INVESTIGATING THE DIFFICULTIES ENCOUNTERED BY STUDENTS IN PRACTICING SPEAKING IN ENGLISH CLASS” : A Case Study at a Senior High School in South Tangerang, Banten.

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APPROVAL PAGE ... i

DECLARATION ... ii

ACKNOWLEDGEMENTS ... iii

ABSTRACT ... v

TABLE OF CONTENTS ... vi

CHAPTER I: INTRODUCTION 1.1 Background of the Study ... 1

... 1.2 Research Questions ... 4

1.3 The purpose of the Study ... 4

1.4 The Scope of the Study ... 4

1.5 The Significance of the Study ... 5

1.6 The Organization of the Thesis ... 6

CHAPTER II: LITERATURE REVIEW 2.1 Introduction ... 7

2.2 The Nature of Speaking Skill ... 7

2.3 Students’ Difficulties in Practicing Speaking in English Class as Foreign Language ... 9

2.4 Difficulties in Speaking Related to Psychological factors ... 11

2.4.1 Fear of Mistake ... 11

2.4.1.1 Causes ... 13

2.4.1.2 Possible Solutions ... 13

2.4.2 Shyness ... 15

2.4.2.1 Causes ... 16

2.4.2.2 Possible Solutions ... 18

2.4.3 Anxiety ... 20

2.4.3.1 Causes ... 21

2.4.3.2 Possible Solutions ... 22

2.4.4 Lack of confidence ... 23

2.4.4.1 Causes ... 24

2.4.4.2 Possible Solutions ... 25

2.4.5 Lack of Motivation ... 26

2.4.5.1 Causes ... 27

2.4.5.2 Possible Solutions ... 28

2.5 Difficulties in Speaking Related to Linguistic factors ... 29

2.5.1 Lack of Vocabulary ... 30

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2.5.1.2 Possible Solutions ... 32

2.5.2 Lack of Understanding of Grammatical Pattern ... 33

2.5.2.1 Causes ... 34

2.5.2.2 Possible Solutions ... 35

2.5.3 Incorrect Pronunciation ... 36

2.5.3.1 Causes ... 36

2.5.3.2 Possible Solutions ... 37

2.6 Conclusion ... 38

CHAPTER III: RESEARCH METHODOLOGY 3.1 Introduction ... 39

3.2 Research Questions ... 39

3.3 Research Design ... 41

3.4. Research Setting and Participants ... 41

3.5 Techniques of Collecting Data ... 42

3.5.1 Classroom Observations ... 42

3.5.2 Questionnaires ... 43

3.5.3 Interviews ... 44

3.6 Data Analysis ... 46

3.6.1 Classroom Observations ... 46

3.6.2 Questionnaires ... 47

3.6.3 Interviews ... 48

3.7 Conclusion ... 48

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS 4.1 Introduction ... 49

4.2 Data From Classroom Observations ... 49

4.3 Discussion of Data from Questionnaires and Interviews ... 52

4.3.1 Students’ Difficulties in Practicing Speaking in English Class from the Students’ and the Teacher’s Perspective ... 52

4.3.1.1 Difficulties in Speaking Related to Psychological Factors ... 54

4.3.1.2 Difficulties in Speaking Related to Linguistic Factors ... 56

4.3.2 Causes of the Difficulties in Practicing Speaking Related to Psychological Factors from the Students’ and the Teachers’ Perspective ... 58

4.3.2.1 Fear of Mistake ... 58

4.3.2.2 Shyness ... 59

4.3.2.3 Anxiety ... 61

4.3.2.4 Lack of Confidence ... 63

4.3.2.5 Lack of Motivation ... 65

4.3.3 Causes of the Difficulties in Practicing Speaking Related to Linguistic Factors from the Students’ and the Teachers’ Perspective ... 66

