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.