INTRODUCTION
Background of the Research
Problem Statements
Objectives of the Research
Siginifican of the Research
Scope of the Research
REVIEW OF LITERATURE
Previous Research
Ferdoes (2016) in her dissertation titled “Influence of Students’ Socio Cultural and Educational Background on English Language Learning”. A similar topic to this study, namely speaking skills, was discussed, but in this study the focus will be on performing the influence of the students' educational background on their speaking skills as a difference.
The Nature of Speaking
Speaking is one of the language-making skills in learning English, especially for English. According to Homby, speaking is using words in a normal voice, offering words, and speaking. According to Widdowson (1985:8) he states that speaking is a means of oral communication that conveys a message to the listener who receives the massage.
According to Aljadili (2014), speaking is one of the productive skills of English and goes hand in hand with all language skills. Moreover, speaking is an important part of the curriculum in language teaching and learning (Luoma, 2004). Speaking becomes important because speaking is a skill that allows people to easily understand what is being explained.
Interactive speaking is similar to responsive speaking, the difference between them being the length and complexity of the interaction, which sometimes involves multiple exchanges and/or participants.
Factor Affecting Speaking Performance
From the observation of learning in the classroom, we can find that students with high self-esteem show more self-confidence and give more positive evaluations of themselves, which will promote their language learning. The same finding is shared with another research conducted by Ballard (1996, in Yan, 2007) who found that students do not engage in English discussion because of their vocabulary problems and fear of making mistakes, which makes them unable to speak well English. According to Chomsky (1965), competence is an ideal linguistic system that enables speakers to produce and understand an infinite number of” sentences in their language and to distinguish between grammatical and ungrammatical sentences.
Current knowledge is defined as knowledge structures in long-term memory (Bachman & Palmer, 1996 as cited in Tuan & Mai, 2015). The information that provides topical knowledge enables learners to use language with reference to the world in which they live. Bachman & Palmer (1996) state that certain test tasks may be easier for those who possess the relevant topical knowledge and more difficult for those who do not.
But for most Indonesian students, English is a foreign language that they learn at school, and most of the time, students communicate in their native language in their daily lives and are too lazy to practice their English outside of class or teaching learning process.
Speaking Problem
According to Jeffrey & Stacy (2003, p.171) "language grammar is a set of rules that govern its structure, which determines how words are arranged into units that form meaningful language." Similarly, Michael (2005) defines grammar as "the rules that explain how words are combined, arranged, or changed to show certain kinds of meaning." In his book, Ur (2000, p. 111) said that “learners are often inhibited from trying to say things in a foreign language in the classroom. Worried about making mistakes, afraid of critics or losing face, or simply ashamed of the attention their speeches attract.".
Furthermore, Latha (2012) reported that inhibition is the most common problem for students when learning foreign languages. Therefore, Inhibition must be reduced by thinking that everyone must make mistakes, and the mistake is an experience to get better. Even if they are not inhibited, many students complain that they cannot think of anything to say, they have no motive to express themselves other than the guilty feeling that they should speak.
In classes where all or a number of students share the same mother tongue, they may tend to use it because it is easier and feels unnatural to speak another language in a foreign language.
The Nature of Education
The academic qualification as mentioned is the minimum educational level that an educator must meet as evidenced by the relevant diploma and/or certificate of expertise in accordance with applicable laws and regulations. The educational background of the teacher can be seen from two sides, namely the suitability between the fields of science pursued by the task area and the educational level. Educational background can also be used as one of the standards for professional teachers, this is because educational background has a lot of influence on the high pedagogical competence of teachers, according to Sudarwan Danim A teacher is said to be professional or not, it can be. seen from two perspectives.
The higher the educational background that a teacher has, the higher the level of professionalism is expected, because a lot of knowledge will be acquired by someone through education, the higher the level of education pursued, the more knowledge will be obtained, from the acquire different types of knowledge It is expected that a teacher can improve competence to reach a professional teacher level. 34;Formal education is a structured and layered education path, which consists of basic education, secondary education and higher education." While non-formal education is explained in article 1 paragraph (12), namely "education paths outside formal education carried out can be presented in a structured and layered manner. From the various descriptions above, it can be seen that the educational background is an educational stage that is determined based on the developmental level of students.
The minimum education for teachers in vocational schools is S1 or D-IV, which is appropriate for the subject.
