STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH AND THEIR STRATEGIES TO OVERCOME THE DIFFICULTIES : A Descriptive Qualitative Study of 12th Graders of Software Engineering Programme at a Vocational School in Bandung.
Putri Anggia Pramuditha, 2015
STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH AND THEIR STRATEGIES TO OVERCOME THE DIFFICULTIES
STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH AND THEIR STRATEGIES TO OVERCOME THE DIFFICULTIES
(A Descriptive Qualitative Study of 12th Graders of Software Engineering Programme at a Vocational School in Bandung)
A Paper
Submitted to English Education Department of Faculty of Language and Literature Education UPI in Partial Fulfillment of the Requirements of
Sarjana Pendidikan Degree
Putri Anggia Pramuditha (1002726)
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
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Putri Anggia Pramuditha, 2015
STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH AND THEIR STRATEGIES TO OVERCOME THE DIFFICULTIES
STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH
AND THEIR STRATEGIES TO OVERCOME THE
DIFFICULTIES
(A Descriptive Qualitative Study of 12
thGraders of Software
Engineering Programme at a Vocational School in Bandung)
Oleh
Putri Anggia Pramuditha
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Bahasa
dan Sastra
© Putri Anggia Pramuditha 2015 Universitas Pendidikan Indonesia
Juni 2015
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagaian, dengan dicetak ulang, difotokopi, atau cara lainnya tanpa izin dari penulis.
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STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH AND THEIR STRATEGIES TO OVERCOME THE DIFFICULTIES
PAGE OF APPROVAL PUTRI ANGGIA PRAMUDITHA
STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH AND THEIR STRATEGIES TO OVERCOME THE DIFFICULTIES
(A Descriptive Qualitative Study of 12th Graders of Software Engineering Programme at a Vocational School in Bandung)
Approved by
Main Supervisor,
Prof. Dr. Nenden Sri Lengkanawati, M.Pd. NIP. 195111241985032001
Head of English Education Department Faculty of Language and Literature Education
Indonesia University of Education
Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001
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STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH AND THEIR STRATEGIES TO OVERCOME THE DIFFICULTIES
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TABLE OF CONTENTS
PAGE OF APPROVAL ... i
STATEMENT OF AUTHORIZATION ... ii
PREFACE ... iii
ACKNOWLEDGEMENT ... iv
ABSTRACT ... vi
TABLE OF CONTENTS ... vii
LIST OF TABLES ... x
LIST OF APPENDICES ... xi
CHAPTER 1 INTRODUCTION ... 1
1.1. Background of the study ... 1
1.2. Statements of the problem ... 3
1.3. Aims of the study ... 3
1.4. Significance of the study ... 4
1.5. Clarification of terms ... 4
1.6. Organization of the paper ... 5
CHAPTER 2 THEORETICAL FOUNDATION ... 6
2.1. The nature of speaking skill ... 6
2.1.1. Definition of speaking ... 6
2.1.2. What makes speaking difficult ... 7
2.2. Difficulties in speaking English ... 8
2.2.1. Difficulties related to linguistic factor ... 8
2.2.1.1. Lack of vocabularies ... 9
2.2.1.2. Lack of understanding grammatical pattern ... 10
2.2.1.3. Incorrect pronunciation ... 11
2.2.2. Difficulties related to psychological factor... 13
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2.3.1. Strategies in speaking English related to linguistic factor ... 17
2.3.2. Strategies in speaking English related to psychological factor ... 20
2.4. Previous studies ... 21
2.5. Synthesis ... 23
CHAPTER 3 RESEARCH METHODOLOGY ... 24
3.1. Formulation of the problem ... 24
3.2. Research design ... 24
3.3. Site and participants ... 25
3.4. Data collection ... 25
3.4.1. Instrumentations ... 26
3.4.1.1. Questionnaires ... 26
3.4.1.2. Interview ... 27
3.4.1.3. Classroom observation ... 29
3.4.2. Procedure ... 30
3.4.2.1. Questionnaires ... 30
3.4.2.2. Interview ... 31
3.4.2.3. Classroom observation ... 31
CHAPTER 4 FINDING AND DISCUSSION ... 33
4.1. Speaking English difficulties encountered by 12th graders of SE programme . 33 4.1.1. Speaking English difficulties related to linguistic factor ... 33
4.1.1.1. Lack of understanding grammatical patterns ... 33
4.1.1.2. Lack of vocabularies ... 36
4.1.1.3. Incorrect pronunciation ... 40
4.1.2. Speaking English difficulties related to psychological factor ... 42
4.1.2.1. Fear of other responses ... 42
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4.1.2.3. Lack of self-confidence ... 45
4.1.2.4. Fear of making mistakes ... 47
4.1.2.5. Shyness ... 49
4.2. Strategies used by 12th graders of SE programme to overcome speaking English difficulties ... 51
4.2.1. Strategies used by 12th graders of SE programme to overcome speaking English difficulties related to linguistic factor... 51
4.2.1.1. Asking for help ... 51
4.2.1.2. Trying to recombine a sentence in new pattern ... 53
4.2.1.3. Using gestures/mime... 55
4.2.1.4. Taking risks... 57
4.2.1.5. Keeping silent ... 58
4.2.2. Strategies used by 12th graders of SE programme to overcome speaking English difficulties related to psychological factor ... 60
4.2.2.1. Positive thinking ... 60
4.2.2.2. Taking deep breath... 61
4.2.2.3. Smiling/laughing ... 62
4.3. Analysis ... 63
CHAPTER 5 CONCLUSIONS ... 66
5.1. Conclusions ... 66
5.2. Suggestions ... 67
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LIST OF TABLES
Table 3.1. The distribution of the statements on the questionnaire ... 27 Table 3.2. The distribution of the questions in the interview... 28 Table 3.3. The distribution of observed aspects on the observation sheet ... 29
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LIST OF APPENDICES
Appendix A Questionnaire ... 72
Kisi-kisi angket ... 72
Angket ... 77
Questionnaire analysis ... 80
Final result of questionnaire ... 83
Appendix B Interview ... 88
Panduan wawancara ... 88
Interview analysis I ... 90
Interview analysis II ... 98
Final result of interview ... 101
Interview transcript ... 104
Appendix C Classroom observations ... 110