4.3.3.1 Lack of Vocabulary ... 66

4.3.3.2 Lack of Understanding of Grammatical Pattern ... 69

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4.3.4 Possible Solution to the Difficulties Related to Psychological Factors from

the Students’ and the Teachers’ Perspective ... 70

4.3.4.1 Fear of Mistake ... 71

4.3.4.2 Shyness ... 74

4.3.4.3 Anxiety ... 77

4.3.4.4 Lack of Confidence ... 79

4.3.4.5 Lack of Motivation ... 81

4.3.5 Possible Solution to the Difficulties Related to Linguistic Factors from the Students’ and the Teachers’ Perspective ... 83

4.3.5.1 Lack of Vocabulary ... 83

4.3.5.2 Lack of Understanding of Grammatical Pattern ... 89

4.3.5.3 Incorrect Pronunciation ... 91

4.4 Conclusion ... 92

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS 5.1 Introduction ... 94

5.2 Conclusions ... 94

5.3 Recommendations ... 96

BIBLIOGRAPHY ... 98

APPENDICES Appendix 1 : Questionnaire ...108

Appendix 2 : Sample of Students’ Questionnaires ...113

Appendix 3 : Interview Questions ...123

Appendix 4 : Condensed Version of Data from Individual Interview ...124

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1 CHAPTER I

INTRODUCTION

1.1.Background of the Problem

It has been known that language is a means of communication to convey our ideas, opinions, and feelings. This indicates that language has an important role in many parts of human life which is particularly realized in communication activities. Thus for most people, knowing the language well is indicated by their ability to speak the language because speech is the most basic means of human communication (Lazaraton, in Celce-Murcia, 2001).

In the context of language teaching, English as a foreign language for Indonesian students has become a compulsory subject in the school curriculum. Every level of education – starting from kindergarten school up to university- includes English as one of the obligatory subjects in their curriculum. In this context, students are supposed to be able to apply English to interact and to use it to get more knowledge as much as possible since the world of knowledge is commonly written and spoken in English. This indicates that mastering English is a must for students to actively engage in international relationships and to gain more knowledge about the world.

In the teaching of English, as one of the productive skills, speaking activity must focus on how to assist students to use and to communicate in English (Richard, 2008). This

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2 shows that various tasks that encourage students to use English actively should be done. This is important as Richard further says, because most students often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have improved in their speaking proficiency.

In line with what Richard says above, Nunan (2000) argues that speaking skill is the single most important aspect of learning a second or foreign language. He further notes that the success of learning the language is measured in terms of the ability to carry out a conversation in the target language. This is also in accordance with what Bailley and Savage, (1994) in Larazaton (2001) say. According to them, speaking in a second or foreign language has often been viewed as the most demanding of the four skills. In other words being able to speak fluently is urgent in students’ language learning.

The description regarding the importance of speaking above shows that speaking skill should be paid more attention to the teachers. In this case, teachers’ efforts should be focused on developing students’ ability to speak since learning to speak is considered as the greatest challenge for all language learners (Pinter, 2006). In this sense, teachers have to give more opportunities to their students to express themselves by providing them with speaking activities that enable them to speak English (Brown, 2001).

Based on the researchers’ personal experience it is likely that students find it difficult to express their ideas through speaking. They are, very often, reluctant to speak due to the

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3 difficulties encountered such as limited vocabularies, pronunciation and lack of motivation (Nunan, in Celce-Murcia, 2001). Because of these difficulties, it is very often that they use their native language in expressing their ideas rather than English.

Moreover, in the literature as also found in the site, some psychological factors such as shyness and anxiety are considered as the main causes of students’ reluctance to speak (Brown, 2001: 269). This is also in line with Gebhard (2000: 187) who says that the students’ problem in speaking is caused mostly by their shyness or anxiety. All these indicate the importance for teachers to help students reduce those feelings to maximize their learning to speak in English. In addition, other linguistic factors such as lack of vocabulary, lack of understanding of grammatical pattern, and incorrect pronunciation also become the source of students’ difficulty and reluctance to speak in English class (Smith, 2011; Huyen and Nga, 2003; Savage et al, 2010; Foppoli, 2009; Liu , 2007, among others). All these also show the urgency for teachers to find out appropriate strategies to build students’ confidence to speak.