Conceptual Framework
Teacher education is also included in this education and with an education degree (Fuad Ihsan. Education in Indonesia recognizes three levels of education; primary education, secondary education and higher education. First of all, it is starting from observing the influence of the students' educational background towards of their speaking ability in terms of accuracy and fluency in the English teaching and learning process.
Second, is to conduct the interview with the English teacher to get more in-depth information about the students' learning achievements and the influence of their educational background on their speaking ability. Third, is to identify the influence of students' educational background on their speaking ability.
RESEACH METHOD
- Research Design
- Research Subject
- Technique of Data Collection
- Research Instruments
- Data Analysis
- Research Procedure
This study attempted to describe the influence of students' educational background on their English speaking ability in terms of accuracy and fluency. In the first part of the interview, the researcher asked about the students' formal education. Based on the students' response regarding the influence of educational background on learning English, all students said that educational background affects their English skills.
The third indicator is about the influence of the students' educational background on their English skills, especially their speaking ability in terms of fluency. The second indicator is the influence of the students' educational background in relation to their English skills, especially their fluency, she said:. The students' educational background influences the students' English speaking ability in terms of accuracy.
The students' educational background is to influence the students' English speaking ability in terms of fluency.
FINDINGS AND DISCUSSIONS
Findings
Moreover, regarding students' fluency, most of the students at SMA Muhammadiyah Limbung were not fluent. This was because the researcher would like to find out the influence of students' educational background on their English ability, especially their speaking skills. The second indicator is about whether or not there is an impact of students' educational background on their English ability, especially their speaking ability.
The last indicator talks about the influence of students' educational background on their English proficiency, especially on their speaking ability in terms of accuracy. Based on the students' response regarding the influence of education in learning English in terms of accuracy, most students agree that education does not really affect their English skills, especially their speaking accuracy due to lack of grammar and confused in pronouncing English words. The first indicator of the interview asked the researcher about the formal educational background of the students that affects the students. Based on the interview, the English teacher said that:.
Based on the English answer related to the influence of educational background in learning English in terms of accuracy, most of the students agree that the educational background does not really affect their English proficiency, especially their accuracy in speaking due to of the lack of grammar and their confusion to pronounce the English words.
Discussions
Based on the interview with the English teacher, she said that the students' knowledge of English education was very useful in teaching. Students' lack of speaking practice affects their ability in terms of speaking accuracy and fluency. Students have even less vocabulary and rarely use their vocabulary in everyday life.
Most of the students still showed a grammatical error while speaking in front of the class. Furthermore, most of the students agree that the educational background does not really affect their English skill, especially their accuracy in speaking because of the lack of grammar and they were confused to pronounce the English words. Ferdoes (2016), Kainuwa and Yusuf (2013), Leong and Ahmadi (2019), Anggraini and Mulyadi (2018), all found out that there is an influence of the students' educational background on their speaking performance.
It is related to the findings of this research where students' educational background affects students' speaking ability in English in terms of accuracy and fluency in SMA Muhammadiyah Limbung.
CONSLUSION AND SUGGESTION
Conclusion
But it did not significantly show that the influences were due to any factor, including that the students did not master grammar very well. The students will be more fluent in English if they have experience learning English in high school or taking an English course, compared to the students who did not previously learn English in high school.
Suggestion
Students will be more fluent in speaking English when they have an experience of learning English in junior high school or taking an English course compared to those students who had not previously learned English in high school. course outside of school to help them practice their English and get used to it. More than as an attempt to increase the students' speaking comprehension, the teacher should be smart in choosing the strategy to be used by the students, and the teacher should be aware of the students' problems and feelings. In addition, the teacher can ask students to join an English meeting club or take an English course to improve their English.
Pengaruh sosiokultural dan latar belakang pendidikan siswa terhadap pembelajaran bahasa Inggris (Disertasi Doktoral, BRAC University). Bagaimana pengaruh latar belakang pendidikan siswa terhadap kemampuan berbicara siswa khususnya pada kelancaran (students’ speaking fluency). Bagaimana latar belakang pendidikan formal dan/atau non-formal Anda mempengaruhi kemampuan berbicara Anda, khususnya kefasihan?
Bagaimana latar belakang pendidikan formal dan/atau non-formal Anda mempengaruhi kemampuan berbicara siswa, terutama dalam hal akurasi?