Lembar observasi ... 110
Classroom observations analysis ... 112
Final result of classroom observations ... 117
Classroom observation 1 transcript ... 120
Appendix D Official letter ... 125
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STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH AND THEIR STRATEGIES TO OVERCOME THE DIFFICULTIES
ABSTRACT
Students’ Difficulties in Speaking English and Their Strategies to Overcome the Difficulties
(A Descriptive Qualitative Study of 12th Graders of Software Engineering Programme at a Vocational School in Bandung)
Main Supervisor: Prof. Dr. Nenden Sri Lengkanawati, M.Pd. NIP. 195111241985032001
This study was conducted to identify speaking English difficulties encountered by the students and to seek strategies they used to overcome those difficulties. This study implemented a descriptive qualitative method that involved 30 students of 12th grade majoring software engineering (SE) at a vocational school in Bandung. The data were obtained through questionnaire, interview, and classroom observations. The results of this study showed that the students had issues in speaking English, namely lack of understanding grammatical patterns, lack of vocabularies, incorrect pronunciation, fear of other responses, nervousness, fear of making mistakes, lack of self-confidence, and shyness. The strategies used by them to overcome the difficulties were asking for help, trying to recombine the sentence in a new pattern, using gestures, taking risks, keeping silent, positive thinking, taking a deep breath, and smiling/laughing. It can be concluded that the students still have issue in speaking English. Some suggestions are recommended for the students, the English teachers, and the further researchers.
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ABSTRAK
Penelitian ini dilakukan untuk mengidentifikasi kesulitan berbicara dalam bahasa Inggris yang dihadapi siswa dan mencari tahu strategi yang mereka gunakan untuk mengatasi kesulitan tersebut. Penelitian ini menggunakan metode deskriptif kualitatif yang melibatkan 30 siswa kelas 12 jurusan RPL (Rekayasa Perangkat Lunak) di sebuah SMK di Bandung. Pengumpulan data dilakukan dengan kuesioner, wawancara, dan observasi kelas. Hasil dari penelitian ini menunjukkan bahwa para siswa memiliki kesulitan berbicara dalam bahasa Inggris, yakni kurangnya pemahaman tata bahasa, kurangnya kosakata, pelafalan kata yang salah, takut akan respon orang lain, rasa gugup, takut akan melakukan kesalahan, kurangnya rasa kepercayaan diri, dan rasa malu. Strategi yang digunakan para siswa untuk mengatasi kesulitan tersebut adalah meminta bantuan orang lain, mencoba merangkai kalimat dengan cara berbeda, menggunakan gerak tubuh, mengambil resiko, tetap diam, berpikir positif, menarik napas dalam-dalam, dan tersenyum/tertawa. Dapat disimpulkan bahwa para siswa masih memiliki kesulitan berbicara dalam bahasa Inggris. Beberapa saran direkomendasikan untuk siswa-siswi, guru bahasa Inggris, dan para peneliti.
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CHAPTER 1 INTRODUCTION
This chapter discusses the background of the study, statements of the problem and research questions, aims of the study, significance of the study, clarification of terms, and organization of the paper.
1.1. Background of the Study
It has been known that language is one of the crucial tools to communicate among people. Through language, people could express their ideas and feelings. Therefore, learning a language is important, especially English. English as an international language is used by some people to speak with others who speak different languages. However, speaking English is not an easy task for certain people, particularly those whose first language is not English. They must consider the appropriate words, the pronunciation, and the grammar for different occasions. They have to speak fluently while thinking the correct grammar (Pinter, 2006, as cited in Sudjasmara, 2013).
Difficulty in speaking English is also encountered by some students. Speaking is the most problematic skill to be mastered by students (Al-Saadi; Tonawanik; Al Harthy, 2013). The students still have difficulties in speaking English even though they may have been learning English since they were young. They may understand what other people say in English, but conveying their ideas in English may be still difficult for them. Difficulty in speaking English is caused by many factors, such as, feeling worry of other responses, using first language rather than English, limited number of vocabularies, having troubles to pronounce some words, and lacking of confidence in speaking English (Yastutik, 2007). Saputro (2008, as cited in Sudjasmara, 2013) stated that other factors regarding this issue, the students were nervous and lacked linguistic supports. But among those factors, Brown (2001) said that the main obstacle of difficulty in speaking English is anxiety. The students often produce wrong and incomprehensible speech whenever they are nervous. Consequently, students may tend to be passive and less practice in the class which lead to poor speaking skills.
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Based on personal experience after doing teaching practical program at a vocational school in Bandung, it was found that the students had difficulties in speaking English. The students could not speak English fluently. Whenever they wanted to convey their ideas in English, they were faced by many difficulties, such as, they did not know certain English vocabularies, they were afraid of making mistakes, and they were shy to speak English. Those speaking difficulties made the students unwilling to speak English. However, English is not the only subject that students have to be mastered. That is why learning English (particularly to be able to speak English) while learning other subjects is very difficult for them. So regardless the students’ difficulties in speaking English, another mission they should complete is finding some strategies to overcome those difficulties.
