THE IMPACT OF ENGLISH PROGRAM ON STUDENTS'SPEAKING CONFIDENCE : STUDY CASE AT MA PLUS BURHANUL HIDAYAH.

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THE IMPACT OF ENGLISH PROGRAM ON

STUDENTS’ SPEAKING CONFIDENCE

(Study Case at Ma Plus Burhanul Hidayah)

THESIS

Submitted in partial fulfillment of requirement for the degree

of Sarjana Pendidikan (S.Pd) in Teaching English

By:

Wahyu Hidayatullah

NIM (D75212071)

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER

TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

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ABSTRACT

Hidayatullah, Wahyu. 2016. The Impact of English Program on Students’

Speaking Confidence. A Thesis. English Education Department, Faculty of Tarbiyah and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor: M. Hanafi, M.Ag, MA.

Key Words: Impact, English Program, Speaking Confidence

This thesis examines the impact of English program on students’ speaking confidence at MA Plus Burhanul Hidayah. The researcher chooses fifteen students (five students represent each classes; X, XI, and XII) of MA Plus Burhanul Hidayah. This study used mixed method research. To collect the data, the study used questionnaire, and students’ interview. Questionnaire sheet and students’ interview guidelines are the instruments to collect the data. The researcher uses the questionnaire sheet to know the impact of English program and interview guide is used by the researcher to know why the impact of English program arise. Some steps used to analyze the data; those are data reduction, data display¸ data transformation, data correlation, data consolidation, data comparison and data integration.

The result of the study show the impact of English program on students’ speaking confidence, such as; active expressing the idea, do not feel nervous to communication, do not feel afraid making mistake and some problem which causes the students’ lack confidence before joining English program, such as; worry about making mistakes, shy of the attention, feel nervous, do not know the meaning of the words in English and difficult to express the information in mind. The study shows that English program gives many impacts to students and the learning process. Moreover, in speaking confidence, the impact of English program could make the students solve problems about self-confidence and motivated in learning English. It also gives the teacher a great help in teaching and learning English.

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COVER ... i

ADVISOR APPROVAL SHEET ... ii

EXAMINER APPROVAL SHEET ... .iii

PERNYATAAN KEASLIAN TULISAN ... .iv

DEDICATION ... v

MOTTO ... vi

ABSTRACT ... vii

ACKNOWLEDGEMENT ... viii

TABLE OF CONTENTS ... .ix

LIST OF TABLE ... x

LIST OF APPENDICES ... xi

CHAPTER I: INTRODUCTION ... 1

A.Background of Study ... 1

B.Reseach Question ... 4

C.Objective of the Study ... 4

D.Significance of Study ... 4

E. Scope and Limitation ... 5

F. Definition of Key Tems ... 5

G.Systematic of Study ... 6

CHAPTER II: REVIEW OF RELATED LITERATURE ... 8

A.English Program ... 8

1. English Club ... 8

2. English Morning conversation ... 9

3. English Day ... 9

4. Full Day ... 9

B.The Impact of English Program ... 10

C.Speaking Skill ... 11

1. Definition of Speaking Skill ... 11

D.Confidence ... 15

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2. Factors of Developing Confidence in Speaking ... 17

3. The important of Self-confidence ... 23

E. Previous Study ... 25

CHAPTER III: RESEARCH METHODOLOGY ... 30

A.Approach and Research Design ... 30

B.Subject of the Study ... 32

C.Data and Source of the Data ... 32

1. Type of the Data ... 32

2. Source of the Data ... 33

D.Data Collection Techniques ... 33

1. Questionnaire Sheet ... 33

2. Interview Guideline ... 35

E. Research Instruments ... 37

1. Questionnaire ... 37

2. Interview ... 37

F. Data Analysis Techniques ... 38

G.Checking Validity of Findings ... 39

CHAPTER IV: RESEARCH FINDING AND DISCUSSION ... 40

A.Research Findings ... 40

1. The Impact of English Program ... 40

B.Discussion ... 51

1. The Impact of English Program ... 51

CHAPTER V: CONCLUSION AND SUGGESTION ... 53

A.Conclusion ... 53

B.Suggestion ... 53

BIBLIOGRAPHY ... 55

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CHAPTER I

INTRODUCTION

This chapter presents and discusses the background of the study. The purpose of the study will be explained in objective of the study. The usefulness of the result is in the content of the significance of the study. The scope and limitation of the study explains where the data will be taken and what the researcher focus on. The last part of this chapter will present the definition of the key terms and systematic of study.

A. Background of the Study

We need language to speak with others, listen to the other, read and write.1 When we talk about have relation or cooperate with other countries, we need foreign language which is claimed and used in the whole of the world. I believe all of you are agree if English is the answer. We need English to communication each other. So, we have to increase our speaking skill in English.

Speaking was an activity that could develop with habit. To enable students to communicate better, they need to apply the language in real communication. Because, according to Gert and Hans speaking is “speech

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or utterances with the purpose of having intention to be recognize their

intentions”.2_{Human learned to master a language from saying a character,}

saying a word, till saying sentences that could be used for interaction. When baby could speak first language fluently, why someone could not master second language. Basically, the way to master language almost same between how to master the first language and second language. Besides that, there were other factors that made someone difficult to master second language or foreign language. They were anxiety, less motivation, demand, etc.

According to the researcher experience when carried out PPL 2 at SMK 1 Surabaya, most of the learner had good interest to learn English but they had obstacles to perform their ability. When someone asked, they answered with the equal reason, those were shy, anxiety, etc. moreover in university level, learner in university had same arrogance to start conversation using English or with reason more enjoy to speak first language. Like example, some learners on UIN Sunan Ampel Surabaya prefer like speak Javanese, even they studied at English department.

The researcher had not known about how to solve the problem that come from personal problem. But, there was unique way that applied at MA Plus Berhanul Hidayah to make the students more confident in performing their speaking skill. The way was called English program.

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English program was an extracurricular program that applied by MA Burhanul Hidayah to improve students’ English ability. This program had two sessions, they were English morning and English day. English

morning runs every day except Friday at 06.00 o’clock till 07.00 o’clock.

In this program, students memorize some new vocabularies depend on the topic that teacher gave. Students memorize the vocabularies changeable in pairs. English day runs every Tuesday. In this program, all member of school must speak English full day even in teaching and learning except in Indonesian class and Arabic class.

Those program made by English tutors from Pare. They hoped this program would run from this generation to next generation. In 2013, this program started. Students and teacher were receiving with open arms this programs. First month, English tutors joined monitoring this program run because they only had one month only in MA Burhanul Hidayah. So, the teachers of Burhanul Hidayah handled this program after.

Something unique from English program was the concept that back

to basic those were “language is habitual, language comes from

interaction”. Members of school involved in this program moreover seller

of canteen. When someone did something habitually, automatically their bad feeling and bad mood decrease or lost. This was the reason why the English program built.

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But in April 2016, this program ceased because intern problem of the school. The ceasing of the program automatically gave effect to

students’ psychology, where students used to apply this program. The

students felt, there was something lost.

Based on the realities above, the researcher would analyze the impact of English programon students’ speaking confidence.

