THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH.

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Deastika Bayuning Sudjasmara, 2013

THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH

THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH

(A Case Study at a College of Nursing in Bandung)

A Research Paper

Submitted to the Department of English Education of FPBS UPI as a Partial Fulfillment of the Requirements of Sarjana Pendidikan Degree

Deastika Bayuning Sudjasmara (0807338)

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION 2013

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Deastika Bayuning Sudjasmara, 2013

THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH

THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH

(A Case Study at a College of Nursing in Bandung)

Oleh

Deastika Bayuning Sudjasmara

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Bahasa dan Seni

Desember 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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Deastika Bayuning Sudjasmara, 2013

THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH

PAGE OF APPROVAL

THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH

(A Case Study at a College of Nursing in Bandung)

Deastika Bayuning Sudjasmara NIM. 0807338

Approved by

Supervisor, Co-supervisor,

Prof. Dr. Nenden Sri Lengkanawati, M.Pd. Lulu Laela Amalia, M.Pd. NIP. 195111241985032001 NIP. 197504092007102001

Head of Department of English Education Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. H. Didi Suherdi, M.Ed NIP. 196211011987121001

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Deastika Bayuning Sudjasmara, 2013

THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH

ABSTRACT

This research, titled “The Difficulties Encountered by Non-English Department

Students in Speaking English”, is a case study at a college of nursing in Bandung. It is conducted to investigate difficulties encountered by non-English department students (NEDS) in speaking English, which is divided into two aspects: linguistic and psychological aspects. It also aims to find the strategies used to overcome the difficulties. This research employs a case study with qualitative approach, involving 25 students of a college of nursing in Bandung. Questionnaire and interview are employed to gain the data. From the study, it is found that the major difficulties encountered by NEDS are in vocabulary and nervousness. Moreover, to overcome the difficulties encountered, this study find some strategies used by the NEDS in speaking English and the most strategies used by the students are using Bahasa Indonesia, asking for help, being quiet, smiling or laughing and taking risk.

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THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH

ABSTRAK

Penelitian berjudul “The Difficulties Encountered by Non-English Department Students in Speaking English” ini merupakan sebuah studi kasus di sebuah akademi keperawatan di Bandung. Penelitian ini dilakukan untuk mengetahui kesulitan yang dihadapi oleh mahasiswa non-bahasa Inggris dalam berbicara bahasa Inggris, yang dibagi kedalam dua aspek: aspek kebahasaan dan psikologi. Penelitian ini juga bertujuan untuk mengetahui strategi yang digunakan untuk mengatasi kesulitan tersebut. Penelitian merupakan studi kasus dengan menggunakan pendekatan kualitatif yang melibatkan 25 murid dari salah satu akademi keperawatan di Bandung. Angket dan wawancara dilakukan untuk memperoleh data. Dari penelitian ini ditemukan bahwa kesulitan terbesar yang dialami mahasiswa non-bahasa Inggris dalam berbicara bahasa Inggris adalah perbendaharaan kata dan rasa gugup. Penelitian ini juga menemukan bahwa untuk mengatasi kesulitan berbicara dalam bahasa Inggris, mahasiswa menggunakan beberapa strategi diantaranya menggunakan bahasa Indonesia, bertanya, diam, senyum atau tertawa dan mengambil resiko.

Kata kunci: kesulitan, berbicara, mahasiswa non-bahasa Inggris, akademi keperawatan

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THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH

TABLE OF CONTENTS

PAGE OF APPROVAL………..………… i

STATEMENT……….…. ii

PREFACE……….… iii

ACKNOWLEDGEMENTS……….… iv

ABSTRACT………. vi

TABLE OF CONTENTS……… vii

CHAPTER I INTRODUCTION……… 1

1.1 Background of the study……….…. 1

1.2 Research questions………..…. 3

1.3 Aims of the study……….….... 3

1.4Scope of the study……….….. 3

1.5 Significance of the study………. 4

1.6 Research method………... 4

1.7 Clarification of terms……….. 4

1.8 Paper organization……….. 5

CHAPTER II THEORETICAL FOUNDATION ……… 7

2.1 The nature of speaking skill……….……… 7

2.1.1 Definition of speaking……….. 7

2.1.2 Types of speaking……….….…… 8

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2.2 Difficulties in speaking English………...…… 10