Based on the explanation above, it is thus important to investigate difficulties encountered by students to speak in English class at a Senior High School in Tangerang, Banten. The study, accordingly, attempts to find out difficulties encountered by students in practicing speaking in English class both from students and teachers’ perspectives. Additionally the study also tries to find the causes of the difficulties and the possible solutions to overcome the difficulties.

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4 Obtaining the data of the difficulties would give valuable input for teachers so that they are able to give appropriate solutions toward the students’ difficulties and to improve their teaching of speaking in the future.

1.2. The Research Questions

This study attempts to answer the following research questions:

1. What difficulties are encountered by students to speak in English class from students’ and teachers’ perspective?

2. What have caused those difficulties?

3. What are the possible solutions to overcome the difficulties?

1.3.The Purpose of the Study

As mentioned in the background above, this study aims:

1. to find out the difficulties encountered by students in speaking English from both students’ and teachers’ perspectives

2. to find out the causes of the difficulties

3. to find out the possible solutions to overcome the difficulties

1.4. The Scope of the Study

This study is a case study conducted in a senior high school in South Tangerang, Banten. The scope of this study includes investigating difficulties encountered by the

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5 students in speaking English. In addition, this study also concerns some causes of the difficulties related to both psychological and linguistic factors. Finally, this study also concerns possible solutions to overcome those problems faced by the students in speaking English from both students and teachers’ perspectives.

1.5. The Significance of the Study

With regard to the significance of the study, this research has the potential to the theory, educational and professional practices.

Theoretically, the result of this study is expected to shed light on and enrich the literature about the teaching of English, especially the teaching of speaking in EFL context in Indonesia.

Practically, this study provides information related to students’ difficulties in speaking English so that teachers can seek solutions to overcome the difficulties.

Professionally, the study can be an input for the teachers to enhance their awareness of their students’ difficulties to speak English in the class. While for the school principals, this study will give the information in order to know what assistances and facilities have to be fulfilled to aid the English teachers and the students to overcome the difficulties. In this way, they can work collaboratively to improve their students’ speaking skill.

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6 1.6. The Organization of the Thesis

This study is organized into five chapters as follows.

Chapter I gives a general description of the introduction to the topic of the research. This introduces the background of the problem, the research questions, the purpose of the study, the scope of the study, the significance of the study and the organization of the thesis.

Chapter II reviews the literature from which this study has been drawn. It includes the discussion of the nature of speaking skill, students’ difficulties in practicing speaking English, some causes of students’ difficulties in practicing speaking English and possible solutions to students’ difficulties in practicing speaking skill.

Chapter III explains research methodology which includes research questions, research design, research design, techniques of collecting data, and data analysis. Chapter IV reveals data presentation and data analysis.

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40 CHAPTER III

RESEARCH METHODOLOGY

3.1. Introduction

This chapter discusses aspects related to the way this paper was written which consist of five sections. It begins with the research questions then followed by the research design. It also describes the research site and participants, techniques of collecting data and data analysis.

3.2. Research Purpose and Research Questions

The purpose of the study was to investigate the difficulties encountered by students participating in this study in speaking English seen from both students and teachers’ perspectives, to find out the causes of the difficulties and the possible solutions to overcome the difficulties. Based on the above purposes, three research questions are proposed as follows:

1. What difficulties are encountered by students in practicing speaking in English class from students’ and teachers’ perspective?

2. What have caused those difficulties?

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41 3.3. Research Design

This study employed a qualitative exploratory design which mainly aims ‘to investigate-understood phenomena’ (Marshall and Rossman, 2006). Through this research design, the researcher intends to find out and understands a certain phenomenon (Merriam, 1998) which in this study focused on difficulties of a second grade of senior high school students in speaking English seen from both the students and teachers’ perspectives. In addition, this study is also focused on investigating causes of the students’ difficulties in speaking English as well as possible solutions to overcome them.

