i

PSYCHOLOGICAL FACTORS THAT HINDER STUDENTS IN

SPEAKING SKILL IN THE CLASSROOM

(A Case Study of the Seventh Grade Students of SMP N 2

Banyubiru in the Academic Year of 2017/2018)

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfilment of the

Requirements for

the Degree of Sarjana Pendidikan (S.Pd.)

By:

MUHAMMAD MISBAKHUL MUNIR

NIM: 113 14 085

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2018

ii

iii

iv

v

MOTTO

“Indeed, Allah will never change one’s destiny. Leave the bad things

in the past to get the bright future”.

(Q.S. Ar-ra’du: 11)

vi

DEDICATION

This graduating paper is dedicated to :

1. My beloved father and mother (Mr. Sudaryanto and Mrs. Lastriyah), who

always support to me. They are my best inspiration.

2. My beloved father and mother in Edi Mancoro Islamic Boarding House

(KH. Mahfudz Ridwan and Mrs. Siti Nafisah). And the big family of

ndalem kyai.

3. My beloved brother and sister (Basri and Dian).

4. My family in Boarding House Seraten and Boarding House Kecandran

who always support to me and thanks for your prayer.

5. All of my friends in our village, expecially in Duwet village.

6. All of my family, who always support to me.

7. My beloved friends: Arif, Hana, Fatimah, Muklis, Anis and all of my

friends that I cannot mentioned one by one.

8. All of my friends in Edi Mancoro Islamic Boarding House.

9. All of my classmates (TBI C’14).

10. All of my friends in KKN and PPL.

11. The big familly of Mejing village, especially Mejing 8 village.

vii

ACKNOWLEDGMENT

Bismillahirrahmanirrahim,

Assalamu’alaikum Wr. Wb.

Alhamdulillahirabbil’alamin, all praises be to Allah SWT the Most

Gracious and Most Merciful who always blesses and helps the researcher, so the

researcher can finish the graduating paper. Bless and mercy be upon great

Muhammad SAW for his guidance that leads the researcher to be truth.

However this graduating paper will not be finished without support,

advices, help, and encouragement from several people and institution. Hence, the

researcher would like to express special thanks to:

1. Dr. H. Rahmat Hariyadi, M.Pd. the Rector of State Institute for Islamic

Studies (IAIN) Salatiga

2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty

3. Noor Malihah, Ph.D. the Head of English Education Department

4. Norwanto, Ph.D. as the Counselor. The countless hours of reading and

revising are invaluable to this graduating paper. Thank you so much for

your guidence

5. All lecturers, especially the lecturers of English and Education Department

of State Institute for Islamic Studies (IAIN) Salatiga

6. All staffs and officials of State Institute for Islamic Studies (IAIN)

Salatiga

viii

ix

ABSTRACT

Munir, Muhammad Misbakhul. 2018. Psychological Factors That Hinder

Students in Speaking Skill in the Classroom ( A case study of the seventh

grade students of SMP N 2 Banyubiru in the Academic Year of

2017/2018). A Graduating Paper. Teacher Training and Education

Faculty. English Department. State Institute for Islamic Studies Salatiga.

Consultant: Nurwanto, Ph.D.

The objectives of the research were to find out psychological factors that hinder

students in speaking skill in the classroom and causes of the factors as well as the

possible solutions to overcome the factors. The data were obtained through

classroom observations, questionnaires, and documentation. In terms of finding,

the study revealed that psychological factors such as shyness, fear of mistake,

anxiety, lack of confidence, and lack of motivation hinders students in speaking

skill in the classroom. The study reveals that most students have psychological

factors in terms of practicing speaking in the classroom. Of the five psychological

factors, shyness ranges first (33%), while fear of mistake is the second (24%),

followed by lack of confidence (20%), anxiety (17%), and the last is lack of

motivation (6%). Those factors, like of shyness, were commonly psychological

factor for the most participants. The possible solution to overcome those

psychological factors, most students believed that motivating them to be more

confident to speak English is worth considering. This finding suggests that the

teachers should be more aware of their students’ hindrance to speak in the

classroom.