2.2.1 Difficulties on linguistic aspect……….…….……….….. 10

2.2.2 Difficulties on psychological aspect………..….…… 15

2.3 Strategies in speaking English……….…… 18

2.3.1 Strategies in speaking English related to linguistic aspect…... 18

2.3.2 Strategies in speaking English related to psychological aspect….… 20 2.4 Previous study……….….… 20

2.5 Synthesis………. 22

CHAPTER III RESEARCH METHODOLOGY ……… 23

3.1 Statements of the problem………... 23

3.2 Research design……… 23

3.3 Site and respondents……….. 24

3.4 Data collection method……….….. 24

3.4.1 Questionnaire………..……….. 24

3.4.2 Interview……….………….. 25

3.5 Data analysis………. 26

3.5.1 Questionnaire………..………. 26

3.5.2 Interview……….……….. 27

CHAPTER IV FINDINGS AND DISCUSSIONS ……… 28

4.1 Difficulties encountered by NEDS in speaking English……… 28

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4.1.1.1 Lack of vocabulary ………. 28

4.1.1.2 Lack of grammatical knowledge ………. 31

4.1.1.3 Lack of proper English pronunciation ………. 33

4.1.2 Difficulties in speaking English related to psychological aspect …….. 33

4.1.2.1 Nervousness ……….. 34

4.1.2.2 Lack of confidence ……… 35

4.1.2.3 Fear of making mistakes ……… 36

4.1.2.4 Fear of other responses ………. 36

4.1.2.5 Shyness ……….. 37

4.2 Strategies used by NEDS to overcome difficulties encountered in speaking English………. 38 4.2.1 Strategies used by the NEDS to overcome difficulties in speaking related to linguistic aspect ……….. 38 4.2.1.1 Language switch ……….………. 38

4.2.1.2 Appealing for help ……… 39

4.2.1.3 Paralinguistic ……… 40

4.2.2 Strategies used by the NEDS to overcome difficulties in speaking related to psychological aspect ……….. 41 4.2.2.1 Smiling or laughing ……….. 41

4.2.2.2 Taking a risk ………. 42

4.2.2.3 Keeping silent ……… 42

4.2.2.4 Taking a deep breath ……… 43

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CHAPTER V CONCLUSIONS AND SUGGESTIONS ………. 46

5.1 Conclusions……… 46

5.2 Suggestions………..….. 47

REFERENCES ……….. 48

APPENDICES ……….……..

Appendix A Questionnaire ……….

Appendix B Interview ……….………

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THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH

CHAPTER I INTRODUCTION

This chapter describes the general issues related to the problem investigated in this study. These include the background of the study, research questions, aims of the study, scope of the study, significance of the study, research method, clarification of related terms, and paper organization.

1.1. Background of the Study

Speaking as a part of communication is difficult for some college students, particularly non-English department students (NEDS). Speaking is more than just pronouncing a word. The students have to speak fluently and accurately, and think at the same time (Pinter, 2006: 55). Yet, it is not easy to do. Some students have been learning English for a long time, yet they cannot speak fluently. They understand the conversation but they cannot respond to the interlocutor immediately.

Related to the difficulties of speaking skill, Floris (2005: 56) conducted a research in fourteen non-English departments and it showed that 50% of the students found that speaking was the most difficult skill to master, especially while presenting materials. It was because they had to face the fear to stand in front of many people, to look smart, and to use a language that they seldom used in their daily life. It is accordance with Brown (2001: 270) who states that one of the major obstacles that learners have to overcome in learning to speak is the anxiety in producing wrong and incomprehensible thing.

Actually, there are some reasons that make speaking in English difficult. Beside what was said by Brown, there are also other difficulties appear in a speaking class, those are students worried about other responses, using their first language - Bahasa Indonesia, rather than English, having inadequate English

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THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH vocabulary, being unable to pronounce well, and being timid or less confident in speaking English (Yastutik, 2007). Saputro (2008) on his research also found that students encountered some difficulties in speaking English, such as nervousness, lack of confidence, and lack of linguistic supports including vocabulary, grammar, and pronunciation. In addition, all those difficulties which might be encountered by the NEDS will affect their speaking skill. It will make the students tend to be passive and less practice that may cause poor speaking English skill.