Moreover, this study can also be regarded as a case study since it was carried out in ‘a small scale, a single case’ and focused on one particular instance of educational experience or practice and not be generalized (Creswell, 1994; Freebody, 2003 in Emilia, 2005; and Alwasilah, 2009). In this case, the researcher only coped, as mentioned above, with investigating students’ difficulties to speak in English class, the causes of the difficulties and the possible solutions to overcome the difficulties in a Senior High School. Therefore, the results are not to be generalized as general conditions of the whole students in Indonesia.

3.4. Research Setting and Participants

This study was undertaken at a senior high school in South Tangerang, Banten province. The reasons for choosing this school are the convenience and the

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42 accessibility of the researcher to carry out the research. This is to follow Alwasilah (2009) who suggests that convenience factor should be taken into consideration to support the researcher in conducting the research.

The participants consisted of both students and English teachers because the researcher manages to find out the difficulties from their perspectives. The second grade students were chosen in this study with the assumption that they have already had more English knowledge compared to the first-grade students. In this study, the third-grade students were not involved due to their final examination preparation. In sum, 68 second grade students and two English teachers involved as the participants of this study.

3.5. Techniques of Collecting Data

This study employed three techniques of collecting data namely observations, questionnaires and interview. Each of the technique will be described below.

3.5.1. Classroom Observation

The observation was done to get direct and actual information about students’ activity and difficulty in speaking. As what Silverman (1993) said, the observation is aimed to get to know firsthand information about social processes in a naturally occurring context. As a non participant observer in this study, the researcher acted as a complete observer and was only present at the scene of action but did not interact or

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43 participate in the activity (see Creswell, 1994; Stainback, 1999 in Sugiyono, 2008). This type of observation is useful in exploring topics that may be uncomfortable for respondents to discuss (Creswell, 1994).

The observation was carried out to find out students’ participations and responses in speaking activity. In this case, when they do not actively react or give responses in the activity, it might indicate that they encounter some difficulties to speak. In terms of time, the speaking activity was done for thirty minutes for each observation and carried out by the teachers in the beginning of the English class.

Classroom observation was done six times in two classes. The observation was carried out from the first week until the fourth week of March 2011. During the observation the researcher took a note on what was going on in the class. Observation notes focused on what was said and done by both the teachers and the students in the speaking activity in order to get data in a more detailed way (Sugiyono, 2008). An example of observer’s note can be seen in Appendix 4.

3.5.2. Questionnaires

The questionnaires were used to obtain certain facts about the respondents (Dorney, 2003). Open-ended questionnaires were addressed to the respondents to get their responses in a form of written data (Nunan, 1992). To follow Dawson (2009), this open-ended questionnaire is used as it provides more opportunities for the

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44 participants to raise new issues. Dawson further says that this type of questionnaire also allows the participants “to feel that they have been able to speak their mind”. In this study, the open-ended questionnaires were distributed to find out students’ difficulties to speak in English class as well as the causes of the difficulties and the possible solution to overcome them.

The questionnaires present the students with a series of questions and statements to which they can both write out their answer and select among existing answers (Brown, 2001 in Dorney, 2003). In this study, the questionnaires consisted of eight numbers of choices about students’ difficulties in which students can select their answer. Furthermore, each choice comprises the questions about the causes and the possible solutions of the difficulties in which the students can write out their answer (see Appendix 1). The questionnaires were distributed to students on March 31th – April 1st 2011.

3.5.3. Interview

The interview was addressed both to students and teachers involved in this study. The main purpose of an interview is to obtain a special kind of information (Merriam, 1988). Further she explains that interview is the best technique to use when conducting intensive case studies of individuals. In this study, the interview was conducted to gain further information about students’ difficulties to speak in English

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45 class and the causes of the difficulties as well as the solutions to overcome the difficulties.

