The Feelings of SMK Sanjaya Pakem Students in Speaking English

18 English. It meant that they were uncomfortable in speaking English. Then, the 16.67 of the students agreed that they felt comfortable in speaking English. Another finding was the students were afraid when they had to ask their English teacher in English. The questionnaire result declared that 35.18 of the students assumed that they did not have a courage to ask their teacher in English in the class. There were five of fifty-four students or 9.25 of the students assumed that they were brave to ask their teacher in English. Based on the interview result, the researcher identified the same themes with the questionnaire result. The students were nervous when they were given an English question by the teacher. They had to take some minutes to deal with the question. Sometimes, they answered the question in English but unfortunately, they almost used Bahasa Indonesia even Javanese language to answer the question. The students frequently did not give an answer. Then the researcher also asked the studnets about the teacher ’s response toward the students’ behavior. The students told that the teacher did not do anything and always tolerated the students’ rejoinder. It made the student did less practice in speaking English. This fact made the students felt comfortable with their afraid and shy feelings and they could not developed their English speaking skill. The next finding was the students were still undecided of their feelings. It was proved by the questionnaire result. The result showed that 50.00 of the students were undecided to speak English to the English teacher. The undecided result presented that actually some of the students still spoke English to the English teacher but it happened infrequently. The 31.48 of the students chose not to speak English to the English teacher. The researcher analyzed that when the students had 19 to speak to older people or someone who was better than them in English, they were not confident. On the other hand, when the students had to make conversation with their classmate, they would be more confident because they could explore their English skills. They were not nervous in making some mistakes. They just flew on their English although they made some mistakes in speaking English. The researcher identified that the students could explore themselves in speaking English when their interlocutors had the same level. The students also felt shy to speak English. They were shy when they were asked to answer the question from the English teacher in English. The researcher recognized this fact from the interview section. The students wanted to speak English to answer the teacher’s question, but they were shy if the answer was not appropriate. They assumed that it was better to answer the question in Bahasa Indonesia. In the interview result, the shyness was caused by the people around the students who laughed at them when they made mistakes in speaking English. A student told that he was shy at that time. This experience made him depressed and decided to do not speak English. Another example was caused by the bad experience a student had. When he tried to speak English, his friend felt that he was arrogant. He was deemed to be a pedantic person. Speaking English became a strange thing to do. It made him and other students felt shy to speak English. It happened in the classroom and also outside the classroom. This problems made the students felt uncomfortable in speaking English. The researcher also identified that the students did not use English to communicate with the teacher or hisher classmates during the English class. The 20 questionnaire result was described that 48.14 of the students assumed that they did not use English to communicate with others during the English class. They were more comfortable to use Javanese language or Bahasa Indonesia. Therefore, English was often used in writing, reading and listening tasks. Both of the feelings identified in this research really supported the theory that was mentioned as the basic theory of this study. León and Cely 2010 who explained that students needed confident and comfortable way to speak para. 15. When they were not confident, they could not interact better in the real situation. It also occurred in this research. When the students could not be in their comfortable side to speak English, they really could not explore themselves to speak English well. Another theory which was conducted by Ellis at al. 1997 and Hertel 1991 as cited by Hammond et al. 2003 also supported this findings. The students could not concentrate well when their mind was cluttered. The students who were in the cluttered-condition that was caused by a bad experience could not feel comfortable to speak. Because of that feelings, the students were shy even afraid of getting the same experience.

2.2.2 Factors that Influence SMK Sanjaya Pakem Students’ Feelings in

Speaking English This section was conducted to answer the second research problem: “What factors influence students’ feelings about speaking English?”. In order to report the findings from this section, the researcher analyzed the interview and questionnaire 21 data. Both of the data collected helped the researcher to identify the factors influenced to the students’ feelings to speak English. Based on the interview data, the students assumed that there were some factors influenced to their feelings to speak English. One of the factors was environment. The environment of the students influenced them to build their feelings in speaking English. One of the students confirmed that there was no appropriate partner to speak English became the factors hampered him to speak English. The student wanted to speak English, but heshe did not have a partner to hold an English conversation. Hence, that student chose not to speak English in the class. The other factor was because of the class situation did not encourage the students to be able to speak English. As the researcher had explained in the introduction that English was used based on the situation. English class was not effective enough to help the students to speak English because the students were more comfortable using Bahasa Indonesia or Javanese language. The English teacher did not has the specific rules to make the students accustomed with English in the speaking sphere. Then, the teacher also did not build the comfortable environment by speaking or explaining the materials in Bahasa Indonesia even Javanese language. The next finding was the researcher also identified that culture also became the factor influencing the students’ feelings. Culture that existed at school made the students felt shy or fear. A student in the interview section claimed that he was not confident to speak English because his classmates yelled at him. The gibes made him felt unconfident to speak English. He was judged arrogant when he spoke