Keywords: Speaking English, Psychological Factors, Hindrance.

x

TABLE OF CONTENTS

TITLE........................................................................................................................i

DECLARATION.....................................................................................................ii

ATTENTIVE COUNSELOR NOTES...................................................................iii

CERTIFICATION PAGE.......................................................................................iv

MOTTO....................................................................................................................v

DEDICATION........................................................................................................vi

ACKNOWLEDGEMENT.....................................................................................vii

ABSTRACK...........................................................................................................ix

TABLE OF CONTENTS.........................................................................................x

LIST OF TABLE...................................................................................................xii

CHAPTER I: INTRODUCTION

A. Background of the Research........................................................................1

B. Research Questions......................................................................................5

C. Objectives of the Research………………………………………………...5

D. Benefits of the Research…………………………………………………...5

E. Definition of Key Terms…………………………………………………..6

F. Outline of the Research……………………………………………………7

xi

CHAPTER II: THEORETICAL FRAMEWORK

A. Preview of Previous Research……………………………………………..8

B. Speaking………………………………………………………………….10

C. Psychological Factor………………………………………………...…...29

CHAPTER III: METHODOLOGY OF THE RESEARCH

A. The General Situation of SMP N 2 Banyubiru……………………….….40

1. Profile of SMP N 2 Banyubiru……………………………………….40

2. The situation of Education Facilities and Tools……………………...41

3. The Organization Profession Structure of SMP N 2 Banyubiru……..42

4. The Situation of Students…………………………………………….43

5. Books Collection in the Library……………………………………...44

B. Research Design………………………………………………………….45

C. Setting of the Research...............................................................................45

1. Location of the Research......................................................................45

2. Time Setting of the Research...............................................................45

3. Sechdule of the Research.....................................................................45

D. Research Methodology…………………………………………………...46

1. Research Setting and Participants........................................................46

2. Data Sources………………………………………………………….46

3. Techniques of Collecting data..............................................................47

xii

CHAPTER IV: FINDINGS AND DISCUSSION

A. Data Presentation………………………………………………………...53

1. Data Presentation of Seventh Grade of SMP N 2 Banyubiru………..53

B. Data Analysis.............................................................................................56

1. Causes of Psychological Factors……………………………………..56

2. Possible Solution to Overcome the Psychological Factors…………..65

CHAPTER V: CLOSURE

A. Conclusions................................................................................................75

B. Suggestions................................................................................................76

REFERENCES

APPENDICES

xiii

LIST OF TABLES

A. Table 3.1 The Situation of Education Facilities and Tools........................41

B. Table 3.2 The Organization Profession Structure of SMP N 2 Banyubiru42

C. Table 3.3 The Situation of Students...........................................................43

D. Table 3.4 Books Collection in the Library.................................................44

E. Table 3.5 Sechedule of the Research.........................................................46

F. Table 3.6 List of Participants………………….........................................47

G. Table 3.7 Questionnaire Items……………………………………….......48

H. Table 4.1 List Name of Students VII A Class…..........…………………..53

I. Table 4.2 List Name of Students VII B Class..............…………………..55

1

CHAPTER I

INTRODUCTION

A. Background of the Research

The undeniable role of English as a global means of

communication can be the reason that English is accommodated as one of

the subjects taught at school. The important role of English is pointed out

by Diem (2011:160) who states, "To fulfill the needs of the globalization

era, English will take the strategic place in the world." Therefore, having

English skills can be considered as beneficial. For example, people who

want to have better job opportunities, as well as better chances of keeping

up with what is new in their field of specialty can earn more credit if they

master in English.

According to Prasetyo (2014:93), in Indonesia, English has the

substantial role in many aspects of life, particularly in science and

technology field. English as a foreign language taught as an obligatory

subject from primary school until higher education. Generally, in the

education field, the aim of the teaching process is in order to help the

learners cope with their learning to get improvement in learning English.

Teaching English to the students has a purpose of gaining functional

scope in order to communicate both written and spoken professionally. To

attain this, the students should able to comprehend all English basic skills.

Wiyanah (2015:58) concludes that:

2

There are four skills that should be taught to have competence in learning

language, i.e: listening, speaking, reading and writing. Naturally, the

process of learning is started at listening-speaking-reading and the last is

writing. A human cannot speak before listening.

Therefore, speaking is “one of the most important and essential

skills that must be practiced to communicate orally.” Kayi (2006) as cited

by Febriyanti (2014) she says that, by speaking, people are able to know

what kinds of situations in the world. People who have ability in speaking

will better in sending and receiving information or message to another.

Speaking is the process of building and sharing meaning through the uses

of verbal and non-verbal symbol in various contexts.

The mastery of speaking skill is a priority for many second and

foreign language learners. Learners often evaluate their success in the

language of English on the basis of how well their improvement on

speaking the language. In genuine communication, speaking is purpose-

driven or it can say that to communicate is to achieve a particular end,

expressing a wish or desire to do something, negotiating or solving a

particular problem, or maintaining social relationships and friends, etc.

Therefore, it can say that speaking as a skill is playing significant role for

the learners who studied English especially as a foreign language (Kayi,

2006 in Febriyanti, 2014).