In this study, a semi-structured interview was used (see Appendix 3) in which interview has a sequence of themes to be covered as well as suggested questions and the interviewer has a general idea of where s/he wants the interview to go (Kvale, 1996; Marshall and Rossman, 2006). Further Kvale adds that in this kind of interview, it is possible to change of sequences and forms of questions to follow up the answers given by the subjects.

The interview addressed both the students and teachers carried out on 7th – 10th April 2011. Interviewing students was conducted to gain further information about their difficulties to speak English in the class and to get in-depth information that could not be attained by observations and questionnaires. The interviews addressed to 12 students by reference of their English teachers namely 4 students of high achievers, 4 students of medium achievers, and 4 students of low achievers. In this study, the questions given to the students were based on the information obtained from the questionnaires given before. In addition, interviewing teachers was done to get their perceptions about the students’ difficulties to speak English in class as well as to search out their opinion about the causes of the difficulties and the solutions to overcome the difficulties.

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46 3.6.Data Analysis

Data analysis in this study was conducted over the course of the study. On going data analysis and interpretation was done based on the data from document analysis including questionnaires, observations and interviews. Each steps of analysis of the three sources of data is given in the following section.

3.6.1 Classroom Observation

Data from the observation were analyzed descriptively. This is to follow Cresswell (1994) who says that data that emerge from qualitative study are descriptive and should therefore be reported in words (primarily the participants’ word). The analysis process was commenced by making verbatim transcription of classroom interactions. Then, the transcriptions were read repeatedly. During the reading process, the researcher employed coding activity by matching the data with the research questions. This coding process was aimed at fracturing the data and rearranging them into categories that facilitate the comparison of data within and between these categories (Maxwell, 1996:78).

Data from observation were analyzed to validate the data from the interviews with the teacher. The analysis based on difficulties encountered by the students in speaking English which are the focus of this study.

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47 3.6.2 Questionnaires

It is mentioned above that this study employed the open-ended questionnaires in order to gain students’ responses in a form of written data (Nunan, 1992). This use of open-ended questionnaire was to provide the participants more opportunities to raise new issues and to allow them “to feel that they have been able to speak their mind” (Dawson, 2009).

The analyses of these questionnaires were conducted in several steps below.

The first step is identifying the data from students’ and teachers’ perspective about students’ difficulties in speaking English. This was done by identifying their answers in the questionnaires given. In this case, the researcher focused on finding out their answers. The second step was categorizing the both students and teachers’ answers based on the theories given in Chapter Two.

Furthermore, the categorized data were quantified and presented in the form of percentage. The following step was comparing the results of the quantified data about the difficulties from the students’ perspective with the teachers’ perspective and discussing the difficulties and the causes of the difficulties as well as the possible solutions to overcome the difficulties by relating them to the available theories as given in Chapter Two.

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48 3.6.3 Interviews

Data from the interview were transcribed, categorized and interpreted to answer the research questions proposed. During the transcription stage, students’ names were replaced with pseudonyms (Silverman, 1993). In the following step, to follow Cohen and Manion, (1994) and Kvale (1996) the transcripts were given back to the participants to make sure that it was exactly what the students said and meant. The transcripts were then condensed into briefer statements in which the main sense of what is said is rephrased in a few words (Kvale, 1996, p. 192), as can be seen in appendix 4. Finally, the data were coded and categorized by using thematic data analysis. In this sense, the researcher categorized students’ comments into themes that had become the focus of the study, i.e., students’ difficulties to speak English, the causes of the difficulties and the possible solutions to overcome the difficulties.

3.7. Conclusion

This chapter has outlined the research methodology and design applied in this study. It has discussed how this study was conducted. The research design, research site and participants, techniques of collecting data and data analysis have been discussed clearly. This data presentation and discussions will be presented in Chapter Four.