However, English has been playing an important role in facilitating

students’ preparation for professional requirements. English belongs to the requirements for those who are seeking jobs, as its use as the working language in 85% of international organizations (Crystal, 1997, as cited in Graddol, 2000: 3). Therefore, nowadays, NEDS are demanded to use English in terms of communication. Placement Deputy of BNP2TKI, Noch (2013), said that the demand of international labor market particularly for nurses is increasing. For instance, until 2015, the demand of nurses to Japan is 600.000 people, yet so far nurse placement workers to Japan since 2008-2012 has reached as many as 892 people. It can be seen that the demand is high but unfortunately, Indonesia has not taken benefit from it. Most of Indonesian nurses are not qualified, for instance they cannot speak English fluently.

In addition, related to the importance of English skill mastery, Floris (2005: 56) on his research also asked the students to rate the importance of speaking English mastery and it showed that 86.8% of the respondents perceived the mastery of English as very important (51.7%) and important (35.1%) especially for communication related to their study purposes. Consequently, the students should learn English more comprehensively to meet the standards. In other words, regardless of the difficulties encountered while they are trying to speak in English, they have to find some ways or strategies to overcome those difficulties.

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THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH According to the explanation above, this study is designed to observe the difficulties encountered by non-English department students in speaking English particularly nursing students. Furthermore, students’ strategies used to overcome the difficulties are also investigated.

1.2. Research Questions

The research problem of the study is formulated in the following questions.

1.

What difficulties are encountered by non-English department students in speaking English?

2.

What strategies are applied by non-English department students to overcome the difficulties encountered in speaking English?

1.3. Aims of the Study

In accordance with the background and research questions, the aims of this study are:

a) to identify difficulties encountered by non-English department students in speaking English; and

b) to observe strategies applied by non-English department students to overcome the difficulties encountered in speaking English

1.4. Scope of the study

The study focuses on investigating the difficulties which are encountered by non-English department students in speaking English. This study also identifies strategies applied by non-English department students to overcome the difficulties encountered in speaking English.

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THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH

1.5. Significance of the study

The study is expected to give contributions to both English subject lecturers and students. For lecturers, hopefully it provides information about difficulties faced by NEDS in speaking English and their strategy used to overcome the difficulties so that the lecturers can decide which teaching strategies can be used to help the students in improving their speaking skill. Meanwhile, for the students, it will provide information that can be used to minimize the difficulties they encountered in the process of learning speaking English.

1.6. Research Method

This study was designed as a case study research design. Case study was appropriate for this study because it allowed the researcher to focus on a unit to produce an in-depth description by looking at a process with a small amount of respondents (Ary et al, 2010: 452; Gerring, 2007: 48). The foci of this study are

NEDS’ difficulties and strategies in speaking English. Thus, the study employed a qualitative method.

To collect the data, there were two instruments used in this research, those are questionnaire and interview. Questionnaire was used to get information about

NEDS’ difficulties and strategies in speaking English. An interview was used to gain deeper information from questionnaire. Further elaboration related to research method is presented in chapter three.

1.7. Clarification of related terms

The following key terms are presented to avoid misunderstanding of several terms or concepts in this research.

a) Speaking English Difficulties

In this study, speaking English difficulties refer to troubles or problems encountered by Non-English department students in speaking English.

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THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH Generally, speaking English difficulties are troubles or problems in speaking tasks that result insufficient speaking proficiency (Ferris and Tagg 1996; Kim 2006; Ostler 1980, as cited in Chen, 2009: 119).

b) Non-English Department Students

In this study, non-English department students refer to nursing students who are learning English. Bailey (2006: 12) defines non-English department students as a group of learners who have particular specialization which is not English either literally or education.

c) Interlocutor

In this study, interlocutor refers to a person involved in a conversation or dialogue (Hornby, 2003). Related to nursing, interlocutor can be patient or colleague.

1.8. Paper Organization

This paper is presented into five chapters, as follows. CHAPTER I : INTRODUCTION

This chapter presents background of the study, research question, aims of the study, scope of the study, significance of the study, research method, clarification of related terms, and paper organization.

CHAPTER II : THEORETICAL BACKGROUND

This chapter discusses some theories of speaking skill, related theories of difficulties and strategies in speaking English, and also previous studies.

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THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH CHAPTER III : RESEARCH METHODOLOGY

This chapter gives clear discussion on how the study is conducted and analyzed. It clarifies how the data are collected. The data analysis also will be explained.

CHAPTER IV : FINDINGS AND DISCUSSION

This chapter reports the data that has been collected, the findings of the study and discussion of the data which are gained during the study.