Speaking skill is one of the language skills that are very essential

to support further oral communication especially in English, but it is the

most difficult skill to develop. The environment in Indonesia provides less

3

support or exposure for the learners because English is not spoken in the

community. Consequently, owing to minimal exposure to the target

language and less contact with native speakers, adult EFL learners in

general are relatively poor at spoken English, especially regarding fluency,

control of idiomatic expressions, and understanding of cultural pragmatics.

Few can achieve native-like proficiency in oral communication (Kayi,

2006 in Febriyanti, 2014).

According to Nascente (2001:18), "foreign language learners

learning to acquire the oral proficiency in the target language may have

some problems, both internal and external. Internally, they may experience

the feeling of anxiety.” They may feel reluctant to use the target language

as they may be afraid of making mistakes. They may have the feeling of

discomfort using the target language as “it deprives them of their normal

means of communication.”

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 is important as Richard further says, 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.

That is why teachers’ efforts should be focused on developing

students’ ability to speak since learning to speak is considered as the

4

greatest challenge for all language learners (Pinter, 2006). In this sense,

teachers have to give more opportunities for their students to express

themselves by providing them with speaking activities that enable them to

speak English (Brown, 2001).

Regarding this, “it’s found in the literature some psychological

factors such as shyness and anxiety are considered as the main causes of

students’ reluctance to speak.” (Brown, 2001). This is also in line with

Gebhard (2000) He 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 (Brown, 2001; Gabhard, 2000 in Juhana, 2012).

There was a problem also occurring in SMP N 2 Banyubiru. Based

on the interview with the English teacher, the observation, and the

documentation on March, 29th 2018 and April, 7th 2018 the researcher took

towards the seventh grade students, that the problem was found in the

seventh grade students on SMP N 2 Banyubiru in the context of speaking

skill. The problem was the students had difficulty to speak English in the

classroom, because of some factors, they were fear of making mistake,

shyness, lack of confidence. The teacher said actually the students were

active and mastered English, but when the teacher asked the students to

speak the students were afraid of making mistake, and some students felt

shy and not confidence.

5

Therefore, the researcher tries to apply to find out the

psychological factors that hinder the students from speaking, that is the

reason why the researcher chooses the title “PSYCHOLOGICAL

FACTORS THAT HINDER STUDENTS IN SPEAKING SKILL IN

THE CLASSROOM” (A Case Study of Seventh Grade Students of

SMP N 2 Banyubiru in the Academic Year 2017/2018)

B. Research Questions

1. What are the psychological factors that hinder students in speaking

skill in the classroom?

2. What are the possible solutions to overcome the psychological factors

that hinder students in speaking skill in the classroom?

C. Objectives of Research

1. To explain the psychological factors that hinder students in speaking

skill in the classroom.

2. To give the description of possible solution to overcome the

psychological factors that hinder students in speaking skill in the

classroom.

D. Benefits of the Research

The researcher expects that the result of this study can give a

contribution to the academic field and practice field, as follows:

6

1. Theoretically

The results of the study teachers should be more aware of their

students’ hindrance to speaking skill in the classroom.

2. Practically

a. Students

This study can motivate the students to be dare in speaking

through the problem solving provided.

b. Teachers

This study can help teachers to find one of the problem-

solving. And the results of this study can be used as a

consideration for the teacher to choose the appropriate

method, the technique to stimulate students to speak.

c. Other Researcher

The result of this study can be used as a reference for another

researcher to conduct further research that relates to this

study.

E. Definition of key terms

1. Psychological Factors

Psychological factors refer to thoughts, felling and other

cognitive characteristics that affect the attitude, behavior, and

functions of the human mind. In terms of findings, the study revealed

that psychological factors such as fear of making mistakes, shyness,

anxiety, lack of confidence, and lack of motivation hinder students

7

from speaking in English class. (Nunan, 1999; Thornbury, 2005 in

Juhana, 2012).

2. Speaking

Speaking is a crucial matter in language teaching and

learning because of a success in learning a foreign language mostly

determined by the ability to speak the language. Ur (1996:120) states

that speaking seems intuitively the most important of other language

skills: people who know a language are referred to as ‘speaker’ of

that language.

F. Graduating Paper Outline

This paper consists of five chapters. Each chapter discusses as

follows: The first chapter tells about the introduction, which consists of the

background of the research, research questions, objectives of the research,

benefits of the research, definitions of the key terms, and graduating paper

outline. The second chapter describes a theoretical framework, a review of

previous research, speaking, psychological factors. The researcher takes some

books written by many experts as references which explain more about

psychological factors and speaking. The third chapter extends the

methodology of research. It discusses the general description of the school,

research design, setting of the research, research methodology, research,

technique of collecting data, data analysis. The fourth chapter presents data

analysis. The fifth chapter is closure which consists of the conclusion and

suggestion. The last parts are references and appendices.