Regarding the issue of difficulties in speaking English among the students, some studies had been conducted. Khan (2005) conducted a study to investigate strategies in speaking difficulties. He asserted that the respondents had faced pronunciation difficulty (accent and stress), phrase and idioms, communicative sentence structures. The respondents even acknowledged that certain psychological factors played important role when interacting in English. Yastutik (2007) conducted a study at a high school in Malang. Her study was aimed to describe students’ difficulties in speaking English and strategies they used to overcome those difficulties. She found that the students lacked support and lacked motivation.
Another study was conducted by Arita. Arita’s study (2008) showed that students had difficulties in pronouncing certain vocabularies, making sentences with correct structure, and remembering vocabularies. These problems were caused by lack of vocabularies, lack of self-confidence, and lack of exercise. Juhana (2011) also discovered that students have problems in speaking English related to linguistic factor, such as, lack of vocabularies, lack of understanding grammatical pattern, and incorrect pronunciation.
Mai (2008) conducted a study to find out students’ difficulties and strategies in speaking English. The results showed that the students lacked vocabulary and lacked grammatical structure. Mai stated that the students had
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limited time to practice speaking English. The students often got blank when they wanted to convey what in their minds. Consequently, incorrect pronunciation cannot be hindered. The similar study was conducted by Sudjasmara (2013). He was trying to find the difficulties and strategies in speaking English encountered by non-English department. After implementing the questionnaire and interview, the results showed that the students were anxious and lacked vocabulary when speaking English. Liu (2007) also found the same result in his study. He found that anxiety and lack of vocabulary were encountered by some students when speaking English in the Chinese context.
According to the explanation above, difficulties in speaking English are still encountered by some students (vocational students in this case). Therefore, this study was designed to find out students’ difficulties in speaking English and the strategies they used to overcome those difficulties. This study was conducted at a vocational school in Bandung by using 12th graders of software engineering (SE) programme as the respondents.
1.2. Statements of the Problem and Research Questions
The issues of speaking English have been explained in the background section. Based on the background of the study, two questions are formulated to achieve the aims of the study.
1. What difficulties are encountered by 12th graders of software engineering (SE) programme at a vocational school in Bandung in speaking English? 2. What strategies are used by them to overcome their difficulties in speaking
English?
1.3. Aims of the Study
Based on the questions formulated above, the aims of the study are:
1. to identify difficulties encountered by 12th graders of software engineering (SE) programme at a vocational school in Bandung in speaking English; and 2. to seek strategies they used to overcome the difficulties encountered in
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1.4. Significance of the Study
The finding of the study is expected to have theoretical, practical, and professional benefits. Theoretically, this study will develop knowledge among both English teachers and the students as well, particularly about the students’ difficulties in speaking English. This study is also intended to strengthen the recent theories from the previous studies. In addition, the findings of this study may be able to enlighten future research of the same topic (or even to create new theories) and studies to develop better teaching method and technique to teach English especially in speaking skill.
Practically, this study proposes English teachers to use the information as one of the references related to the students’ strategies to overcome their difficulties in speaking English as a consideration to decide the appropriate teaching strategies to improve the students’ speaking skill. Thus, it is expected that English teachers should find the solutions to overcome the students’ difficulties in speaking English.
Professional benefits significant will relate to the advantages for English teachers who expectantly could improve teaching methods and techniques to improve students’ speaking skill. Hopefully, this study will give the educators, particularly English teachers, self-awareness regarding the important role of English for students’ future.
1.5. Clarification of Terms
In order to avoid unnecessary misunderstanding, some terms are clarified as follows.
1. Speaking English difficulties
In this study, speaking English difficulties refer to the students’ problems encountered in speaking English. In general, speaking English difficulties are defined as problems or troubles in speaking that cause deficient speaking proficiency (Ferris & Tagg, 1996; Kim, 2006; Ostler, 1980, as citied in Chen, 2009:119).
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2. Students of software engineering (SE) programme
In this study, students of SE programme refer to the vocational school students majoring software engineering (SE) programme who are learning English that were involved in this study as the respondents.
1.6. Organization of the Paper
This paper is divided into five chapters and organized as follows.
Chapter 1 Introduction presents the background of the study, statements of the
problem and research questions, aims of the study, significance of the study, clarification of terms, and organization of the study.
Chapter 2 Theoretical Foundation provides the related theoretical framework to
the study. It includes a brief explanation about the definition of speaking, what makes speaking difficult, difficulties in speaking English, strategies to overcome speaking English difficulties, some previous studies about the same issue, and synthesis.
Chapter 3 Research Methodology tells the formulation of the problem, research
design, site and respondents, data collection method, and data analysis. The study used descriptive qualitative method. The instruments used are questionnaire, interview, and classroom observations.
Chapter 4 Finding and Discussion explains the results of the data analysis and
the answers to the research questions.
Chapter 5 Conclusion and Suggestion gives the conclusion based on the finding
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CHAPTER 3
RESEARCH METHODOLOGY
This chapter discusses the methodology used in the study. This chapter includes formulation of the problem, research design, site and respondents, data collection method, and data analysis.
3.1. Formulation of the Problem
This study was conducted based on the following questions to achieve the aims of the study.
1. What difficulties are encountered by 12th graders of software engineering (SE) programme at a vocational school in Bandung in speaking English? 2. What strategies are used by them to overcome the difficulties in speaking
English?
3.2. Research Design
This study used a descriptive qualitative method to obtain the data and to answer the research questions. This method was used because this study was addressed to certain situation that actually happened to the subject of the study, which was speaking English difficulties encountered by 12th graders of software engineering (SE) programme and the strategies they used to overcome the difficulties. The finding of this study was explored using this method. This method proposes deep insight to tell the speaking issue encountered by the respondents (Maxwell, 1996 (as cited in Mayangta, 2013)). Through this method, the research questions were able to be answered by obtaining the data from the students‟ perspective by using questionnaire and interview. To get deeper data, the classroom observations were done. Since the data of this study would be described by using words rather than numbers, the descriptive qualitative method was the most appropriate one for this study.