CHAPTER V : CONCLUSION

This chapter presents the conclusion and several suggestions of the study based on the analysis in chapter four. The conclusion states the answer to the research questions.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methodology used in this study including statements of the problem, research design, site and respondent, data collection method, and data analysis.

3.1 Statements of the problems

The study is intended to identify NEDS’ difficulties in speaking English and their strategy to overcome the difficulties encountered. In accordance with the study, the followings are the formulated problems.

1.

What difficulties are encountered by non-English department students in speaking English?

2.

What strategies are applied by non-English department students to overcome the difficulties encountered in speaking English?

3.2 Research Design

The study uses case study research design to investigate NEDS’ difficulties in speaking English and their strategies to overcome the difficulties encountered. The case study design with qualitative method is appropriate for this study since the data collected are in the form of words of pictures rather than number and concerned with a process rather than simply with outcomes or products (Bogdan and Biklen as cited at Sugiyono, 2005: 9). A case study also allows the researcher to do the study in-depth with a small amount of respondents (Garger, 2010). A small amount of respondents enables the researcher to focus more and gain the data deeper during the research, especially when the researcher is faced with time constraints.

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THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH

3.3 Site and Respondents

The site of this research is one of college of nursing in Bandung. One of the first year classes which involves twenty five students is selected as the respondents of this study. The selection of respondents is based on the accessibility of the researcher to the college, the willingness of the lecturer and students to be observed. In this college, what is taught to the students in this semester is intermediate level of English for nursing purposes (ENP). It is taught once in a week with the allocation time 2x50 minutes for each meeting or the same as two credit hours.

3.4 Data Collection

In this research, the data are collected by using questionnaire and interview.

3.4.1 Questionnaire

The questionnaire consists of a set of statements in the scale which should be completed by respondents (Best and Kahn, 1998: 298). It is a combination of close and open questions. The close questions are used because it prescribes the range of responses from which the respondent may choose, it is also quick to complete and straightforward to code, while open question is used to enable the respondents giving their responses which are not available on the statements (Cohen, 2005: 248). Yet, the number of the open question is only two to simplify the process of classifying.

The questionnaire is divided into two parts which in total consists of twenty four statements with two optional answers: ‘yes’ or ‘no’ and two open questions (Cohen, 2005: 250) (see appendix A). The first part is to find out

NEDS’ difficulties in speaking English, whereas the second part is to see the strategies used by NEDS to overcome the difficulties in speaking English. The items in the questionnaire are written in Bahasa Indonesia, for better understanding (DeRoche and Lahman, 2008). The items on the questionnaire are

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THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH adapted from Yastutik (2007), Hanani (2008), Saputro (2008), Brown (2001), Ur (1996), Harmer (2007), Kondo & Yang (2004), Sperling (2008), Oxford (1990 & 1993), and Thornburry (2005). The distribution of questions in the questionnaire can be seen in the table below (table 3.1).

Table 3.1 The Distribution of Questions in the Questionnaire

3.4.2 Interview

A semi structured interview with open-ended questions is employed in this study to get deeper information from the students related to their difficulties and strategies in speaking English. A semi structured is appropriate for this study. Despite these guiding questions, the researcher is still allowed to ask new questions that arise during interview interactions which also allow the researcher to go deeply into the information of the respondents (Hatch, 2002: 94). In addition, open-ended questions are used so that the respondents can answer the questions in their own way and in their own words (Cohen, 2005: 122).

Interview is employed in this study as another source of data to get confirmation of what is gained from the questionnaire. The interview is conducted in the respondents’ first language, Bahasa Indonesia, for better understanding (DeRoche and Lahman, 2008) (see appendix B). The process of interview is audio taped. Hancock and Algozzine (2006: 40) state that the best way to record

No Category Item number

1 Difficulties encountered by the students in speaking

English related to linguistic aspect

8, 9, and 10

2 Difficulties encountered by the students in speaking

English related to psychological aspect

1, 2, 3, 4, 5, 6, and 7

3 Strategies used by the students to overcome

difficulties in speaking English related to linguistic aspect

4, 5, 6, 7, 8, 9, 10, 11, 12, 13, and 14

4 Strategies used by the students to overcome

difficulties in speaking English related to psychological aspect

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THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH interview data is to audio tape the interview. In addition, Gay, Mills, and Airasian (2009: 134) also state that audio tapes are convenient and reliable, still the original data is available at anytime.