8

CHAPTER II

THEORETICAL FRAMEWORK

A. Review of Previous Researches

Many kinds of research have examined psychological factors that

affect or hinder English speaking performance. Haidara, (2016) conducted

a research entitled “Psychological factor affecting English speaking

performance for the English learners in Indonesia”. The research aimed at

describing the psychological factor that affects negatively the English

speaking performance for the English learners in Indonesia. A descriptive

quantitative design consisted of theoretical review, field notes,

observations, and unstructured interviews. The participants were 20

students. The data were analysed using the interactive analysis technique

developed by Miles and Huberman (1994).

The results of this research reveal that the psychological factor

truly affects negatively the students' English speaking performance.

Although most of the students think that they have a good level of English

vocabulary and grammar, they are insecure while speaking English. Most

of the problems were 1) Fear of making mistakes 2) Felling shy 3) Felling

hesitated 4) Lack of confidence while speaking English finally.

This research is different from Ariyanti (2016) conducted a

research entitled “Psychological factor affecting EFL students’ speaking

performance”. This research is aimed to investigate the psychological

9

barriers faced by Indonesian students which affect their speaking

performance. Moreover, as this research is a qualitative study, direct

observation is done to capture all of the phenomena happened in the

speaking class in a natural setting. In addition, the interview is also

conducted by the researcher to know what psychological factors influence

their oral performance in the class. The research findings from observation

and interview show that the students tend to feel anxious when performing

their speaking because they are afraid of making mistakes. The feeling of

fear of making mistakes, somehow related to the students' lack of self-

esteem in using English so that they often combine their speaking with

their mother tongue. Psychological barriers also appear in the discussion

session, where in this case some students do not want to participate

because they are too, afraid of making mistakes, lack of self-esteem and

motivation so they prefer to keep silent in the class. From the natural

phenomenon happened in the speaking class, it can be concluded that

psychological factors which hinder the students in performing their

speaking are possibly caused by the feeling of too worry of making

mistakes and the lack of self-esteem which are related to shyness and their

anxiety level. By looking at this phenomenon, it is better for the teacher to

give their students assistance so that they can perform their English

speaking better.

Based on the previous researcher above, the researcher believes

that this research is different from those researches, dealing with the

10

methodologies, objects, respondents, and theme. This research focused on

the psychological factors that hinder students in speaking skill in the

classroom. It is different from those preview researches because it is

qualitative study (qualitative descriptive).

B. Speaking

1. The Nature of Speaking Skill

It is mentioned in the literature that, naturally, to speak means to

produce some words representing one’s ideas. “It is a process of

building and sharing meaning through the use of verbal and non-verbal

symbols, in a variety of contexts” (Chaney, 1998 in Juhana, 2012).

According to Juhana (2012:100) In line with the issue, there

have been some relevant researches conducted. Burns and Joyce (in

Nunan,1999); Schwartz (2005); and Thornbury (2005) argue that

psychological factors such as anxiety or shyness, lack of confidence,

lack of motivation, and fear of making mistakes are the factors

commonly that hinder students from speaking.

Another study conducted by Koichi Sato (2003) as cited by

Juhana (2012:100) finds that students of English are not highly

competent in speaking because of their fear of making mistakes. The

same finding is also shared by another research conducted by Billard

(1996) in JIN Yan-hua (2007) who finds that students fail to join in the

English discussion because of their vocabulary problems and fear of

making mistakes resulting in their inability to speak English well. In

11

addition, she says that students find speaking English a stressful

activity especially if they have to perform something using English.

The finding above confirms the result of this study as will be explained

in part of the result findings.

2. Definition of Speaking

Speaking is a crucial matter in language teaching and learning

because of a success in learning a foreign language mostly determined

by the ability to speak the language. Ur (1996, p. 120) states that

speaking seems intuitively the most important of other language skills:

people who know a language are referred to as ‘speaker' of that

language.

Speaking is "a productive skill of four language skills in

language teaching and learning". Thornbury (2005:4) argues that

speaking is interactive and requires the ability to co-operate in the

management of speaking turns, takes place in real time and little time

for planning. Turn-taking should be concerned while a person is

speaking to another. If they are not aware of the turn-taking, both

speakers may speak at the same time and the interaction will not be

effective.

Speaking is an interactive process of constructing meaning that

involves producing and receiving and processing information (Brown,

1994; Burns & Joyce, 1997 in Zyoud, 2016). They say that in

interactive communication, a speaker is simultaneously a listener.

12

Thus, speaking becomes as information-exchange. In other paper,

Chaney (1998:13) proposes that speaking is the process of building

and sharing meaning through the use of verbal and non-verbal symbols

in a variety of contexts.

