniqr-resTnrethods in qhir:h the
s;l,udt nt s are not, aLl,r:acLed Lr.2 spgrtk durirrg the Iessorr . Somei-inres irrag,prr'rpriaLe 1.o t.he. Lo6,i'r thry are teaching.
Frtl.hurrrrrr, .l.ltey zL::rt retn.LLy nse nredia f ot Lea.cliin!. As
Llrc: re:srt1L , l-ezt:htnlg s;r:t'ml; f il,.e a Iecture. Evaluation ort t-he lessorr I,enr-lr-; I,ct l)F.: dorle oh sturf erri-s' vrit-Lerr
at-ri l ji-y arrd '1. tr e la:;L c.tnc:, clsssroom activitities terrd
t-, t,e monrtono:]:i, br:r:n.i::e: Lhe t-eachets ( soue of therr ) t,errd l- r.t r:se sirrEll e .rr c.JrrveDi-iorral clas;sroour activity,
s;ur-:h a:-; Iectrrr'inp-, qtlr:sl;i.rrrr arrri arrsuer anrl su.ih acti.vi- t,ies;. AII etf the:;t' e.lerrerrL..; r:lo nol:. attract the s;tudents
t.ct dt:,te)etp l:hetr :.;pe:u.hinp! abi|.tt y .
c: ) Cl assror,,rr Hantrgi:trrr:rrt.
C\ a:;tt r:tctm nrarrB.gemrjrrt- is Lhe other skiII Lhat the
LeD.cl'eT nus'l: huvr:. As Arr.,Iier {: 19S j ) proposec) cl&ssroom
y'ana.Et>rfienL i,.: firrr: 1-lrirrg t.hat r-leal,s r.lith the role of the
t r: B.c:|,,ea. .
llor+aday;;, threre are st-il1 .":ome of the teaclrer do nr..,t
hncte hos t,t> nnnrt.fle |,he r:Las;l:tlrtrtm weIl, Especially Engli:;h c lsr;sjroon . Suclr Leac:hets shor.:ld realize that rurrn-irr! a la.n4Dlgti clr-rs;s if dif f t:tenL f rorr that of r-rther c lasses , Irrl t- l|16y do not real ize tha-t manaEiing LD.nAuaEe c.;lass r,;hr.rrrI r) p,- ctv idc t-lle- stur-lerrts falril ir:r uith thr: f anEluage.
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Pti:D. SUGGESTED SOLUTIOtr
It is clear that, frorr the discussion above, the faiLure of SHA sLuderrts r:rr EnEllish oral production skill (speaI'.ing) night. come from students and/or teacher.
Horr:ovet, referind t,o the roles the teaeher in Lhe
r;lassroom, it i..; t.he teacher nho is toostly responsible
f <tr' Lhe w-ay ovL of Lhe prob l-ems .
The fol loning eolutions are Eome ansiHers of the
problems. Since i-hey ar: e orrly examples, teachers are expec:ler) to f incl more appropriate and, of eourser nore
ef f ecl:ive and efficient ways t-oo.
The first 'solrtti.on is rJealing qith lack of basic l,.rrowledge of EngIish.. Sirrce teachirg of errEllish is airred at providirrE t,he students uith the knouledEle of
Lhe: Lan€v,zEe (both its rrsuge and its; use), the teaehers
ehould aha-ys l-r e prepared nittr any possibilities. The
Leacher strould keep enrichirrg his knowledges, especial- 1y xith currerr L i-ssue l-Ire langDaEie . This can be done by
teac)in4 book, participatirrEl in lanEluaEle sem i na-rld iscu s-
sir-.'rr, and some ottrer useful avtivities. Teacher should
tealize that she is; ttrt., krroeer in her studerrts rostly cr-rnsult. Fer:Iing satisf ied becar:se their problens can
be r-'vercofie Lr1, 1nr help of the teache'r, students aight- be rrore interested in learning Err!1ish, In relation to ::pee.hi-ng, knowinEl uhat tr-r say irr particular occasion
and $ith corrLinuous mcrtj.vatione the teacher, it is possible for the studenLs to speak rrore frequerrtly.
The secorrd rttte is dealinE Hith basic knowledge of
rretLrcJds of teac:hinfl. By having basic krrowledE|e of rretlrods of teachirrg , a teacher can perform nean ingful tear:hing. Apprr.rr liate hothods,/tochniques, attractive
t-eachirrEl qredia, He11 integrated evaluation, varius r-:lassr'oo[r acLi.til-Ltt.;, sspecially those which studerrts
r.r'e involverl t- r-r use Lhe lanEr:aEle, trilL attract the
..;turjerrt 1:a learn . Espec ia 1Iy j.n promt ing studerrts
partisifatiorr irr r:s;in( the language ora1Iy. In this ca::e, Errglistr teachers: Shou ld:
,' t hoose s;uj-1.atrl e \r-l.hodri,/l'echniqt-res in uhir:h sLudent-s z.re 'recruirr:cf l.o usr: 1'hFt LalE\\tJee -
t.;. ': rrr:lur)e sf.eaLittE asi orr., of thrr: point of evaluation ' q . '.r ilx y classroour rr,':l;iv ity iti su..:li a \1l-y :io t'haL tetch' ir'p. and learnirrl ]irrEl ish ni 11 rro become L'orirrg! , arrd
z1,t.ta.r:l- f,lt: :;lttrl etrt L:: l-t., s?ezl: during Lhe a(:[-ivj.f'ies '
tl . <'.at l-rtU,c Dtty }lo.'j1; i.t):1,, eay!.;.