B. Statement of the Problems

Based on the general background of study above, the statement of the problem is as follow:

1. What is the impact of English program on students’ speaking confidence at MA Plus Burhanul Hidayah?

C. Objectives of the Study

Based on the problem above, the objectives of this study can be stated as follow:

1. To know the Impact of English program on students’ speaking

confidence at MA Plus Burhanul Hidayah.

D. Significance of the Study

The significances of this study are:

1. For the teacher: the result can be used by the teacher as reason to awake this program like before.

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2. For the students: the result provide information to solve their problem

on students’ speaking confidence.

E. Scope and Limitation of the Study

The target of this study was investigating the impact of English program on students’ speaking confidence . Where the scope and limitation of the study were limited to the research subject and object. The subjects were limited to 15 respondents (5 represents every class; X, XI, XII) of MA Plus Burhanul Hidayah and the objects were limited on

student’s speaking confidence. Speaking confidence was the focus of the analyzing. This aspect would be related to students’ confidence. Students’ confidence in this study was limited to daily conversation and presentation in the class.

F. Definition of Key Terms

1. Impact

In this study impact means long effect from English program

where the students get different in habit that related to students’ speaking confidence. Like the students always give opinion, active communication each other, etc.

2. English Program in speaking skill

English program applied at MA Burhanul Hidayah defined as a combination of learning method to improve the English skill and make it as a school culture, because all of the society in that school was involved.

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This program was almost same with English day or English club in other school, this program was not included in the school curriculum, but every people in the school area have to apply the rule of it.

According to Dadang Kurniawan on his thesis, English club was a language-learning program that is to enhance the students’ English achievement, especially in mastering their speaking skill.3_{Enriching student}

language program is needed to enhance students’ language proficiency in school. Another aim of language learning program is to support the students’ academic achievement.

English program was taken the middle area of both of them. It was not included in the curriculum, but it was not an ordinary extracurricular. 3. Students’ speaking confidence

Students’ speaking confidence means students can enjoy to speak

English without doubt.

G. Systematic of Study

This thesis systematically consists of five chapters. Here are the short description of its contain:

Chapter one is introduction. On this chapter as the introduction of the thesis, the researcher explain about the background of the study as the reason of the research, the research question which the researcher will be

3Dadang kurniawan, “The Effects of The English Club Program on Students’ Speaking

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answered by the study, research objective as the purpose of the study, scope and limitation, significance of the study and definitions of key term.

Chapter Two is review of related literature. The literature review chapter explains about some theory that support and review the previous study that has correlation with the topic chosen by the researcher. This chapter focuses on the impact of English program.

Chapter Three is research method. This chapter concern on the methodology and the procedure to develop the study. On the research method, the researcher tries to conduct the valid and reliable research by its method and its analysis. The subtitles of this chapter are approach and research design, subject of the study, data collection technique, data collection instrument and data analysis technique.

Chapter Four is research findings. This chapter concern about the finding and the discussion of the research.

Chapter Five or the last chapter is conclusion and suggestion. It is explain the conclusion about the research and some suggestion for the reader or the teacher.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter presents and discusses about the theoretical framework which is consist of: (1) English program, (2) The impact of English program, (3) Speaking skill, (4) Confidence, and (5) Previous study.

A. English Program

According to Webb, having a club in which the students meet regularly to practice English will help them feel more comfortable inpronunciating English words and opinions.1_{Types of English program}

that we ever heard: 1. English Club

English Club is a place for students to use English in a fun environment. In the English Club, the students have an opportunity to practice many different skills based on real situations. Furthermore, the English Club encourages and supports students to help each other to achieve the Club objectives.

In English Club there are some activities and strategies that are used by the teacher to make students be more active in learning process and make

1_Webb,_{States That Stating English Club Can Provide Students Many Opportunities to Practice} Speaking Skill, 2000.

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their learningbe more fun and meaningful. The activities of English Club itself are discussion, role play, speech, debate, games, and information gaps. 2. English Morning Conversation

English morning conversation is a program where students have a chat each other with new vocabulary. The students have to memorize the vocabulary. English morning conversation applied every day except Friday before entering the class.

3. English Day

English Day is a day where is in this school, the teacher and the students must use English all day long. At MA Burhanul Hidayah, English day applied on Tuesday only. So, English Day program related to improve the students’ speaking skill.

4. Full Day

Full day school applies the basic concept ‟integrated activity and integrated-curriculum". It means that the whole programs and activities of children including studying, entertaining, and praying is a unity of education system. The learning system of Full day school focuses on education programs that all of activities done in the school. Full day school trains students to achieve good prestige in learning process, it is also makes students got a changing in individual or in community.2

At MA Plus Burhanul Hidayah, English program applied in two sections. First section is applied every day except Friday where the

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students memorize vocabulary, we can call English morning. Second section is applied on Tuesday where all members of school must speak English start from 06.00 till 12.00, we can call English day.

In sum, English program at MA Burhanul Hidayah is defined as students’ extra learning program besides regular English class, which more focuses on mastering students’ speaking skill but in the teaching and learning activities it contains not only speaking skill, but also other skills of English. In school, English program is not applied for students but also teachers and headmaster.

B. The Impact of English Program

There has always been debate whether participation in extracurricular activities has a positive correlation with academic success. According to Reeves, students who took part in three or four extracurricular activities during the academic year had dramatically better grades than those who participated in no extracurricular activities at all.3

As English program at MA Plus Burhanul Hidayah, it gave impact in students’ daily activities. The impact can be show from the result of questionnaire that given by the researcher to students. The impact related to increasing students’ speaking confidence. Involvement in extracurricular activities is consistently and positively correlated with

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good school attendance, and good attendance is often correlated with a higher grade point average (cited in Olson, 2005).4

Another positive impact of participation in extracurricular activities is the possibility of a student acquiring some type of supportive relationship, mentor or role model with an adult. When children identify with a helpful coach or talented director, the children get to know them better by being involved. Students have the opportunity to have genuine interaction, constructive feedback and support from an adult role model while developing positive relationships outside of their immediate families. Most students benefit from supporting and caring relationships with teachers and other adults.

C. Speaking Skill

1. Definition of Speaking Skill

Speaking plays the most important role because it is used in all aspects of life. In our daily life, we often communicate with other people through speaking. Thus, we must realize that speaking is an effective way to communicate in order that the message that we want to deliver would be clearer.

According to Bygate, speaking is the vehicle (par excellence) of social solidarity, of social making of professional achievement and of

4_{Nikki L Wilson, “Impact of Extracurricular Activities on Students” (University of}

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business.5_{It means through their way of speaking people are most often}

appreciated. Besides, speaking is also a media through which many language are learnt, including English. Actually, to be able to be a good speaker is not only uttering words in their correct pronunciation but also being able to manage and deliver what is in his or her mind well and to make his or her audience understand him or her.

