Skripsi ini saya persembahkan kepada : Kedua orang tuaku tercinta, saudara-saudaraku, dan sahabat-sahabatku yang telah memberikan dukungan dan keikhlasan dalam menyelesaikan skripsi ini. Rumusan masalah menjadi faktor kesulitan berbicara pada mahasiswa jurusan Bahasa Inggris semester tiga. MARWATIH RUSLAN, 2019. “Kesulitan Mahasiswa Jurusan Bahasa Inggris dalam Berbicara Bahasa Inggris di Universitas Muhammadiyah Makassar (Penelitian Deskriptif)” Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Keguruan dan Pelatihan, Universitas Muhammadiyah Makassar.
Penelitian ini bertujuan untuk mengetahui faktor-faktor kesulitan berbicara bahasa Inggris yang dihadapi oleh mahasiswa semester tiga jurusan bahasa Inggris. Berdasarkan hasil penelitian, terlihat bahwa sebagian besar mahasiswa semester tiga jurusan Bahasa Inggris masih mengalami kesulitan dalam berbicara Bahasa Inggris. Alhamdulillah, penulis panjatkan puji syukur kehadirat Allah Subhana Wata'ala atas rahmat dan rahmat yang diberikan penulis selama proses hingga selesainya penulisan proposal ini.
While writing this proposal, the writer encountered many difficulties, so the writer realized that the proposal contained many errors and weaknesses. My thanks to all my friends at Junior High School, especially Lela, Beti, Canci, Tati and Ana, for the time, support and wishes I have received. Finally, the author expresses thanks and appreciation to everyone who assisted in completing this proposal.
INTRODUCTION
- Research Question
- Objective of the Study
- Significance of Study
- Scope of the Study
Difficulties encountered by students in the English department in speaking English at the Muhammadiyah University of Makassar in the academic year 2018/2019. English department students of Muhammadiyah University have difficulty in using English language which affects their speaking. What were the factors of problems faced by students in English department in speaking English at Muhammadiyah University of Makassar.
Regarding the research questions, this study aimed to find out the factors of difficulties faced by the students of English department in speaking at Muhammadiyah University of Makassar. The importance of the study in this research was given to teachers, students and the researcher. This research is limited and focused on describing the difficulties faced by English department students in speaking English at Muhammadiyah University of Makassar in the academic year 2018/2019.
It describes the student's difficulties in speaking from external and internal factors that caused this.
REVIEW OF RELATED LITERATURE
Some Pertinent Ideas
- Concept of Speaking
- Concept of Speaking Difficulties
Speaking was operationally defined in this study as the secondary stages students' ability to express themselves orally, coherently, fluently and appropriately in a given meaningful context to serve both transactional and interactional purposes using correct pronunciation, grammar, vocabulary and rules of discourse. spoken language. According to Arpiah (2012:18), there were some of the common problems that people face when learning to speak English. If someone wants to become a more fluent English speaker, and on some of the skills that were necessary for effective communication.
In addition, he points out that the benchmark for successful language acquisition was almost always the demonstration of the ability to fulfill pragmatic goals through an interactive discourse with speakers of other languages. From all the above statements it can be concluded that speaking was one of the language skills in oral form to express the ideas of the speakers to all others. There were five components of speaking ability which can be defined as below pronunciation, grammar, vocabulary, fluency and comprehension.
That becomes the most important factor that affects the condition of the student because it comes from the individual. If the students were dominated by this tension while practicing English, it must hinder the students from speaking fluently. The students occasionally feel uncomfortable or even confused and panicky when dealing with oral language production training.
In addition, teachers usually rely on rattan to get students engaged in the classroom before classes begin. Confidence was believing in the ability of the students to achieve your abilities (as you have demonstrated throughout the season). The learning environment was the place where learning takes place, containing the size of the classroom, the size of the group, the tools and devices available.
The most problems the students felt were: lack of vocabulary, not confident to speak, not used to talking in class, and difficult to express words or sentences. The difficulties that students face or experience in speaking can be divided into two types of problems, namely linguistic problems and non-linguistic problems.