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3.3. Site and Respondents
This study was conducted at a vocational school in Bandung. The reasons of choosing this school were, first, because some previous studies (Yastutik, 2007; Arita, 2008; Juhana, 2011) were also conducted at secondary school. The second reason was because the researcher did teaching practical program at this school before, so it gave an easy access to conduct this study.
In order to get the necessary data, the amounts of 30 12th graders of software engineering (SE) programme were selected to be the respondents of this study. At first, this study chose 11th graders as the respondents, but since they had job practice that implemented from January-April 2015, the respondents changed into 12th graders. The consideration of choosing 12th graders is they may have more English knowledge compared to 10th graders. Another consideration to choose 12th graders of SE programme as the respondents is because after doing teaching practical program, it was found that the students still have difficulties in speaking English. Since the researcher knew them well, it gave more advantages because they would be more open-minded. Therefore, this class was chosen as the respondents of this study. The teacher who taught English in this class was asked personally to teach the materials that had been taught (only during the research). It was done to get the data needed.
3.4. Data Collection
The data were collected by using questionnaire, interview, and classroom observations. According to Maxwell (1996, as cited in Mayangta, 2013), the descriptive qualitative method is proposed deep insight to tell the issue encountered by the respondents. Therefore, the data were obtained from the students‟ perspective by using questionnaire and interview. To get deeper data, the classroom observations were done.
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3.4.1. Instrumentations
The instrumentations used in this study were questionnaire, interview, and classroom observations. The definition of questionnaire, interview, and observation according to some experts; the reasons of using them; and how they used in this study are explained as follows.
3.4.1.1. Questionnaire
According to Key (1997), questionnaire is “a means of eliciting the feelings, beliefs, experiences, perceptions, or attitudes of some sample of individuals”. Cambridge Learner’s Dictionary defines questionnaire as “a set of questions asked of a large number of people to discover information about a subject”. There are two types of questionnaire: closed or restricted form, and open or unrestricted form (Key, 1997). The closed form prescribes the range of responses which might be chosen by the respondents, meanwhile the open form allows the respondents to write the answer liberally without any limitations of response (Cohen et al., 2007). Key (1997) stated that the closed form is easy to be interpreted, tabulated, and summarized. Whereas the open form establishes greater depth of response. Both types of questionnaires were used in this study.
There were 2 parts of questionnaire in this study. The first part was meant to find out the difficulties in speaking English they encountered, whereas the second part was meant to seek their strategies used to overcome the difficulties. Both of them used two optional answers: „yes‟ or „no‟ and two open questions in case the students had different answer (Cohen, 2007) (see Appendix A). The questionnaire was written in bahasa Indonesia in order that the students would not misunderstand the statements written. In other words, for better understanding (DeRoche and Lahman, 2008 (as cited in Sudjasmara, 2013)).
The statements of the questionnaire was adapted from Brown (2001); Chen & He (2010); Huang (2010); Juhana (2011); Kondo & Yang (2004); Luu (2000); Oxford (1990); Smith (2011); Sperling (2008);
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Thornbury (2005); Zhang (2004); Zhang (2006). The table below (table 3.1) explains the distribution of the statements on the questionnaire.
Table 3.1. The distribution of the statements on the questionnaire
No. Category Statement Number
1 Difficulties in speaking English related to linguistic factor encountered by the students
7, 8, 9
2 Difficulties in speaking English related to psychological factor encountered by the students
1, 2, 3, 4, 5, 6
3 Strategies used by the students to overcome the difficulties in speaking English related to linguistic factor
4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14
4 Strategies used by the students to overcome the difficulties in speaking English related to psychological factor
1, 2, 3
3.4.1.2. Interview
Kvale (1996, as cited in Cohen, 2007) stated interview as an inter-view. He defined it as “an interchange of views between two or more people on a topic of mutual interest, sees the centrality of human interaction for knowledge production, and emphasizes the social situatedness of research data” (p. 349). Dyer (1995, as cited in Cohen, 2007) remarked that interview is not the same as daily conversation. It has different „rules of the game‟ where the researcher has done it by concerning study‟s needs.
The interview session was used to gather deeper data regarding the results from the questionnaire. It was done after distributing the questionnaire. As Gillham (2000), Ritchie & Lewis (2003) (as cited in Newton, 2010) stated that “face-to-face interviewing may be appropriate where depth of meaning is important and the research is primarily focused in gaining insight and understanding”. Makcey and Gass (2005) added that “interviews can allow researchers to investigate phenomena that are not
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directly observable, such as learners' self-reported perceptions or attitudes”.
This study used a semi structured interview with total of 21 open-ended questions (see Appendix B) which was adapted from Sudjasmara (2013). A semi structured interview was aimed to understand respondents‟ perspective about specific subject (Sociology Organization). This study used open-ended questions in order that the respondents could answer by using their own words (Cohen, 2007). Despite of guiding questions made, new questions were allowed to be asked during interview to get more information from the respondents (Hatch, 2002 (as cited in Sudjasmara, 2013)). The respondents were interviewed in bahasa Indonesia to avoid misunderstanding in interpreting their meanings. The interview session was tape recorded. Each interview lasted about 5-10 minutes. The table below (table 3.2) explains the distribution of the questions in the interview.