There are four significant skills which have to be mastered in the learning a language, they are speaking, listening, writing and reading. According to Nunan, speaking and writing are productive skills, since the language is created by the learners. While listening and reading are receptive ones, since language is directed at the learners.6_{Lindsay and}

Knight stated that speaking involves “putting two messages together, communicating the message and interacting with other people”.7

According to Widdowson speaking is an active productive skill that is commonly performed in face to face and occurs as parts of a dialogue or the form of verbal exchange.8_{In Oxford Advance Dictionary}

the definition of speaking is “to express or communicate opinions, feelings, ideas, etc. These following are some important information about speaking:

5_{Martin Bygate,}_{Teaching and Researching Speaking}_{(London: Longman, 2000) p. 6}

6_{David Nunan,}_{Practical English Language}_{, first edition. (New York: Mc Graw-Hill, 2003), 48.} 7_{Cora Lindsay and Paul Knight,}_{Learning and Teaching English}_{(New Jersey: Oxford University,}

2006), 57.

8_{Nurlaila Fitri, “Study of the Eight Students of English Department STAIN Batusangkar . Factor}

Causing Students’ Unwillingness to Speak in Language Classroom” (STAIN Batusangkar, 2011), 17.

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a. Speaking is a productive skill, it is a complex task and the learners need some practice to develop the speaking skill.9

b. Speaking is a productive skill, like writing, it involves using speech to express meanings to other people.10

c. Speaking is mastering the art of the single most important aspect of learning a second or foreign language.11

d. Speaking is the hardest skill among the others (reading, writing and listening), since it is productive skill or oral skill which consists of producing systematic verbal utterances to convey meaning.12

e. Speaking involves a number of complex skill and strategies, but since spoken language leaves no visible trace, its complexity and organizational features are hard to track.13

f. Speaking is one of the central elements of communication. In EFL Teaching, it is an aspect that needs special attention and instruction.14

From the statement above that speaking is a tool of interaction to give or share information with another people, to understand meaning. speaking is very important aspect as to express or communicate idea

9_{Cora Lindsay and Paul Knight,}_{Learning and Teaching English}_{, 57.}

10_{Mary Spratt, Alan Pulverness, and Melanie Williams,}_{The TKT (Teaching Knowledge} Test)Course (Cambridge: Cambridge University Press, 2003), 34.

11_{Christopher N. Candlin,}_{Language Teaching Methodology}_{(New Jersey: Prentice Hall, Inc,}

1987), 39.

12_{David Nunan,}_{Practical English Language}_{, 48.}

13_{Jeremy Harmer,}_{The Practice Of English Language Teaching}_{(Edinburgh Gate: Longman,}

2001), 108.

14_{Jack C. Richards and Willy A. Renandya,}_{Methodology In Language Teaching: An Anthology} Of Current Practice (Cambridge: Cambridge University Press, 2002), 210.

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feeling, opinion and it is the most important aspect of learning second or foreign language.

In conclusion, speaking is way to deliver information, idea, thought to others. However, people may implement speaking in different ways. People do communication for some reasons. Those reasons are the intention to say something, the purpose of their communication, their language selection.

According to Bygate, there are two basic ways in which speaking can be seen as a skill.15_{They are motor perspective skill and interaction}

skill.

1. Motor Perspective Skill

Involve perceiving, recalling and articulating in the correct order sounds and structure of the language.

2. Interaction Skill

Cover making decisions about communication, such as what to say it and whether to develop it, in accordance with one’s intentions, while maintaining the desire relations with others.

According to Harris, speaking skill is a difficult one to assess with precision.16_{Because speaking is a complex skill to acquire. The}

15_{M. Bygate,}_Speaking_{. (Oxford University Press,1987) p. 5-8}

16_{David. P. Harris,}_{Testing English As a Secondary Language}_{(New York :}

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following five components are generally recognized in analysis of speech process:

1. Pronunciation (including the segmental features: vowels and consonants; and the stress and intonation),

2. Grammar, 3. Vocabulary,

4. Fluency (the ease and speed of the flow of speech), 5. Comprehension.

The definition of speaking skill lexically is the ability to utter words or sounds with the ordinary voice; or the ability to communicate vocally or to have conversation through practice, training, or talent.

In addition, Lado points out that speaking ability / skill is described as the ability to report acts or situation, or the ability to report situations in precise word, or the ability to express a sequence of idea fluently.17

The writer can conclude that someone who wants to speak a foreign language has to know the rules of that language, like grammar, vocabulary, pronunciation, and word-formation, and to apply them properly in communication.

D. Confidence

1. Definition of Confidence

17_{Robert Lado,}_{Linguistic Across Cultures : Applied Linguistic for Language} Teachers (Michigan : University Michigan Press, 1961) p. 240

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According to Littlewood confidence is the positive attitude of an individual who enabled him to develop a positive assessment both to themselves and to the environment or situation, where individuals feel they have the competence, confident, capable and believes that they can because it is supported by the experience, the actual potential, achievements, as well as realistic expectations of his self.18_{James Neil}

proposed some terms related to the issue of self-confidence. Among them are:19

a. Self-concept: how does she conclude herself as a whole, how does she see her self-portrait as a whole, how does she conceptualize herself as a whole.

b. Self-esteem: the extent to which she has positive feelings toward herself, how far she has got something that she feel is valuable or precious than herself, the extent to which she believes that something of value, dignity or worth in herself.

c. Self-efficacy: the extent to which she has confidence in the capacity she has to be able to perform tasks or handle the issue with great results (to succeed). It is called the general self-efficacy. Or also, as far as she believes in her capacity in her field in handling certain affairs. It is called the specific self-efficacy.

18_{Indari Mastuti,}_{50 Kiat Percaya Diri}_{(Jakarta, 2008), 13.}

19_{James Neill,}_{Confidence. English as a Second Language Student and English Student} Confidence. Issue in the Mainstream Classroom, 2005, 43.

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d. Self-confidence: the extent she has confidence in her judgment on her ability and the extent to which she can feel the "appropriateness" to succeed. According to James Neill Self-confidence is a combination of self-esteem and self-efficacy.

Based on all that, while some kind of self-confidence conclusion that it is the effect of how we feel, believes and knowing. Self-confidence is the courage that comes from certainty about. Abilities, values and objectives of us, or it could also be defined as an individual's positive attitude that enables him to develop a positive assessment, both to themselves and to the environment / situation.

Confidence means beliefs, what someone believe to achieve may be called by confidence. Self-confidence is the term of someone that beliefs on them truly.20_{Self-confidence is a positive attitude of someone. It}

is about someone beliefs of their self that make them achieve better than other. What the other thing it is hard to achieve, the person that have better self-confidence will done it well.

2. Factors of Developing Confidence in Speaking

To improve students speaking skill, the teacher must enable the students to overcome their psychological problems and must help them develop their self-confidence. These require careful planning, skillful

20_{Marc Anderson,}_{The Important of Confidence. Tips on How to Build up Your Confidence When} Speaking English, 2013, 23.

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motivation, varied techniques, patient instruction, relaxed atmosphere, visual stumuli, and good humor.21

a. Careful Planning

The most important consideration a teacher undertakes is his careful of a lesson. A speaking class should not be improvised. The teacher has much to think about while conducting the lesson without having to rack his brains for the next activity. Good lesson planning is the art of mixing techniques, activities, and materials, to create an ideal balance for the class. The two principles of good lesson planning are variety and flexibility. Variety means involving students in different activities. Flexibility means the ability to use different techniques and not be a slave to one methodology.