Tlre Llrir:d j .; det7. i.rrA Lrit;h c;] ttss;tDotr fiana.Ee&efiL ' lrt
r.rcrnoLirrZi ape:ukinfi l.rr rranagirrEl c).aseroon, the foIlor'Ij'ng zdi'ric:e mighL t ri usj'.:fu1.
a.. i|se, the t-atgcl' ]It,n$taQ,e irr class. English should be use,i f c.tt al l cr-.,mmrtrr i caLiott i n c Iass, ari Irhat Juric
( tS39) said thal; the f.eactrer and students use tardet
la.rr2u,ag,r: ( L2 ) orr ty l-o ccrmrtun ir;.8t e Lo one a.nother '
L . Speah o,L lhe :;tu,lent s" Ievel of conrlun icati'on ' Save the str:derrLs r:orrptehen$ih-rle language wLti le teac:hirtfl, arrd avoid r:sinp1 'Lr:xtfuII of unknoHn vocabulary and
sat- rrlctu re lte:r:rtDse sttr.;tr tr:xt- ctea-Le f rustal ion a'nd
rlem,:f- ivate ttre FiLuderrt-s .
(:. State ttte oitiec:l; ive of 1:-Yt: lr,t;';rtt at the beginning r.tf e b.ctr elass. IL wilI bo rrore netfiingfnl f61 l-tre stu derrLs, rrrrrl Lhey r.rill dr;velop regtllar studies'
E. COHCLI'SIOH
LartgDhee is s 'l-rio) fr:lr contnturricatiorr, therefore l.ear:hirrf a Lausrtuge :;[rorr].d provide l.he Leaners nith the rrtriliLy f- r-, cjommunicaf.e t-rol- h writ-ten und spokert Fut-frer-
trrrre, si,,tc:e z Iiving l rattg]ege is basiaally oral commr:nica-
Lirrn, therr , Ci\e ltore er,plrasis; on orrrl production '
Teat:ttitrg Englistr irr Irrr-lonesi.u ' esgeciaLly af- SHA is aimerl al- l-he letzr:hinl 1arrEluaE!e f c-rr conrrunication. Thouglh f,rarry t-hirrge have be:err rlone to ne:e:l- ttrc Eoa'L, ttltete ate stilI ms.ny s.;tu,lerrts nnaLrlr: Lo corrmr:nicate irr thrat 1an-
glage. particr:larly ot'b.l coftllltrictit-ion. Such problerr night
r:,'.rne f ronr the teacher lrrrl t lre '';tuderrts themselves '
Ttre prr-rblerrs r:ottitt| f torr. the st:uderrts
"u; la'r:h of
rr rr L i 'r r,. L i r..rrr , lacli of :;e7f crrnf iderrce, and krigh leve1 of
.17.
I
t",', ^I ,7- arrx i et,y Tltc :orobIerrs r'')ming f ron thre 1''eachets are: insuf -
f ir:i.err1' ba.:;ic: hrtrtvletcl'de: r-'f ErrEll i.sh' irrsuf f ir:ienl:' basie:
llrrirwl e,li,.r.: of Leaclrirrg,r; mel-Ltods; ' arrrl lscV of r:l ass;room
ar,,rtt.'.\e rterrl: si'.i 1l . Po.';r; ibl e s<t'l'nl'i orr:; tra're been eivet !ut l..lte 1.c'.cltetr' Dr.e st'r1!|r::sLed t'o f irrrl L'etter Hays uhich r'ea1ly snii- theur 111 ttlt:ordbttce v i-t'h certain problerrs ttrey fir'd.
REFERENCES
Ar,.:lrer, !lilIian rl 1992) 't!l'.rice on l'DIls)bge Teachirrg
fr'r.,ur LarrEluatrGle". ErrZ li.Eih TgaqJirle, Eorum' YJO(14 '
Ce.1, *rllv r'c:ia., Harianr:e. ( 1.991 ). Teaclrtrts Enrrlish as a Sr:i:qngl qr fqreiclr Ltvav:Iles ' lleg Yorl": Neubury Hc-use ' l)errtro, ]jy rr.rrr H. ( 1977) . Tt:r.chitE fQr LclrrrirrE! California:
(k-rdyear Publishirrg Conrpany, Irrc': '
Dr:pzrl-errr:nt- Pe-rrrlidil"zr, darr Kebudayaerr ' ( 1987) Kur il"u lur'
Sr,PoIsh Yfl,Lerrez)h TtnehaL ALgfj (GBPP ) ' Jakarta:
Dr,'par Lemerr Perrrl itl i karr darr Keburlayaarr'
.Jrrric, i,l.rxlr.rl,rrr, (1989). " Corurrrn icat ive TeachinB" ' Englisil
T..zechir€ Fon''r'r. E(VI I/2 .
Kusrri- (1ss). hltrPulffr Ualialatr Eentrar IEEUU di'
'juxebrya dan Beberaqrr Trrlim ll$iah Tentaru2 Pendr:-
kzLan fomrnihatit rlpfryr PenElu-'iararr BabaEia sertB P-,;rerr,rlelurn B;lhssa . ljnpublishrxl I'al:'er '
!\avidttc.,rt, Sandra J. ( 1383) CqusrrlritaLlve Qatt:eLe'nce
TiregEr arrcl Classrrr:rr Ptrrcliair': Hasszclo:ssetts:
l,lcl ison-lle$l.ey Prrbl i strirr!' C'rrrparr)'
rf ?.r
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