Table 3.2. The distribution of the questions in the interview
No. Category Question Number
1 Difficulties in speaking English related to linguistic factor encountered by the students
3, 4, 5
2 Difficulties in speaking English related to psychological factor encountered by the students
2, 6, 7, 8, 9, 10
3 Strategies used by the students to overcome the difficulties in speaking English related to linguistic factor
13, 14, 15
4 Strategies used by the students to overcome the difficulties in speaking English related to psychological factor
16, 17, 18, 19, 20
5 General questions related to difficulties and strategies
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3.4.1.3. Classroom Observation
The classroom observation was used to get direct and actual information about the students‟ speaking difficulties, also to strengthen the results from the questionnaire and the interview. As Bailey (1994) stated that in the observation study, the researchers could recognize ongoing behavior and take note the most important features about it.
In this study, the researcher took the role as a non-participant observer. So, the researcher was only present at the location and did not interact with the students during classroom activities (Creswell, 1994). The classroom observation was meant to find out students‟ difficulties and their strategies to overcome the difficulties, during English class period. The classroom observation was done three times. It was recorded in 30 minutes for each observation. During classroom observation, the observer would be doing check-list on the observation sheet (see Appendix C).
The observation sheet contained two parts. The first part was to observe the students‟ speaking English difficulties and the second part was to observe the students‟ strategies to overcome the difficulties. Both of them used tally marks to count the students who had difficulties and used the strategies. The observation sheet was written in bahasa Indonesia so that would avoid misunderstanding, either when observing the students or interpreting the data. The observer also could write different difficulties and strategies in case they were not included on the observation sheet. The form of observation sheet is adapted from Thornbury (2005). The table below (table 3.3) explains the distribution of observed aspects on the observation sheet.
Table 3.3. The distribution of observed aspects on the observation sheet
No. Observed Aspects Part & Item
Number
1 Difficulties in speaking English related to linguistic factor encountered by the students
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2 Difficulties in speaking English related to psychological factor encountered by the students
Part I: number 1, 2, 3, 4, 5, 6
3 Strategies used by the students to overcome the difficulties in speaking English related to linguistic factor
Part II: number 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
4 Strategies used by the students to overcome the difficulties in speaking English related to psychological factor
Part II: number 1, 2
3.4.2. Procedure
The study went through a few steps in collecting the data. Miles and Huberman (1994, as cited in Sudjasmara, 2013) suggested several steps to analyze the data into qualitative descriptions: collecting the data from the field, categorizing the information, formatting the information into a story, and writing the qualitative text. Moreover, the data of this study were transcribed, categorized, analyzed, and explained.
3.4.2.1. Questionnaire
The first thing was giving the letter permission to do the research at the school to the vice head-master of the school. After getting the permission, it was continued by distributing the questionnaire to the 12th graders of software engineering (SE) programme at this school. Then, the data from the questionnaire were scored. Score 0 is for „no‟ and score 1 is for „yes‟ (Marion, 2004), continued by calculating the response frequencies. Afterward, the answers were categorized into several categories: difficulties in speaking English related to linguistic factor (DLF) and psychological factor (DPF), and strategies used to overcome the difficulties related to linguistic factor (SLF) and psychological factor (SPF) (Mai, 2008; Juhana, 2011; Sudjasmara, 2013). Later, the data were
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explained from the most frequently appear to the most infrequent one (biggest to the least calculation) based on the each category. Finally, the answers of the questionnaire were explained into qualitative descriptions.
3.4.2.2. Interview
After explaining the results of the questionnaire, the next step was analyzing the data from interview sessions. Firstly, the recording of interview sessions was transcribed. After that, the next step is analyzing the interview data into two steps: categorizing and explaining. The interview data were categorized into the same categories as the questionnaire: difficulties in speaking English related to linguistic factor (DLF) and psychological factor (DPF), and strategies used to overcome the difficulties related to linguistic factor (SLF) and psychological factor (SPF) (Mai, 2008; Juhana, 2011; Sudjasmara, 2013). The last step is explaining the data from the most frequently appear to the most infrequent one (biggest to the least calculation) based on the each category. The data gained from the interview was used to support the result from questionnaire.
3.4.2.3. Classroom Observation
The data from classroom observations were analyzed descriptively. According to Creswell (1994), the data from qualitative study should be presented descriptively. Firstly, the recording of classroom observation was transcribed verbatim. Later, the videos of classroom observations and the transcription would be used to recall the important scenes observed. In other words, they were used to validate the data from the questionnaire, the interview, and the observation sheet.
Secondly, the data from the observation sheet was calculated. Part I and part II were summed from the total of tally marks of each number. The results from observation 1, 2, and 3 were categorized into several categories: difficulties in speaking English related to linguistic factor (DLF) and psychological factor (DPF), and strategies used to overcome the
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difficulties related to linguistic factor (SLF) and psychological factor (SPF) (Mai, 2008; Juhana, 2011; Sudjasmara, 2013). Afterwards, the data from observation 1, 2, and 3 were summed to see the biggest calculation from each category. Lastly, the data were explained from the most frequently appear to the most infrequent one (biggest to the least calculation) based on the each category. The data from classroom observations was used to validate the data from the questionnaire and the interview. After analyzing the results of the questionnaire, interview, and classroom observations, the research questions are finally answered.
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CHAPTER 5 CONCLUSIONS
This chapter presents the conclusions and suggestions based on the findings and discussion of this study. Firstly, there will be conclusions of the whole findings which answer the research questions. Lastly, there will be some suggestions recommended regarding the issue of speaking English difficulties.
5.1. Conclusions
Based on the findings and discussion, it can be seen that there are two conclusions. The first conclusion is concerning speaking English difficulties encountered by 12th graders of software engineering (SE) programme. It was found that there are many speaking English difficulties (both related to linguistic and psychological factors). Among those difficulties, the major difficulties encountered by 12th graders of SE programme are fear of other responses, nervousness, and lack of understanding grammatical patterns.