Also the teacher should have detailed plan about teaching techniques, speaking activities, all of which should meet the students’ need. The goalthe teacher sets for oral lessons must be high enough to aim at and low enough to reach.

b. Skillful Motivation

Motivation is an important factor in learning English. It is internal drive that encourages students to pursue the learning goals. If we have a goal and if the goal is relly attractive, we will be strongly motivated to achieve it no matter how difficult it may be. A teacher

21_{Xu Lihua, “Developing Student Confidence in Speaking English,”}_{TESL Reporter}_{23, no. 2}

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will find strongly motivated students with a goal easier to teach than a students study English simply because it is a part of his curriculum.

A student’s attitude is also strongly influenced by factors around him, the teacher’s treatment of him and what happen in the classroom. If the atmosphere in class deadly dull and if the teacher does not treat him with kindness and patience, the students will never stand up to speak. The teacher must mitivate the students’ enthusiasm for speaking by telling them that teachers respect and help students who try no matter how many errors they make and that they have no respect for students who do not try for fear of making errors. But of course, teachers should help them form good habits of speaking standart English, not Indonesian English.

c. Varied Technique

The teachers must know how to give many lesson with different techniques. They should carefully plan and execute the lesson so that new language material is soundly integrated with the old, the difficult with the easy. The new and difficult should be though thoroughly, while the old and easy can be covered quickly. “Like a stream, a good lesson flows more rapidly over the shallower sections and more slowly over the deeper” (cited in Broughton, et al., 1980).22

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The teachers should know to adjust priorities at different stages. At the elementary stage, they should put emphasis on phonetics; at the intermediate stage, the teachers should lay emphasis on a wide range of English usages which ordinarily confuse students; and at advanced stage, the emphasis should be on fluency and accuracy in speaking English.

The teacher shoud constantly change the activities in speaking practice. “No topic or device should be overworked, however good an idea it is or however much preparation it has entailed. It is always better to stop wilst everyone is enjoying it and wants more, rather than pursue it to the bitter end. Then a repetition on another day provokes eager anticipation rather than groans.” This is Broughton and his cohorts’ (1980) idea about effective topics and devices.23

The same is true of useful text books. Good textbook offer lively and interesting material, but if the teachers depend too much on the textbook by following lesson sequence repeatedly, the class may become boring, and the students may find the routine less and less motivating.

d. Patient Instruction

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Patience is another vietue greatly needed for a teacher. Students are growing as they produce and correct mistakes, correcting mistakes calls for great patience.

At the elementary stage, some students cannot understand English, nor can they speak it. Their pronunciation is poor. So, they think they cannot learn English. Sympathetic understanding for their frustration is essential. The teachers must gently but firmly discourage them from withdrawing and encourage them to listen more and to imitate. Mistakes in pronunciation are not easily corrected since habits poor pronunciation have been formed. Their listening ears are not keen at first. The teachers’ efforts often seem to produce nothing, and the students’ progress is often slow. These mistakes should be corrected repeatedly and patiently until new habits are formed.

e. Relaxed Atmosphere

Speaking class can be a total failure, with the class silent and embrassed and the teachers racking his brains for some means of keeping the lesson alive. As mentioned, Indonesian students are quiet and shy. They feel uncomfortable in the first attemps at speech in English and they are afraid of failure, laughter, and ridicule. Sometimes they maintain silence only in order to avoid being the ice-breaker.

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Psychologycally, people become more talkative in a relaxed atmosphere. Via (1976) once said, “If the atmosphere is one of tenseness and tightness, our bodies become tight and tense, and we are not able to concrentate properly on what want to do. But, when the atmosphere in the classroom is one of relaxation, happiness, and fun, our whole bodies relax and we are able to receive, we are able to learn.”24

f. Visual Stimuli

The visual element is another source of oral English practice. This includes pictures, maps, cartoons, slides, tapes and other item. With attractive visual stimuli, the students’ interest and attention are aoused, a relaxed atmosphere is created in which students are eager to talk and most importantly, a live language situation is brought into the classroom, which is indispensable to any meaningful learning. For example, a picture can be used as a discussion starter, a situation for a dialogue or a talk. The teacher should try to gather available visual stimuli or make his own, both of which add to the active classroom atmosphere.

g. Good Humor

Humor is an indispensable quality for a teacher. Moskowitz (1978) has shown that good teachers provide for and utilize humor as

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a part of the classroom atmosphere.25_{Traditionally, some teachers like}

to maintain their dignity as an authority figure, which is another abstacle to the students’ speaking from the teachers’ side. Humor can broge the gap between the teacher and students, and relax students for talk. So, it is wise for the teachers to insert a little humor occasionally into the activity to cause laughter, which clears away the boredom in the classroom and keeps the learning process fresh.

3. The Important of Self-confidence

Self-confidence plays the important role in many aspect of someone’s life. Not only in speaking but also in many aspect of someone’s life. Confidence is the most important assets--more important than skills, knowledge, and experience. Lawtie Fiona states the important of confidence.26_{They are:}

a. Confidence equals competence.

For example, take an employment interview, someone can have all the experience and skill in the world but they still have to convince an employer that he believes he can do the job. If his body language says otherwise, like not looking in people’s eyes, looking down, or bad posture, he is less likely to get the job.

b. Confidence creates trust.

25_Ibid.

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Everybody have to trust those that are confidence. If someone doesn’t trust his selves to do a something then why should someone else trust them? If someone doesn’t think that he can succeed than no one else will take them seriously.

c. Confidence helps someone communicate.

Those who aren’t confidence often have problems communicating in the work place and in social situations or in the school. If student lack confidence, it’s difficult to speak in front of both large and small groups. It’s also difficult to speak with conviction to your colleagues. It can keep you from meeting new people and from meeting a significant other. If you lack confidence you also have trouble telling people know.

d. Confidence helps someone get what they want out of life.

Someone deserves to be happy and get what they want out of life no matter what it takes to reach their goals. But if they don’t believe that they are capable of reaching them goals than their own negative talk will actually keep them from reaching world.

e. Confidence impacts the way people enjoy life.

A lack of confidence can spiral into all sorts of other problems including poor body image, disordered eating, fear, alcohol and drug abuse, procrastination, anxiety, and depression. It can also motivate people to take student hatred of somebody out on others in the form of

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bullying or sheer isolation. Happiness and confidence are actually close friends.

f. Confidence allows someone to be comfortable in body own skin. Someone can tell a confident person from a mile away. They walk into a room and people stare. But on the other hand, if someone afraid to be self then no one will ever have the honor of meeting the true meet.

E. Previous Study

There are some researches previously held by some researchers related to this study. Here are some previous studies which have in the similar sub skill in students’ self confidence in speaking problems;

The first is a thesis with the title “An Analysis of Students’ Speaking Problems at English Education Department, State Institute of Islamic Studies, Sunan Ampel Surabaya” written by Aida Fitria. In this thesis, she explains in detail about the problems which are faced by the fifth semester students of English Education Department IAIN Sunan Ampel. She conducted interview and distributes questionnaire to collect the data from sample of the research. She does the interview not only to the students, but also to the lecturer about the problems that students face.27_{And the problem faces by her study are: mother tongue used, lazy}

to open dictionary, lazy to practice speaking mastering grammar etc.