3. The Important of Speaking

Although English has four skills, speaking may be the most

important skills in English. Mai (2011) she confirms that when people

know or learn a language, they mean being able to speak the language.

She says that it means that when someone is acquiring a language, the

proof the people want to confirm is when the person can speak the

language well, it also happens in English. Besides, Ur (1996) stated

that of all the four skills (listening, speaking, reading, and writing),

speaking seems intuitively the most important. She says that it may be

true because speaking involves a lot of ability within, such as

pronunciation, vocabulary, grammar and even accent. In order to

become well-rounded communicator one needs to be proficient in each

of the four language skills; listening, speaking, reading, and writing,

but the ability to speak skillfully, provides the speaker with several

distinct advantages.

The capacity to express one’s thoughts, opinions, and felling, in

the form of words put together in a meaning way, provides the speaker

with the advantages (Mai, 2011). Therefore, any gaps in

communication result in misunderstandings and problems with the

13

person to communicate with because that person does not understand

the message uttered by the speaker.

4. Basic Types of Speaking

According to Brown (2004:141-142) there are 5 basic types of

speaking:

a. Imitative

At one end of a continuum of types of speaking is the

ability to simply imitate a word or a phrase or possibly a sentence.

This is the simplest way of speaking. When a student can barely

talk in English, she/he can try to imitate what her/his friends or

teacher talk.

b. Intensive

A second type of speaking frequently employed in

assessment contexts is the production of short stretches of oral

language designed to demonstrate competence in a narrow band

of grammatical, phrasal, lexical, or phonological relationships

(such as prosodic elements intonation, stress, rhythm, juncture).

The speaker must be aware of semantic properties in order to be

able to respond, but interaction with an interlocutor or test

administrator is minimal at best.

14

c. Responsive

This type of speaking includes interaction and test

comprehension but at somewhat limited level of a very short

conversation.

d. Interactive

This type is different from responsive on their length and

the complexity of the interaction.

e. Extensive

Extensive speaking includes speeches, oral productions,

storytelling, during which the opportunity for oral interaction

from listeners is highly limited (perhaps to nonverbal responses)

or ruled out altogether.

Brown (2000:251) states two different types of speaking

as follows:

1) Monologue

In monologues, a speaker uses spoken language for any

length of time, the hearer must process long stretches of speech

without interruption. Planned monologues usually manifest

little redundancy and are relatively difficult to comprehend.

While unplanned monologues (impromptu) exhibit more

redundancy, which makes for ease in comprehension, but the

presence of more performance variables and other hesitations

can either help or hinder comprehension.

15

2) Dialogue

Dialogues involve two or more speakers and can be

subdivided into those exchanges that promote social

relationships (interpersonal) and those for which the purpose is

to convey propositional or factual information (transactional).

5. Encouraging the Students to Speak in the Class

According to Harmer (2001:132) he says that in learning

English as a second or foreign language, most students hesitate to use

English to communicate in the class. They tend to use their mother

tongue in all of the interaction during the class. However, in learning

English as a second or foreign language, it is very crucial to use the

language itself during the process of learning the language.

According to Harmer (2001:132) there a number of action which

teacher can take to promote the use of English and explain clearly what

is expected of the students:

a. Set clear guidelines

Students need to know when mother tongue use is

permissible and when it is not. Students need to be aware of when

English is absolutely essential.

b. Choose appropriate tasks

Teachers should choose tasks which the students, at their

level, are capable of doing in English. While there is nothing wrong

with stretching them with challenging activities which engage

16

them, it is clearly counterproductive to set them tasks they are

unable to perform.

c. Create an English atmosphere

If teachers create an English environment, making English

the classroom language as well as the language to be learnt, and

perhaps even anglicising the students’ name, then there will be

more chance of the students making the classroom truly English

themselves.

d. Use persuasion and other inducements

Most teachers go around to the students during the speaking

activities and asking them to keep speaking in English and not

using their mother tongue. Teachers should make an agreement,

encouragement, and persuasion to make the students speak English

most of the time.

In his book, Ur (1996:121-122) states some strategies for

teachers to help their students overcome their problems in

speaking:

1) Use group work

This increases the sheer amount of learner talk going on

in a limited period of time and also lowers the inhibitions of

learners who are unwilling to speak in front of the full class.

2) Base the activity on easy language

17

The level of language needed for a discussion should be

lower than that used in intensive language-learning activities in

the same class. It should be easily recalled and produced by the

participants so that they can speak fluently with the minimum

of hesitation.

3) Make a careful choice of topic and task to stimulate interest

The teacher should set a clearer purpose discussion in order to

make the learner be more motivated and interested in involving

to the activity.