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94 CHAPTER V

CONCLUSION AND RECOMMENDATIONS

5.1. Introduction

This chapter presents conclusions of the study and some recommendations especially for teachers. These conclusions of the study are built up based on the discussion as presented in Chapter Four. Moreover, some recommendations are provided in order to give information as well as guidance to conduct further research concerning the issue.

5.2. Conclusions

This study investigates students’ difficulties in speaking English. In addition, this study is also focused on finding out some causes and solutions of the difficulties seen from both students and teachers’ perspectives. Thus the major conclusion of the study can be described below.

First, both students and teachers shared a similar perspective on students’ difficulties in speaking English. In this case, both the teachers and the students viewed that the difficulties encountered by the students in speaking English were mainly caused by both students’ psychological and linguistics factors. As mentioned earlier in Chapter Four, the students and teachers were aware that psychological factors i.e., fear of making mistakes, shyness, lack of confidence and the linguistic factors which include

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95 i.e., lack of vocabulary and incorrect pronunciation have so far been the causes of the difficulties in speaking English in the class.

Second, as has been mentioned above, two main factors causing students’ difficulties in speaking English include psychological and linguistic factors. Psychologically, some factors like fear of making mistakes, shyness, anxiety, lack of confidence and lack of motivation are the difficulties encountered by the students in speaking English. These factors, like fear of making mistakes, were commonly caused by their fear of being laughed at by their friends. This is in line with the teachers’ belief regarding their students’ shyness in that they thought that the students’ shyness was caused by their fear of being laughed at by their peers. In addition, in terms of shyness, the students said that their shyness was caused by their nature as shy persons. This, as mentioned in Chapter Four, hinders them from being able to speak English in the classroom.

In terms of linguistics factors, both students and teachers viewed the same way in that both believed that the lack of vocabulary was the main factor causing a difficulty for the students to speak in English class. Regarding these linguistic factors, the teachers had different points of view concerning pronunciation and grammar. While the students said that both grammar and pronunciation were the causes of their difficulties in speaking English, the teachers, on the other hand, did not think that way.

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96 Finally, to turn to the possible solutions to overcome students’ difficulty to speak in English class in terms of both psychological and linguistic factors, the students and the teachers believed that motivating the students to be more confident to speak and discussing more with their peers first before speaking in front of the class were effective to solve their difficulties to speak English. This shows that both teachers and students believed that motivation is worth considering. In this sense, motivating students to speak in English, to some extent, encourages them to actively participate in speaking in the class. Furthermore, the teachers believed that promoting personal approach techniques toward the students in their teaching was the solution to overcome the students’ difficulties particularly those caused by some psychological factors i.e., fear of making mistakes and shyness. All these suggest the importance of creating a supporting atmosphere of learning in the classroom.

5.3. Recommendations

In line with the topic under discussion which is about students’ difficulties in speaking English as illustrated above, the following recommendations are worth trying especially by the teachers teaching in the site.

First, it is recommended that teachers keep encouraging and motivating students to speak English in the class. In addition, teachers should also be more aware of their students’ difficulties and reluctance to speak in English class. As mentioned before,

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97 the students have difficulties to speak in English class caused both by some psychological factors like fear of making mistakes, lack of confidence and some linguistic factors including vocabulary, grammar and pronunciation. Therefore, paying attention to the factors in order to help students to speak is urgent to be done by the teachers.

Second, to reduce students’ fear of making mistakes which is one of the psychological factors, teachers should be able to create a supporting atmosphere in the classroom so that all students are not afraid to talk. Moreover, it is also suggested that the teachers find out good and enjoyable teaching techniques that encourage and motivate students to speak in English class.

Finally, to help students gain more knowledge of some linguistics aspects such as vocabulary and grammar, it is also important that teachers teach the elements explicitly This way is expectedly contribute to the development of the students’ speaking in English.

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