Table 3.2 The Distribution of Questions in the Interview

3.5 Data Analysis

As mentioned previously, the data are derived from questionnaires and interviews. Miles and Huberman (1994: 58) propose several simultaneous activities in qualitative analysis: collecting information from the field, sorting the information into categories, formatting the information into a story or picture, and writing the qualitative text. In addition, the data from those sources are transcribed, classified, analyzed and finally interpreted.

3.5.1 Questionnaire

At first, after questionnaires are distributed to the respondents, the data from questionnaire were scored. Score 0 is given for no and 1 for yes (Marion, 2004). Then, the response frequencies are calculated. After calculating the response frequencies, the answers of the questionnaire are classified based on the category: difficulties in speaking English related to linguistic aspect (LA) and psychological aspect (PA), and strategies used to overcome difficulties related to

No Category Item number

1 Difficulties encountered by the students in speaking

English related to linguistic aspect

2, 3, and 4

2 Difficulties encountered by the students in speaking

English related to psychological aspect

5, 6, 7, 8, and 9

3 Strategies used by the students to overcome difficulties in speaking English related to linguistic aspect

12, 13, and 14

4 Strategies used by the students to overcome difficulties in speaking English related to psychological aspect

15, 16, 17, 18, and 19

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THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH linguistic aspect (SLA) and psychological aspect (SPA) (Mai, 2008; Juhana, 2012). Then, the data of each category are arranged from the biggest calculation to the least. At the end, the answers of the questionnaire are described and interpreted into qualitative descriptions.

3.5.2 Interview

After interpreting the result of questionnaire, data analysis of interview is conducted. First, the tape recorded interviews are transcribed. After transcribing the tape recorded interviews, the next stage involves analyzing them. There are some stages conducted in analyzing the interview data: classifying and interpreting. The data are classified based on the category: difficulties in speaking English related to linguistic aspect (LA) and psychological aspect (PA), and strategies used to overcome difficulties related to linguistic aspect (SLA) and psychological aspect (SPA) (Mai, 2008; Juhana, 2012). After that, it is interpreted. The interview data are used to find the difficulties encountered by NEDS in speaking English and the strategies used to overcome the difficulties. The result of the questionnaire and interview then answer all the research questions.

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CHAPTER V CONCLUSIONS

This chapter presents the conclusions and suggestions dealing with the previous findings and discussion. On the first section, there will be conclusions of overall findings which are in line with the research questions. On the second section, there will be some suggestions for teachers, students, and further research related

to NEDS’ students difficulties and strategies in speaking English. 5.1. Conclusions

There are two conclusions that will be presented here. The first is the difficulties encountered by NEDS in speaking English, while the second one is

NEDS’ strategies to overcome the difficulties in speaking English. Firstly, this study discovers that there are some difficulties faced by NEDS in speaking English. The major difficulties encountered by NEDS are vocabulary and nervousness.

Secondly, to overcome the difficulties encountered, this study finds some strategies that are used by the NEDS in speaking English and the most strategies used by the students are using Bahasa Indonesia, asking for help, being quiet, smiling or laughing and taking risk. By using Bahasa Indonesia, they can easily

speak or answer the lecturer’s questions because it is their first language, while by asking for help, the students will get information about what to say without thinking too hard. Moreover, by being quiet, laughing and taking risk, they are just thinking to finish the moment soon because they do not know what to say or how to say it in English. The students do not know other strategies, and they think those are the simplest way to overcome the difficulties, so then they use the strategies which are mentioned before frequently. However, those strategies do not allow the students to practice a lot in speaking English; they just pass the chance to speak without trying too hard to overcome the difficulties.

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THE DIFFICULTIES ENCOUNTERED BY NON-ENGLISH DEPARTMENT STUDENTS IN SPEAKING ENGLISH

5.2. Suggestions

Several suggestions are recommended for English subject lecturers, NEDS, and further researchers.

For lecturers, hopefully by looking at the information provided in this study about difficulties faced by NEDS in speaking English and their strategy used to overcome the difficulties, they can decide which teaching strategies can be used to help the students in improving their speaking skill, make the students interested, and actively involved in the activities, so that they will have a lot of

opportunities to speak that cause students’ speaking skill improvement.

Meanwhile, for the students, they can be used information provided to minimize the difficulties they encountered in the process of learning speaking English. The last, it is suggested for further researchers to involve larger respondents from more than one department in order to get better findings that will represent the study better.

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