The second conclusion is concerning strategies used by 12th graders of SE programme to overcome speaking English difficulties. This study found that many strategies used by 12th graders of SE programme to overcome their difficulties in speaking English. However, the most frequent strategies used by 12th graders of SE programme to overcome speaking English difficulties are asking for help and positive thinking. By asking for help, the students could understand English easily without thinking too much. By positive thinking, the students could encourage themselves so that they are confident when speaking English. Those strategies are often used by the students when they are faced by speaking English difficulties. Even though they did not practice their speaking skills often outside the classroom, their efforts to speak English should be appreciated. Nevertheless, they are not using Indonesia, instead they are speaking in English although there are still many grammar errors and incorrect pronunciation. In this modern era, they can find many strategies to overcome speaking difficulties, either by using
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STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH AND THEIR STRATEGIES TO OVERCOME THE DIFFICULTIES
strategies mentioned or by using technology. However, practicing their speaking skills is also needed. They cannot depend on those strategies forever. The issue of difficulty in speaking English should be ended.
5.2. Suggestions
Several suggestions are recommended for students, English teachers, and further researchers.
For the students, hopefully they could minimize their speaking difficulties by using the information from this study. However, it is suggested that they practice their speaking skills more, either in the classroom or outside the classroom. Practicing speaking skills can be done by doing things they like, such as, listening to English songs, watching movies with English subtitle or without subtitle at all, understanding the vocabularies by googling/browsing or using dictionary, and speaking in English with your friends or native speakers. By practicing, it can reduce your speaking English difficulties.
For the English teachers, it is suggested that they use the information of this study as one of the references about students’ strategies to overcome their difficulties in speaking English. Hopefully, it can be used as a consideration to decide the appropriate teaching strategies to improve the students’ speaking skills. Since the use of technology and internet have proven their beneficial to improve students’ English skills, it is suggested to include the use of internet as one of teaching methods. Nevertheless, motivating the students to improve their English (especially in speaking skill) depends on the teacher’s teaching strategies in delivering the materials. Last but not least, for the further researchers, it is suggested to do the same research at vocational school with different programme to get better findings that will represent the study better.
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STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH AND THEIR STRATEGIES TO OVERCOME THE DIFFICULTIES
BIBLIOGRAPHY
Adhikari, B.R. (2010). Teaching Speaking in the Nepalase Context: Problems and Ways of Overcoming Them. Journal of NELTA, 15(1-2), pg. 1-9.
Al-Saadi, S., Tonawanik, P., Harthy, S.A. (2013). Perspective Speaking Difficulties Faced by Omani Students: Empirical Data on Self-Perception. Arab World English Journal, 4(3), pg. 77-88.
Amstrong, D. & Savage, T. (1990). Secondary Education: An Introduction. (Second Edition). New York: Macmillan Publishing Company.
Arita, Y. (2008). A Study of Student’s Problems in Daily English Speaking Activity at SMA POMOSDA Tanjunganom Nganjuk. [Online]. Retrieved from http://pilnas.ristek.go.id
Baldwin, C. (2011). How to Overcome Shyness During an Oral Presentation. [Online]. Retrieved from http://www.ehow.com
Brown, H.D. (1994). Language Assessment: Principles and Classroom Practices. New York: Addison Wesley Longman, Inc.
Brown, H.D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. (Second Edition). New York: Pearson Education. Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education.
(Sixth Edition). London: Routledge Taylor & Francis Group.
Creswell, J. (1994). Research Design; Qualitative & Quantitative Approaches. USA: SAGE Publications.
Erikson, T. (2009). Students’ Obstacles in Practicing Speaking English: (A Case Study at Batam Polytechnic. (Skripsi). Universitas Pendidikan Indonesia, Bandung.
Harmer, J. (2001). The Practice of English Language Teaching. (Third Edition). London: Longman.
He, S.X. & Chen, A.J.Y. (2010). How to Improve Spoken English. [Online]. Retrieved from http://sites.google.com/site/languagejournal/Home/how-to-improve-spoken-English
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69
Putri Anggia Pramuditha, 2015
STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH AND THEIR STRATEGIES TO OVERCOME THE DIFFICULTIES
Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign Language Classroom Anxiety. Modern Language Journal, 70(2), pg. 125-132.
Huyen, N.T.T. (2003). Learning Vocabulary Through Games: The Effectiveness of Learning Vocabulary Through Games. EFL Asian Journal, pg. 7-10. Juhana. (2011). Investigating the Difficulties Encountered by Students in
Practicing Speaking in English Class (A Case Study at a Senior High School in South Tangerang, Banten). (Tesis). Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Bandung.
Keramida, A. (2009). Helping Students Overcome Foreign Language Speaking Anxiety in the English Classroom: Theoretical Issues and Practical Recommendations. International Education Studies Journal, 2(4), pg. 39-43.
Key, J.P. (1997). Module R8: Questionnaire and Interview as Data-Gathering Tools. [Online]. Retrieved from http://www.okstate.edu
Khan, H.R. (2005). Speaking Strategies to Overcome Communication Difficulties in the Target Language Situation-Bangladeshis in New Zealand. [Online]. Retrieved from http://www.languageinindia.com
Kondo, D.S. & Yang, Y.L. (2004). Strategies for Coping with Language Anxiety: The Case of Students of English in Japan. ELT Journal, 58(3), pg. 258-265.
Kozmonova, M. (2008). Language Learning Strategies and Their Training in a Primary English Class. [Online]. Retrieved from http://is.muni.cz
Liu, M. (2007). Anxiety in Oral English Classrooms: A Case Study in China. Indonesian Journal of English Language Teaching, 3(1), pg. 119-137. Mai, T.T.T. (2008). Difficulties Encountered by Teachers and Non-English
Students of Culture Management in Teaching and Learning Speaking Skill at Thanh Hoa College of Culture and Art. [Online]. Retrieved from http://is.muni.cz
Martos, R.M.C. (2006). Second Language Acquisition Psychological Factors, Affective/Emotional Factors. Aldadis.net La revista de educación, (9), pg. 48-49.