27_{Aida Fitria, “An Analysis of Students’ Speaking Problems at English Education Department,}

State Institute of Islamic Studies, Sunan Ampel Surabaya” (library of Islamic State University Sunan Amppel Surabaya, 2009).

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The second is a research by Yuyun Eka Andraini under the title

“Teacher and Student Problems in Teaching Learning Process of Speaking in MA Darul Ulum Waru Sidoarjo”. In her study, she takes the teacher and the students of MA Darul Ulum as the subject of her study. She found out that the teacher of MA Darul Ulum faced some problems, such as; the passiveness of students in speaking class, students use their mother tongue frequently, students are afraid of uttering their opinion, and too many students are in class. The problems faced by students on her study are; limited vocabulary, less understanding in grammatical structure, the difficulties to arrange sentence, confused to choose the appropriate tenses, and pronounce incorrectly.28

The third is “A Study of Students’ Problem in Daily English Speaking Activity at SMA Pomosda Tanjung Anom Nganjuk” written by Yun Arita. Arita’s study has relationship with this study in discussing about students’ speaking problem. She also researches about how to overcome the students’ speaking problem. Her study explains the common speaking problems without explaining specific problems in learning speaking skill.29

The fourth, a thesis from Hanunah by the title “Students’ Strategies in Overcoming Speaking Problems in Speaking Class of Second Semester at English Teacher Education Department of Tarbiyah Faculty

28_{Yuyun Eka Andriani, “Teacher and Students Problems in Teaching Learning Process in}

Speaking in MA DarulUlumSidoarjo” (state institute of Islamic studies Sunan Ampel Surabaya, 2011).

29_{Yun Arita, “A Study of Students’ Problem in Daily English Speaking Activity at SMA Pomosda}

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IAIN Sunan AmpelSurabaya”. In this thesis, she takes the second semester as the subject of her research. She chooses the second semester because they have taken speaking 1 subject, and they are considered to have some problems in speaking. She uses a structure or closed form questionnaire which contains of the questions and alternative answer to them. After distributing questionnaire, the researcher observes the students when they fill the questionnaire, in case they find difficulty or unclear questions. She analyzes the data by identifying the answer of the questionnaire and then getting the percentage of each item questionnaire.30

The Fifth is a thesis from Jamilah “Contributing Factor to the Inability in speaking of first and second graders of Ma’arif Senior High School 4 Driyorejo”. She concludes that the causes of the inability in speaking of first and second graders during English lesson are; lack of motivation, lack of vocabulary, lack of grammar understanding, environment and lack of teacher’s role and teacher’s technique. 31

The sixth in 2010, Fikri Yanda from English Education Department Faculty of Tarbiyah State Institute for Islamic Studies (IAIN) Sunan Ampel Surabaya conducted a research entitled “English Speaking Club an: Analysis to Improve the English Speaking Skill for English Education Department Faculty of Tarbiyah State institute for Islamic Studies (IAIN) Sunan Ampel Surabaya”. The result of the research is

30_{Hanunah, “Students’ Strategies in Overcoming Speaking Problems in Speaking Class of Second}

Semester at English Department of Tarbiyah Faculty IAIN Sunan Ampel Surabaya” (IAIN Sunan Ampel Surabaya, 2009).

31_{Jamilah, “Contributing Factors to the Inability in Speaking of First and Secong Grades of Maarif}

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English Speaking Club can improve English Speaking Skill for students. In his research, he found several strategies such us group discussion, debate forum, and retelling article. Hid study employed a qualitative research. His data were obtained through two instruments: interview and questionnaires.32

The seventh in 2010, Siti Faizatul Himmatul Khoiriyah from state university of Malang conducted a research entitled “English Club as an Extracurricular Program at SMPN 3 Malang”. Her data were obtained through three research instruments: interview, field notes, and questionnaires. The result of the research showed that team work study is often used with some fresh topic and according to students’ opinions.33

The eighth in 2008, Dessy Krisdian from state University of Malang conducted a research entitled “The Implementation of Speaking Class as a Local Content at SMPN Singosari Malang”. This research employed a descriptive research. The data were obtain three instruments: interview, field notes, and questionnaires. The result of the research was the background reason for implementing speaking class as a local content at SMPN 1 Singosari Malang were 1) this program was considered as an effective means for increasing students’ ability in speaking and 2) it was supportive program to reach better achievement in national examination.

32_{Fikri Yanda, “English Speaking Club an: Analysis to Improve the English Speaking Skill for}

English Education Department Faculty of Tarbiyah State Institute for Islamic Studies (IAIN) Sunan Ampel Surabaya” (State Institute for Islamic Studies (IAIN) Sunan Ampel Surabaya, 2010).

33_{Siti Faizatul Himmatul Khoiriyah, “English Club as an Extracurricular Program at SMPN 3}

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The ninth in 2008, Devinta Puspita Ratri from state university of Malang conducted a research entitled “A Study on The Implementation of English Speaking Program at MAN 3 Malang Dormitory”. This research employed descriptive qualitative design. The subject were the students’ grade XI and XII of MAN 3 Malang dormitory. The data were obtained through interview, field notes and questionnaires.34

First study till fifth study are focus on students’ problems on speaking confidence. But, some of the study above (sixth, seventh, eighth, ninth) are only focused in the implementation of the program but is not yet clear how far the effectiveness of those programs can improve students’ speaking ability in real picture through their score. All of the study are related to the researcher’s research. Therefore, it was important to conduct a study on the impact of English program on students’ speaking confidence at MA Burhanul Hidayah Sidoarjo.

34_{Devinta Puspita Ratri, “A Study on The Implementation of English Speaking Program at MAN}

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CHAPTHER III

RESEARCH METHOD

This chapter deals with approach and research design, subject of the research, research instrument, and data analysis technique.

A. Approach and Research Design

This research employed descriptive qualitative research has specific purpose to solve actual problems that happen now and collect data or information for formed, explained, and analyzed.1

This research also employed mix design (quantitative and qualitative). According to Creswell that mix design is procedure to collect data, analyze, and mixing.2

According to Donald Ary and friends, mixed methods are Mixed methods research combines quantitative and qualitative research methods in different ways, with each approach adding something to the understanding of the phenomenon.3

1_{S. Margono, Metodologi Penelitian Pendidikan, 2nd ed. (Jakarta: PT. Asdi Mahasatya, 2000), 8.} 2_{Creswell, Qualitative Inquiry and Research Design Choosing among Five Traditional (Sage}

Publication, 1998), 552.

3_{Donald Ary, Lucy Cheser Jacobs, and Chris Sorensen, Introduction to Research in Education,}

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According to Arikunto, a descriptive study is a kind of non-hypothesis research and do not need to formulate the non-hypothesis in steps of the research. In this study, the writer used descriptive qualitative study.4

The qualitative data are describing the words or sentences that are separated based on the categories to get the conclusion. The data is summed up, compare with the expected result and obtained the percentage.