4) Give some instruction or training in discussion skills

If the task is based on group discussion, then include

instructions about participation when introducing it. For

example, tell learners to makes sure that everyone in the group

contributes to the discussion, appoint a chairperson to each

group who will regulate participation.

5) Keep students speaking the target language

The chairperson should remind the participants to use

the target language and later report to the teacher how well the

group managed to keep to it. This will help participants to be

more careful. The other way to keep students speaking the

target language is the teacher checking the group, reminding

them, and giving an example of the use of the language.

18

6. Elements of Speaking

According to Harmer (2001:269-271) the ability to speak

fluently presupposes not only a knowledge of language features but

also the ability to process information and language on the spot.

a. Language Features

Among the elements necessary to spoken production (as

opposed to the production of practical examples in language

drills, for example), are the following:

1) Connected speech: effective speakers of English need to be

able not only to produce the individual phonemes of English

but also use fluent ‘connected speech'. In connected speech,

sounds are modified (assimilation), omitted (elision), added

(linking), or weakened (through contractions and stress

patterning). It is for this reason that we should involve

students in activities designed specifically to improve their

connected speech.

2) Expressive devices: native speakers of English change the

pitch and stress of particular parts of utterances, vary volume

and speed, and show by the other physical and non-verbal

(paralinguistic) means how they are feeling (especially in

face-to-face interaction). The use of these devices contributes

to the ability to convey meanings. They allow the extra

expression of emotion and intensity.

19

3) Lexis and grammars: spontaneous speech is marked by the

use of a number of common lexical phrases, especially in the

performance of certain language functions. There are various

phrases for different functions such as agreeing or

disagreeing, expressing surprise, shock, or approval.

4) Negotiation language: effective speaking benefit from the

negotiation language we use to seek clarification and to show

the structure of what we are saying.

b. Mental/social processing

In part of a speaker’s productive ability involves the

knowledge of language skills such as those discussed above,

success is also dependent upon the rapid processing skills that

taking necessities.

1) Language processing: effective speakers need to able to

process language in their own heads and put it into coherent

order so that it comes out in forms that are not only

comprehensible but also convey the meanings that are

intended. Language processing involves the retrieval of words

and phrases from memory and their assembly into syntactically

and propositionally appropriate sequences. One of the main

reasons for including speaking activities in language lessons is

to help the students develop habits of rapid language

processing in English.

20

2) Interacting with others: most speaking involves interaction

with one or more participants. This means that effective

speaking also involves a good deal of listening, an

understanding of how the other participants are feeling, and a

knowledge of how linguistically to take turns or allow others to

do so.

3) (On-the-spot) information processing: quite apart from our

response to others’ feelings, we also need to be able to process

the information they tell us the moment we get it. The longer it

takes for ‘the penny drop’ the less effective we are as instant

communicators. However, it should be remembered that this

instant response is very culture-specific, and is not prized by

speakers in many other language communities.

7. Characteristics of Speaking

Speaking is very important because it is the main skill to carry

out an effective communication. According to Esther (2014), though

the importance of speaking English is known to everyone, most of the

students do not take steps to improve their language. The students tend

to keep silent during the class and lack of confidence to speak and

interact with the class members. According to Brown (2000:270-271)

the characteristics of spoken language can make speaking difficult:

21

a. Clustering

Fluent speech is phrasal, not word by word. Learners can

organize their output both cognitively and physically (in breath

groups) through clustering.

b. Redundancy

The speaker has an opportunity to make meaning clearer

through the redundancy of language. Learners can capitalize off

this feature of spoken language.

c. Reduced Forms

Contractions, elisions, reduced vowels, etc., all form special

problems in teaching spoken English. Students who don’t learn

colloquial contractions can sometimes develop a stilted, bookish

quality of speaking that in turn stigmatizes them.

d. Performance variable

One of the advantages of spoken language is that the

process of thinking as you speak allows you to manifest a certain

number of performance hesitations, pauses, backtracking, and

corrections. Learners can actually be taught how to pause and

hesitate.

e. Colloquial Language

The students should be well acquainted with the words,

idioms, and phrases of colloquial language and that they get

practice in producing these forms.

22

f. Rate of Delivery

Another salient characteristic of fluency is a rate of

delivery. One of the tasks of the teachers is to help learners achieve

an acceptable speed along with other attributes of fluency.

g. Stress, Rhythm, and Intonation

This is the most important characteristic of English

pronunciation. The stress-timed rhythm of spoken English and its

intonation patterns convey important messages.

h. Interaction

Learning to produce waves of language in a vacuum -

without interlocutors- would rob speaking skill of its richest

component: the creativity of conversational negotiation.