Conceptual Framework
There were 9 problems related to non-linguistic problems, not courageous to speak, not confident to speak, afraid to speak, afraid to make mistakes, afraid to be mocked by friends, nervous to speak, not used to talking in class, difficult to express speaking words or sentences, and confused how to use the right words. Based on the above conceptual framework, the researcher aims to describe the difficulties students face in speaking English. First of all, the researcher observed the students' activity in learning English, especially in speaking skills, and then identified the other speaking skills that affect the difficulty. Then the researcher divided the difficulty into internal and external problems to describe them.
RESEARCH METHOD
- Object of the Research
- Research Instrument
- Procedure of Data Collection
- Technique of Data Analysis
Informant's statement that she feels less confident due to fear of mispronunciation includes the category of internal factors that can be further classified as 'Self-confidence'. Informant's statement that she rarely used the English language includes the category of internal factors that can be further classified as 'Length exposure'. The final statement that she is not taking an English course includes the category of external factors that can be classified in more detail as 'Facilities'.
The informant's statement that she translates words before speaking English includes a category of external factors that can be further classified as “learning style”. She rarely used the English language for communication, in more detail it can be classified as She made a concept first and then memorized it', which can be further classified as 'Learning Style'.
She often thinks too much when she speaks English, it can be classified in more detail as "Overthinking". In addition, there are several statements from the informant that include the category of external factors that she rarely used English to speak, it can be classified in more detail as "Length exposure". She was difficult to speak English because of learning environment, it can be more detailed classified as "Learning Environment".
She is not fluent in pronouncing the words in English when she is nervous, this can be classified in more detail as "Mouth Movements". There are several statements of informant that include the category of external factors as she used the concept more often when she wants to speak English, it can be classified in more detail as "Learning style". She rarely used English to communicate with friends, family etc” this can be classified in more detail as “Length of exposure”.
Her friends mostly used Indonesian, it can be further classified as "Learning Environment". That on thinking when speaking English can be further classified as "On thinking". She lacked confidence, this can be further classified as “Self-confidence.
There are several explanations from informants that include the category of external factors, such as he combines English language with Indonesian, it can be classified in more detail as 'Learning Style'.
FINDINGS AND DISCUSSIONS
Discussions
Fear of being judged is one part of speech difficulty that is focused on by internal factors. This theory is also known as a result of research in which it is known that there are still many students who feel fear in criticism and laugh when they speak English. This theory is also supported by most students who create thoughts that should not exist or think too much before speaking English.
The more students listen or use English, the more fluently students will speak English. Learning style is one part of difficulty to talk about which is focused from external factors. Further research should be done and more research should be done on the speaking difficulties faced by the students.
Speaking Problems Facing the Third Semester Students of the Department of English at the Muhammadiyah University of Makassar. Thesis of FKIPunismuh. Q: For example, when you speak English in front of many people, you feel nervous. Sometimes my mouth is tight when I say English words Q : Do you feel confident when you speak.
A: Yes, when I overthink something, I sometimes think like, what if I'm wrong and laugh at me when I speak English. One of them is lack of vocabulary, so when I want to speak English, I translate it first. A : Sometimes I feel nervous to speak English in front of many people Q : When you are nervous, you speak English well and fluently.
A: No, because friends and family tend to use Indonesian or regional languages more often, so they rarely use English for communication. Question: Do you have study references such as dictionaries, books, websites or. A: I have taken courses, but only for 4 months because I have a lot of activities. Q: How to learn something easily, especially by speaking English.
CONCLUSION AND SUGGESTION
Suggestions
The teachers should pay more attention to the students' difficulties because the difficulties play a significant role in improving the students' speaking skills. Why is pronunciation so difficult to learn?.An International Journal of English Language Teaching, (online). Teaching English speakers and English speaking tests in the Thai context: A Reflection from Thai Perspective.
ESL Students' Anxieties in Learning and Communicating in the English Language of Award-Winning International Universities of Negeri Sembilan DarulKhusus, Malaysia. An International Journal of English Language, Literature and Translation Studies (IJELR. Yuliastutik.(2007), “Students strategies to overcome talk problems in the conversation class, as an intra-curricular program at SMAN 8 Malang. Because as I said before, my arrangement sometimes often reversed and it scares me to be laughed at if I want to speak English.
A : When he wants to speak English, I first made the concept and then the concept I memorized. A : yes, because most of my friends used the language of their regions more than the English language.