This technique is usually called “descriptive qualitative”.

According to Arikunto, descriptive qualitative research is a non-hypothesis research. As result, in the step of its research, the descriptive research does not need to make the formula of hypothesis.5 Therefore, the writer does not use the hypothesis but he uses explanation in his analysis in the descriptive one using qualitative data analysis.

Fatimah says that qualitative method becomes the starting point of qualitative research that emphasizes the quality (originally data) according to descriptive understanding and originally itself.6 This method presents the reality of relationship between the writer and respondent directly. From the explanation above, it is conclude that qualitative research methods are developed in social sciences to enable researchers to study social and cultural phenomena and events. Qualitative data sources include

4_{Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek (jakarta: PT.Rineka Cipta,}

1998), 245.

5_{Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek (jakarta: PT.Rineka Cipta,}

2002), 22.

6_{Fatimah.T. Djasudarma and W. Nadeak, Metode Linguistik: Rancangan Metode Penelitian Dan}

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observation, interviews and questionnaires, documents and text, and the

researchers’ impressions and reactions.

The collected data are not numbers, it can be words or something description. Description is the accurately explanation of data which is suitable with its own natural characteristic. The collected data are sentences. Therefore, the writer used descriptive qualitative research.

B. Subject of the Study

According to Arikunto, the large group about which generalization is made is called population, and the small group that is observed is called sample.7

In this research, the population is MA Burhanul Hidayah, there are three classes: X, XI, and XII, each class has same time in English program. The writer take 15 respondent, 5 students represent each class (X, XI, XII) to be sample. The researcher is using quota sampling.

C. Data and Source of the Data

1. Type of Data

a. Primary data

Primary data is the main data that the researcher from the subject of the study. The primary data was collected by doing some questionnaire and interview. The researcher will ask the students to

7_{Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek (jakarta: PT.Rineka Cipta,}

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answer the questionnaire. In addition, the researcher does the interview to the students.

b. Secondary data

The secondary data is the supporting data obtained from sources, such as book, and document related to English program.

2.Source of Data

The sources of both primary and secondary data are from students, and the book, and document as the supporting data at MA Plus Burhanul Hidayah. The primary data was taken from questionnaire and interview to students. On the other hand, the secondary data was obtained by the copies of documents that related to English program.

D. Data Collection Technique

In this research, the researcher used questionnaires and interview in order the answer well organized and systematically to get the data based on the research problems.

1. Questionnaire

According to brown. A and Dowling. P, questionnaires hold a number of attractions for the researcher who wishes to collect informations from a large number of people but has limited time and

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resources.8_{Arikunto says that a questionnaire is a number of written}

questions which are used to gain information from respondents about themselves or their knowledge, belief etc.9

From the statement above, the writer has reason for choosing questionnaires as his instrument. The reason were as follows: the use of the questionnaire in this study aims to find out the description of the students MA Plus Burhanul Hidayah as the subject of the study who join the English program. Hornby states that questionnaire is written or printed list of question to be answer by a number of people especially as part of survey.10

Arikunto defines that questionnaire is a number of within questions, which are used to gain information from respondents about the respondents themselves or their knowledge, belief etc.11

Arikunto also states that questionnaire based on the way to answer the question, there are two types of questions:

a. Opened questionnaire, the respondents can answer the questions using their own sentences.

b. Closed questionnaire, the respondents can directly choose the appropriate answer.

8_{A. Brown and P. Dowling, Doing Research / Reading Research: A Mode of Interrrogation for}

Education (London: Falmer, 1998), 66–69.

9_{Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek, 128.}

10_{A.S. Hornby,}Oxford Advanced Dictionary Lerners’ of Current English_{(Oxford: Oxford}

University Press, 1995), 140.

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The writer used this method to know what the impact of English program on students’ speaking confidence.

2. Interview

Interview to support the data from the questionnaire, the researcher also conducted an interview as another instrument. As stated by Arikunto, the interview aims to cross check the data from the questionnaire and describe the data that is not answered yet by the questionnaire.12

The interview conducted tried to find out the Contribution of English program in details. The details in considered, such as the

strategies conducted by the program in order to improve the students’

confidence to speak English.

According Best, interview is in a sense, oral questionnaire.13

Instead of writing the response, the subject or interviewer gives the needed information verbally in face to face relationship. The interview is also particularly appropriate when dealing with young children, illiterates, those with language difficulties, and those of limited intelligence.

12_{Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek, 166.} 13_{J.W. Best, Research in Education (New Jersey: Prentice Hall, 1981), 164.}

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Arikunto point out that an interview is a dialogue between interviewer and the respondents about certain topic with the purpose to obtain more information.14

There are some kinds of interview that can be used in collecting data. In using a kind or interview, the writer consider the most suitable way with the situation. From the way of its administration, Arikunto classified interview into three types, they are;15

a. Un-guided interview

In this type, the interviewer is free to ask everything to the respondents, but still focus on the data that would be gathered.

b. Guided interview

In performing the interview, the interviewer informs a special topics that is preparing questions before conducting a conversation.

c. Free-guided interview

In conducting this type of interview, the interviewer give the respondents the chance to express their idea freely, but the conversation does not deviate from the topic. The free-guided is the combination between guided and un-guided interview.

In this study, the writer used free-guided interview to get some information that helps to get comprehensive data by asking the questions

14_{Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek, 132.} 15_{Ibid., p. 145}–_146.

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related to the topic. The writer used this interview method because he wanted to get more detailed data which were impossible to obtain. The

writer this method to measure the students’ ability in speaking English,

and also ask the students to give some suggestions and criticism about English program in their school.

E. Research Instrument

In order to collect the data, the researcher use some instruments. Such as questionnaire sheet and interview guidelines to analyze it.

1. Questionnaire Sheet

The researcher will give questionnaire to students. The questionnaire sheet is needed to know the impact of English program.

In the questionnaire sheet, the reseracher use yes/no question. So that the result of the data become quanttative data. (See Appendix 1)

2. Interview Guidelines

Having the interview, also one of the techniques that will be used to collect the data. To do the interview, the researcher needs the interview guidelines consist of some question and informant identity. (See Appendix 2)

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F. Data Analysis Technique

The data analysis from the questionnaire involve some steps, they are follow:

1. Identifying the problems faced by the students in learning speaking.

2. Finding the way how the students minimize the problems in learning English.

3. Analyzing the data after being identified. To get the percentage of each item questionnaire , the researcher used the formula from Suharsimi as stated below:16

P= The percentage of students problem

F= The number of frequency of the respondents answer

N= The number of respondent

4. Describing students’ way to minimize the problems.

5. Drawing the conclusion

In conclusion, the researcher begins to describe the findings in a chart percentage and present the data obtained descriptively. The

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description made by the researcher based on the data collection. Then, the researcher analyzed the data in specific but brief and clear description

G. Checking Validity of Findings

To make sure the validity of the study, the researcher ask students each class to answer the questionnaire sheet. The researcher is using quota

sampling because the students’ ability are not balance.