According to Ur (1996:120) proposes some characteristics

of a successful speaking activity as follows:

1) Learners talk a lot: as much as possible of the period time

allotted to the activity is in fact occupied by learner talk.

2) Participation is even: Classroom discussion is or dominated by

a minority of talkative participants: all get a chance to speak,

and contributions are fairly evenly distributed.

3) Motivation is high: learners are eager to speak because they are

interested in the topic and have something new to say about it,

or because they want to contribute to achieving a task

objective.

23

4) Language us of an acceptable level: learners express

themselves in utterances that are relevant, easily

comprehensible to each other, and of an acceptable level of

language accuracy.

8. Challenges in the English Speaking and the Solutions

According to Brown (2009) there are some challenges in the

English speaking and the solutions, as below:

a. Problem found in the speaking class

1) Students do not want to talk or say anything

One of the problems in students feel really shy about

talking in front of other students, there are suffering from a

fear of making mistakes and therefore ‘losing face' in front of

their teacher and their peers. Speaking in front of other people

needs courage, motivation from inside, and outside such as a

joyful atmosphere in the conversation and interesting topic.

Further is because there are students who dominate and almost

intimidating. Another reason for student silence may be that

the classroom activities are boring or pitched at the wrong

level.

Many people have a good ability in English language

skill but when they should communicate in English, they fail to

express their ideas. They are afraid and anxious about saying

something wrong or incomprehensible. One way to encourage

24

students to speak in English is simply to speak English as

much as possible in the classroom.

2) Students keep using their own language.

One problem may teacher's face is that students use

their native language rather than English to perform classroom

tasks. This might happen because they want to communicate

something important, and so they use language in the best way

they know. They have difficulty to say something and because

do not want to lose their face in front of their peers, they think

that they better use their native language and so others can

understand them. This problem also connected with students

does not want to talk or say anything in the foreign language

but they keep using their own language. In this situation, the

teacher can create an English environment and keep reminding

them always use English.

3) It is difficult to handle students in the large classroom.

If the classroom is big, for example, 30 or 40 students

in a classroom, it is clear that the students hardly got a chance

to practice the language, and difficult for them to ask and

receive the individual attention they need. It is hard for the

teacher to make contact with students at the back, to keep good

discipline, also to organize dynamic and creative teaching and

learning sessions. But there are advantages of a large

25

classroom: when there are many students in a classroom they

can share many different ideas, interesting life experiences,

learn to share responsibility and help each other during project

work which can bring variety and speeds up the work.

4) Students are not disciplined in the classroom.

Some students do not pay attention to the lesson given;

they just talk to each other and make some noises. Some come

and go as they like the teacher cannot control them. The

problems may be because the students bored with the activities

or they feel unable to cope with the task given. They show

their frustration by disruptive behavior and loud outbursts. The

discipline of the students in the classroom is related also to the

motivation of the students themselves. If they have low

motivation, it means they have low enthusiasm in following

the classroom which makes the indiscipline the classroom. In

this situation, the teacher can create activities that make

students feel enjoy themselves in the class.

5) The materials do not fulfill the need of students.

Language teacher should attempt to associate the

language they are teaching with the situation outside in the

classroom. Smith (1983) in Freeman (1999) has explained that

people do not learn if they are confused or bored. When school

topics do not relate to students' lives, they may find themselves

26

confused or bored. Moreover, when students cannot

understand the language instruction, they may become

frustrated. The problem is also connected with the students'

motivation.

On the other hand, when students receive

comprehensible input and when the can link school subjects

with their life experiences, the learn (Krashen, 1982). Good

teaching texts for classroom use are not there simply in order

to be read, they lead to comment and interpretation by learners,

and illustrate typical pragmatic uses of lexis and structure.

They have to be fairly short so that other activities besides

comprehension can occur. They have to be ‘appropriately

accessible’. This means "not too difficult for learners to

understand but difficult enough to encourage them to develop

further in the language".

There are four alternatives when the teacher decides the

textbook is not appropriate. The teacher can omit the lesson,

the teacher can replace the textbook lesson with one of the

teacher's own, the teacher can add to what is in the book, and

the last is a teacher to adapt what is in the book (Harmer,

1998:111).

27

6) Students have low motivation to learn English.

Nunan (1991) as cited by Febriyanti (2014), success is

measured in terms of the ability to carry out a conversation in

the (target) language. Therefore, if students do not learn how to

speak or do not get an opportunity to speak in the language

classroom they may soon get de-motivated and lose interest in

learning. Nevertheless, if the right activities are taught in the

right way, speaking classroom can be a lot of fun, raise learner

motivation and make the English language classroom a fun and

dynamic place to study English. Their motivation is more

likely to increase if the students can see how their process of

classroom learning achieves the objective and helps them to

accomplish the success. The development of communicative

skills can only take place if learners have the motivation and

opportunity to express their own identity and to relate to the

people around them (Littlewood, 1981:93). One key increasing

motivation is to use activities matched to the personalities,

learning styles and characteristics of the learners as often as

practically possible.

b. How to encourage students to speak?