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STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH AND THEIR STRATEGIES TO OVERCOME THE DIFFICULTIES
Mayangta, T. (2013). Students’ Speaking Anxiety in an EFL Classroom. (Skripsi). Universitas Pendidikan Indonesia, Bandung.
Mayasari, L. (2010). Students’ Strategies Used in Dealing with English Speaking
Problems at SMPN 2 Malang. [Online]. Retrieved from
http://eprints.umm.ac.id
Murrow, P. (2004). Analysis of Grammatical Errors in Students’ Writing: Indicators for Curricula Enhancement. [Online]. Retrieved from http://www2010.matsue-ct.ac.jp
Ni, H. (2012). The Effects of Affective Factors in SLA and Pedagogical Implications. Theory and Practice in Language Studies, 2(7), pg. 1508-1513.
Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle & Heinle Publishers.
Nunan, D. (2003). Practical English Language Teaching. New York: McGraw Hill.
Oxford, R.L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle Publishers.
Robby, S. (2010). Conquer Your Fear of Making Mistakes when Speaking English. [Online]. Retrieved from http://englishharmony.com
Sperling, D. (2008). Language Learning Strategies for Speaking. [Online]. Retrieved from http://www.eslcafe.com/
Sudjasmara, D. (2013). The Difficulties Encountered by Non-English Department Students in Speaking English: A Case Study at a College of Nursing in Bandung. (Skripsi). Universitas Pendidikan Indonesia, Bandung.
Texas Education Agency. (2002). Promoting Vocabulary Development. Components of Effective Vocabulary Instruction. [Online]. Retrieved from http://ritter.tea.state.tx.us.
Thomson, R. (2007). Shyness: Factors. [Online]. Retrieved from http://www.nus.edu.sg
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STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH AND THEIR STRATEGIES TO OVERCOME THE DIFFICULTIES
Varasarin, P. (2007). An Action Research Study of Pronunctiation Training, Language Learning Strategies and Speaking Confidence. [Online]. Retrieved from http://vuir.vu.edu.au
Yastutik, Y. (2007). Students’ Strategies to Overcome Speaking Problems in the Conversation Class as an Intracurricular Program at SMA Negeri 8 Malang. [Online]. Retrieved from http://karyailmiah.um.ac.id
Zhang, X. (2004). Language Anxiety and Its Effect on Oral Performance in Classroom. [Online]. Retrieved from http://www.elt-china.org
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CHAPTER 5 CONCLUSIONS
This chapter presents the conclusions and suggestions based on the findings and discussion of this study. Firstly, there will be conclusions of the whole findings which answer the research questions. Lastly, there will be some suggestions recommended regarding the issue of speaking English difficulties.
5.1. Conclusions
Based on the findings and discussion, it can be seen that there are two conclusions. The first conclusion is concerning speaking English difficulties encountered by 12th graders of software engineering (SE) programme. It was found that there are many speaking English difficulties (both related to linguistic and psychological factors). Among those difficulties, the major difficulties encountered by 12th graders of SE programme are fear of other responses, nervousness, and lack of understanding grammatical patterns.
The second conclusion is concerning strategies used by 12th graders of SE programme to overcome speaking English difficulties. This study found that many strategies used by 12th graders of SE programme to overcome their difficulties in speaking English. However, the most frequent strategies used by 12th graders of SE programme to overcome speaking English difficulties are asking for help and positive thinking. By asking for help, the students could understand English easily without thinking too much. By positive thinking, the students could encourage themselves so that they are confident when speaking English. Those strategies are often used by the students when they are faced by speaking English difficulties. Even though they did not practice their speaking skills often outside the classroom, their efforts to speak English should be appreciated. Nevertheless, they are not using Indonesia, instead they are speaking in English although there are still many grammar errors and incorrect pronunciation. In this modern era, they
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strategies mentioned or by using technology. However, practicing their speaking skills is also needed. They cannot depend on those strategies forever. The issue of difficulty in speaking English should be ended.
5.2. Suggestions
Several suggestions are recommended for students, English teachers, and further researchers.
For the students, hopefully they could minimize their speaking difficulties by using the information from this study. However, it is suggested that they practice their speaking skills more, either in the classroom or outside the classroom. Practicing speaking skills can be done by doing things they like, such as, listening to English songs, watching movies with English subtitle or without subtitle at all, understanding the vocabularies by googling/browsing or using dictionary, and speaking in English with your friends or native speakers. By practicing, it can reduce your speaking English difficulties.
For the English teachers, it is suggested that they use the information of
this study as one of the references about students’ strategies to overcome their
difficulties in speaking English. Hopefully, it can be used as a consideration to decide the appropriate teaching strategies to improve the students’ speaking skills. Since the use of technology and internet have proven their beneficial to improve
students’ English skills, it is suggested to include the use of internet as one of teaching methods. Nevertheless, motivating the students to improve their English
(especially in speaking skill) depends on the teacher’s teaching strategies in
delivering the materials. Last but not least, for the further researchers, it is suggested to do the same research at vocational school with different programme to get better findings that will represent the study better.
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BIBLIOGRAPHY
Adhikari, B.R. (2010). Teaching Speaking in the Nepalase Context: Problems and Ways of Overcoming Them. Journal of NELTA, 15(1-2), pg. 1-9.
Al-Saadi, S., Tonawanik, P., Harthy, S.A. (2013). Perspective Speaking Difficulties Faced by Omani Students: Empirical Data on Self-Perception.
Arab World English Journal, 4(3), pg. 77-88.