In doing the interview the researcher also ask some sample students of every class to do the interview and record the interview process so that the researcher be able to replay it many times to analyze the result of interview.

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CHAPTER IV

RESEARCH FINDING

This chapter presents and describes the result of this study. The data obtained from the study questionnaire and interview will be analyzed and elaborated to answer the research problem mentioned in chapter I. the results are the result of questionnaires, the result of interview and what impact of English program on students’ speaking confidence.

A. Finding

According the research problems of the research, the finding presents the result of research based on the statement of the problems. They are about the impact of English program on students’ speaking

confidence and cause of the impact happened.

These data had been collected by the researcher on July 21st 2016. Based on the research procedure and data analysis technique, the data were collected by giving questionnaires and interview as well.

1. The Impact of English Program

The students were asked to fill in questionnaire. The questionnaire was intended to support the primary data of the research. The following discussion will discuss the students’ responses dealing

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with the impact of English Program for their speaking skills. There were fifth teen students in the class completing the questionnaire.

NO QUESTIONS YES NO

1 I prefer like English when English program ran 10 5

2 I do not like English after English program stopped 3 12

3 I speak English actively outside the school when English

program ran 6 9

4 I rarely speak English outside the school after English

program stopped 13 2

5 I speak English actively in English lesson time when

English program ran 10 5

6 I do not speak English in English lesson time after

English program stopped 8 7

7 My teacher speak English when English program ran 11 4

8 My teacher rarely speak English after English program

stopped 6 9

9 My friends speak English when English program ran 9 6

10 My friends do not speak English after English program

stopped 12 3

11 I always speak English when English program ran 9 6

12 I rarely speak English after English program stopped 10 5

13 English Program make my speaking skill increase 12 3

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decrease

Adapted from: Tika Mudyanita, “The Contributons of English Day Program Towards Students’

Speaking Skill”, UNNES, 2011

4.1 Table of Questionnaire The formula to calculate the percentage of questionnaire is:

The results of the questionnaire will be interpreted as follows :

Question number 1 asked the students wheter they like learning English when the English program applied. The result is 66.67% students answered YES. 33.33% students answered NO.

Question number 2 asked the students wheter they like learning English when the English program stopped. The result is 20% students answered YES. 80% students answered NO.

Question number 3 asked the students about their activeness in speaking English outside the school when the English program applied.

The result is 40% students answered YES. 60% students answered NO. Question number 4 asked the students about their activeness in speaking English outside the school when the English program stopped.

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The result is 86.67% students answered YES. 13.33% students answered NO.

Question number 5 asked the students about their activeness in speaking English at English class when the English program applied. The results is 66.67% students answered YES. 33.33% students answered NO.

Question number 6 asked the students about their activeness in speaking English at English class when the English program stopped. The results is 53.33% students answered YES. 46.67% students answered NO.

Question number 7 asked the students about their teacher whether they speak English when English program applied in their school. The results is 73.33% students answered YES. 26.67% students answered NO.

Question number 8 asked the students about their teacher whether they did not speak English when English program stopped in their school. The results is 40% students answered YES. 60% students answered NO.

Question number 9 asked the students whether their friends speak English when English program applied in their school. The results is 60% students answered YES. 40% students answered NO.

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Question number 10 asked the students whether their friends did not speak English when English program stopped in their school. The results is 80% students answered YES. 20% students answered NO.

Question number 11 asked the students whether they always speak English when English program applied in their school. The results is 60% students answered YES. 40% students answered NO.

Question number 12 asked the students whether they rarely speak English when English program stopped in their school. The results is 66.67% students answered YES. 33.33% students answered NO.

Question number 13 asked the students whether English program

in their school give an improvement towards their speaking skill. The results is 80% students answered YES. 20% students answered NO.

Question number 14 asked the students whether without English program in their school give an improvement towards their speaking skill. The results is 53.33% students answered YES. 36.67% students answered NO.

Based on the finding of the result of the questionnaire, it can be concluded that the English program at MA Plus Burhanul Hidayah has good impact on students’ speaking confidence. The teachers and the students mostly more active speak English when the English program

applied. They agree that English program in their school should improved because they understand that English program is a good program to improve their speaking skills in English.

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The interview was conducted on Thursday, July 21, 2016. It was aimed at obtaining the data about the impact of English Program on students’ speaking confidence gained from the result interview which consist of four teen items. The results of the data was classified into 9 variable factors which contain some sub variable factors.

Students Responds Percentage

Yes

80%

20%

Table 4.2 Students responds to question “Do you always and express your opinion/idea in the class?”

To the first the idea in the questions show that that there were 20% participants who said that they less of express their opinion in the class. It happens because of majority students get difficulty to express their idea. Some of them have difficult to express their opinion.

And the result showed that there were 80% participants who said that they do not have only difficulties to express their idea during learning in the speaking class. They were more confidence to giving participant in the class. Because the

English program made students active to speak. It could be explanation that their active expressing the idea in the class as one of the English program’ impact.

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 Cannot speak fluently

 Less vocabulary

 Error in grammar

30%

40%

30%

Table 4.3 Students responds to question “what make you difficult to express your opinion in the class?”

Based on the result of the interview to the students speaking class, the researcher found some causes that make student difficult to express their opinion in the class which is because they cannot speak with fluently, 30% as causes of participants face, 40% participants said that they lack of English vocabulary, and 30%% participants said that they lack of grammar knowledge.

Student Respond Percentage

Yes

46.67%

53.33%

Table 4.4 Student responds to question “Do you feel nervous when you speak or communicate in class?”

According to the result from the interview there were 46.67% participants agreed that the students feel nervous when they speak English, and there were 53.33% participants said that they do not feel nervous when they communicate in

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the class. The tables above show that the students who do not feel nervous are being majority of English program’s impact.

Student Respond Percentages

 Worry making mistake

 Less preparation

 Difficult to speak English

40%

20%

40%

Table 4.5 Student respond to question “What makes you nervous during learning in the class?”

The students’ responds from the interview show that the causes that make students feel nervous during learning in the class are 40% participants said that they were of making mistake, 20% participants said that they were less preparation before learning activity and 40% participants said that they feel difficult to speak in English.

According to the result students responds above can be seen that could be explanation the problem face students learn speaking in the class this indicate the majority of students because they do not feel confidence in the speaking class.

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Yes

60%

40%

Table 4.6 Students respond to question “Do you think communicative in front of making you feel shy when you speak English?”

According to the students respond from the interview, it show that 60% of the participants said that they agreed most of them who have problem face when they communicate in front of making they feel shy when they speak English because their friends and there were 40% participants said that they were against about the cause students feel shy to speaking English in the class.

The majority of student still has cause of lack confidence because their friends not feeling shy to speak English and rarely to speak up. But, they usually participate and give contribution in the class, even they only sitting down on their seat not in front of the class.

Student Respond Percentages

 Less practice

 friends

 Worry making mistake

30%

50%

20%

Table 4.7 Student responds to question “What the causes you feel shy when you speak English?”