Amstrong, D. & Savage, T. (1990). Secondary Education: An Introduction. (Second Edition). New York: Macmillan Publishing Company.
Arita, Y. (2008). A Study of Student’s Problems in Daily English Speaking Activity at SMA POMOSDA Tanjunganom Nganjuk. [Online]. Retrieved
from http://pilnas.ristek.go.id
Baldwin, C. (2011). How to Overcome Shyness During an Oral Presentation. [Online]. Retrieved from http://www.ehow.com
Brown, H.D. (1994). Language Assessment: Principles and Classroom Practices. New York: Addison Wesley Longman, Inc.
Brown, H.D. (2001). Teaching by Principles: An Interactive Approach to
Language Pedagogy. (Second Edition). New York: Pearson Education.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. (Sixth Edition). London: Routledge Taylor & Francis Group.
Creswell, J. (1994). Research Design; Qualitative & Quantitative Approaches. USA: SAGE Publications.
Erikson, T. (2009). Students’ Obstacles in Practicing Speaking English: (A Case
Study at Batam Polytechnic. (Skripsi). Universitas Pendidikan Indonesia,
Bandung.
Harmer, J. (2001). The Practice of English Language Teaching. (Third Edition). London: Longman.
He, S.X. & Chen, A.J.Y. (2010). How to Improve Spoken English. [Online]. Retrieved from http://sites.google.com/site/languagejournal/Home/how-to-improve-spoken-English
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69
Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign Language Classroom Anxiety. Modern Language Journal, 70(2), pg. 125-132.
Huyen, N.T.T. (2003). Learning Vocabulary Through Games: The Effectiveness of Learning Vocabulary Through Games. EFL Asian Journal, pg. 7-10. Juhana. (2011). Investigating the Difficulties Encountered by Students in
Practicing Speaking in English Class (A Case Study at a Senior High School in South Tangerang, Banten). (Tesis). Sekolah Pascasarjana,
Universitas Pendidikan Indonesia, Bandung.
Keramida, A. (2009). Helping Students Overcome Foreign Language Speaking Anxiety in the English Classroom: Theoretical Issues and Practical Recommendations. International Education Studies Journal, 2(4), pg. 39-43.
Key, J.P. (1997). Module R8: Questionnaire and Interview as Data-Gathering
Tools. [Online]. Retrieved from http://www.okstate.edu
Khan, H.R. (2005). Speaking Strategies to Overcome Communication Difficulties
in the Target Language Situation-Bangladeshis in New Zealand. [Online].
Retrieved from http://www.languageinindia.com
Kondo, D.S. & Yang, Y.L. (2004). Strategies for Coping with Language Anxiety: The Case of Students of English in Japan. ELT Journal, 58(3), pg. 258-265.
Kozmonova, M. (2008). Language Learning Strategies and Their Training in a
Primary English Class. [Online]. Retrieved from http://is.muni.cz
Liu, M. (2007). Anxiety in Oral English Classrooms: A Case Study in China.
Indonesian Journal of English Language Teaching, 3(1), pg. 119-137.
Mai, T.T.T. (2008). Difficulties Encountered by Teachers and Non-English
Students of Culture Management in Teaching and Learning Speaking Skill at Thanh Hoa College of Culture and Art. [Online]. Retrieved from
http://is.muni.cz
Martos, R.M.C. (2006). Second Language Acquisition Psychological Factors, Affective/Emotional Factors. Aldadis.net La revista de educación, (9), pg. 48-49.
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Mayangta, T. (2013). Students’ Speaking Anxiety in an EFL Classroom. (Skripsi). Universitas Pendidikan Indonesia, Bandung.
Mayasari, L. (2010). Students’ Strategies Used in Dealing with English Speaking Problems at SMPN 2 Malang. [Online]. Retrieved from http://eprints.umm.ac.id
Murrow, P. (2004). Analysis of Grammatical Errors in Students’ Writing:
Indicators for Curricula Enhancement. [Online]. Retrieved from
http://www2010.matsue-ct.ac.jp
Ni, H. (2012). The Effects of Affective Factors in SLA and Pedagogical Implications. Theory and Practice in Language Studies, 2(7), pg. 1508-1513.
Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle & Heinle Publishers.
Nunan, D. (2003). Practical English Language Teaching. New York: McGraw Hill.
Oxford, R.L. (1990). Language Learning Strategies: What Every Teacher Should
Know. Boston: Heinle & Heinle Publishers.
Robby, S. (2010). Conquer Your Fear of Making Mistakes when Speaking
English. [Online]. Retrieved from http://englishharmony.com
Sperling, D. (2008). Language Learning Strategies for Speaking. [Online]. Retrieved from http://www.eslcafe.com/
Sudjasmara, D. (2013). The Difficulties Encountered by Non-English Department
Students in Speaking English: A Case Study at a College of Nursing in Bandung. (Skripsi). Universitas Pendidikan Indonesia, Bandung.
Texas Education Agency. (2002). Promoting Vocabulary Development.
Components of Effective Vocabulary Instruction. [Online]. Retrieved from
http://ritter.tea.state.tx.us.
Thomson, R. (2007). Shyness: Factors. [Online]. Retrieved from http://www.nus.edu.sg
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71
Varasarin, P. (2007). An Action Research Study of Pronunctiation Training,
Language Learning Strategies and Speaking Confidence. [Online].
Retrieved from http://vuir.vu.edu.au
Yastutik, Y. (2007). Students’ Strategies to Overcome Speaking Problems in the Conversation Class as an Intracurricular Program at SMA Negeri 8 Malang. [Online]. Retrieved from http://karyailmiah.um.ac.id
Zhang, X. (2004). Language Anxiety and Its Effect on Oral Performance in
Classroom. [Online]. Retrieved from http://www.elt-china.org