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The students respond from the interview show that the cause students feel shy when communicating in English is that30% participants said that they were did not have enough practice in the class, 50% participants said that they are felling shy because of their friends, and 20% participants said that they are worried of making mistake

When the student speak English in the class, they feel shy because their friends. The students usually give contribution in the class even their grammar is not perfect. They listened and answered the teacher explanation to the material and they were as listener by their friend when speak English.

Student Respond Percentages

Yes

50%

Table 4.8 Student responds to question “Do you wait for an appropriate time to express your idea?”

The students respond from the interview show that there were 50% of the participants said that they agreed as the reason only waiting the occasion to demonstrate their idea because the cause students’ who have lack confidence. It was because they rarely communicate in the class. And there were 50% of the participants said that they were against about the cause students waiting the occasion to demonstrate their idea.

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Student Respond Percentages

Yes

40%

60%

Table 4.9 Student responds to question “Do you feel afraid when you speak English?”

The students respond from the interview above show that there were 40% of the participants agreed to say that they feel afraid when they speak English. And there were 60% of the participants said that they were against about feeling afraid when they speak English with fluently in the class.

Student Respond Percentages

Fear making mistake

Grammar understanding

Have no good pronunciation

40%

20%

30%

Table 4.10 Student responds to question “what make you feel afraid when you speak English?”

The students respond from the interview above show that there were some causes of students who have lack confidence in the learn speaking such as 40% participants said that they were worry about making mistakes in speaking

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English, 20% participants said that they were lack grammar understanding when they want speaking English, difficult to arrange the sentences and 30% participants said that they had no good in pronunciation so the afraid if their pronunciation is not fluently.

The impact English program on students’ speaking confidence

Active expressing the idea

Do not feel nervous to communication Do not feel afraid making mistake

Table 4.11 Recapitulation the impact of English program on students’ speaking confidence

According to student respond from the table 4.11 above that there are 3 impact of English program on students’ speaking confidence. The students express their idea in the class actively, the students do not feel nervous when they communicate in the class, and the students do not feel afraid making mistakes when they speak English because they were against their problems because of joined English program.

B. Discussion

This section presents the discussion based on the findings of the study. The discussion is concerned with the impact of English program

and the result of the interview.

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The result from the questionnaires above shows that English program has impact on students’ speaking confidence. It is like what has been shown on table 4.1, the researcher concluded that students increase their speaking confidence through English program.

The result from the questionnaires above shown that it is able concluded that English program has good impact in students’ speaking

confidence.

Based on the research finding of this thesis, the researcher finds that there are some English program’s impact on students’ speaking

confidence at MA Plus Burhanul Hidayah.

First, students do not feel nervous is one of the impact that are faced by students of MA Plus Burhanul Hidayah. They do not feel very nervous when they spoke English in front of the class, because they used to speak in front of their friends in English program. Every meeting, the student must speak English or tell story depend on the topic that teacher give.

Second is students active expressing idea. In English program,

students were trained to be active student where they have to give their opinions in every topic that teacher gave. So, students used to express their opinions without feeling shy.

Third, students do not feel afraid. Students also learn to ignore making mistake in English program, it means student must speak English what they want to say without thinking the sentences wrong or right.

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CHAPTER V

CONCLUSSION AND SUGGESTION

In this chapter, the conclusion and suggestion of the research are described below:

A. Conclusion

We can infer some conclusions from this study. English program is an extracurricular program at MA Plus Burhanul Hidayah Sidoarjo. The results of the study were answered the research problem “ what is the impact of English program on students’ speaking confidence?”. English program can improve students’ and teachers’ speaking skills, and English program has three impact. Such as students do not feel afraid, students do not feel shy, and students always express idea actively.

Based on the result of the study, from questionnaire, and also the interview, the writer can conclude that English program at MA Plus Burhanul Hidayah has good impact on students’ speaking confidence.

B. Suggestion

Suggestion is necessary to give information in order to make the students and also the researchers know the view of students of MA Plus Burhanul Hidayah. The researcher hopes these suggestion can help the students improve their way in learning speaking English through English program.

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Having conducted the research, the writer would like to offer some suggestions. For the student, must improve their ability in speaking English especially obey the regulation about English program. The students must realize that English program can train them to increase their speaking confidence.

For the headmaster and teachers, English program must be improved at MA Plus Burhanul Hidayah Sidoarjo. For example, the school has to add one more day where all the people must speak English all day long. Speaking English must be started from the teachers and the headmaster, so the students will follow to speak English without shiness or afraidness. Their speaking automatically will improve if they practice continously. The school must make a regulation. If the people in the school do not speak English when English

program runs, they can get a punishment, for example getting some points. When the students’ points reach maximum limit, they will get warning or even drop out from the school.

For future researcher, they can use this final project as a literature to guide them when they want to do the similar research. Although this study has been done, but because of the limitation time, it still has some weaknesses. Therefore, any reserchers interested in the same field are suggested to do deep analysis.

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CHAPTER V

CONCLUSSION AND SUGGESTION

In this chapter, the conclusion and suggestion of the research are described below:

A. Conclusion

We can infer some conclusions from this study. English program is an extracurricular program at MA Plus Burhanul Hidayah Sidoarjo. The results of the study were answered the research problem “ what is the impact of English program on students’ speaking confidence?”. English program can improve students’ and teachers’ speaking skills, and English program has three impact. Such as students do not feel afraid, students do not feel shy, and students always express idea actively.

Based on the result of the study, from questionnaire, and also the interview, the writer can conclude that English program at MA Plus Burhanul Hidayah has good impact on students’ speaking confidence.

B. Suggestion

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Having conducted the research, the writer would like to offer some suggestions. For the student, must improve their ability in speaking English especially obey the regulation about English program. The students must realize that English program can train them to increase their speaking confidence.

For the headmaster and teachers, English program must be improved at MA Plus Burhanul Hidayah Sidoarjo. For example, the school has to add one more day where all the people must speak English all day long. Speaking English must be started from the teachers and the headmaster, so the students will follow to speak English without shiness or afraidness. Their speaking automatically will improve if they practice continously. The school must make a regulation. If the people in the school do not speak English when English program runs, they can get a punishment, for example getting some points. When the students’ points reach maximum limit, they will get warning or even drop out from the school.

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BIBLIOGRAPHY

A. Brown and P. Dowling. Doing Research / Reading Research: A Mode of Interrrogation for Education. London: Falmer, 1998.

Aida Fitria. “An Analysis of Students’ Speaking Problems at English Education Department, State Institute of Islamic Studies, Sunan Ampel Surabaya.” library of Islamic State University Sunan Amppel Surabaya, 2009. Ary, Donald, Lucy Cheser Jacobs, and Chris Sorensen. Introduction to Research

in Education. Eight. Wadsworth: Cengage Learning, 2010.

A.S. Hornby. Oxford Advanced Dictionary Lerners’ of Current English. Oxford: Oxford University Press, 1995.

Christopher N. Candlin. Language Teaching Methodology. New Jersey: Prentice Hall, Inc, 1987.

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THE IMPACT OF ENGLISH PROGRAM ON STUDENTS'SPEAKING CONFIDENCE : STUDY CASE AT MA PLUS BURHANUL HIDAYAH.