It is very important for the teacher to encourage students to

speak in the classroom. If they do not encourage them to use the

language the student's speaking ability will never improve, students

28

usually do not use the target language beyond the classroom. That

is why they need to speak up in the classroom. If the students make

any mistake, the teacher can help to correct their mistakes.

According to Philips, the teacher can do the following things to

help their students to speak:

1) Encourage student interactions

Most of the students feel very shy to speak because they

do not acquire the target language and they are not used to take

part in classroom discussion. Students do not even interact with

other students or keep silent when they are asked to speak

English all the time. Therefore, it is important to create a

comfortable atmosphere in the classroom where students are not

afraid to speak and enjoy communicating with the teacher.

Students have to be given such an atmosphere where they can

speak without any pleasure and stress.

2) Make speaking activities communicative

Speaking activities need to be very interesting to

encourage meaningful interaction between students. If the

speaking activities are not interesting enough and do not provide

an opportunity for students to speak then there is no use of

giving speaking activity. According to Philips (2001) “The aim

of communication activities is to encourage purposeful and

meaningful interaction between students. Communicative tasks

29

are designed so that students have a reason or purpose for

speaking." Therefore, the teacher should give such activities so

that students can share their thought, express their feeling, find

out the real information, discuss and argue.

3) Plan speaking activities carefully

According to Philips (2001) "Speaking activities need to

be very carefully structured at first at lower levels, thus the

students have few demands on them." At the beginning stage,

activities should be easy but good enough for students can use

the target language. Students might not be fluent and accurate in

speaking but they should not remain quiet. When they get used

to communicating then the teacher can introduce more difficult

activities such as role-plays, discussions, debate and problem-

solving tasks.

C. Psychological Factors

The type means factors that come from the individual self or what

the students feel when they are speaking English. According to some

theorists there are 5 kinds of psychological factors that hinder students

from speaking, they are:

1. Fear of Mistake

As argued by many theorists, fear of mistake becomes one of the

main factors of students’ reluctance to speak in English in the

classroom (Tsui in Juhana, 2012:101; Yi Htwe, 2007; Robby, 2010).

30

With respect to the fear of making mistake issue, Aftat (2008) adds

that this fear is linked to the issue of correction and negative

evaluation. In addition, this is also much influenced by the students’

fear of being laughed at by other students or being criticized by the

teacher. As a result, students commonly stop participating in the

speaking activity (Hieu, 2011). Therefore, it is important for teachers

to convince their students that making mistakes is not a wrong or bad

thing because students can learn from their mistakes.

a. Causes of Fear of Mistake

The primary reason for fear of mistake is that students are

afraid of looking foolish in front of other people and they are

concerned about how others will see them (Kurtus, 2001). In

addition, Hieu (2011); Zang (2006) explain that students feel

afraid of the idea of making mistakes as they are worried that

their friends will laugh at them and receive negative evaluations

from their peers if they make mistake in speaking English.

Students' fear of making mistakes in speaking English has been a

common issue especially in an EFL context like in Indonesia. As

argued by Middleton (2009) most EFL students are afraid to try

and to speak in a foreign language they learn. In this context, as

he adds, students do not want to look foolish in front of the class.

In some other cases, they also worry about how they will sound

and are scared of sounding silly and so on.

31

b. Possible Solutions to Overcome Fear of Mistake

In terms of the possible solution to overcome students' fear

of mistakes, Zua (2008) gives several suggestions. First, she

suggests that emotional bonds between students and teachers

should be built. This way, the students are expected to feel

comfortable with their teacher and believe that the teacher will

help them if they make mistake. Second, Zua (2008) further states

that the teacher should improve the students' concentration when

learning English. This can be done, as she suggests, by creating a

supportive learning atmosphere. Finally, the last suggestion is that

the teacher creates a harmonious atmosphere that can reduce

students' nervousness. In this context, how to deal with errors in

conversational English of students is worth discussing and

emphasizes that mistakes in communication are keys to carry out

a communication.

2. Shyness

Shyness is an emotional thing that many students suffer from at

some time when they are required to speak in English class. This

indicates that shyness could be a source of the problem in students'

learning activities in the classroom especially in the class of speaking.

Therefore, paying attention to this aspect is also quite important in

order to help the students do their best in their speaking performance

in the classroom (Gebhard, 2000). In line with this, Baldwin (2011) as

32

cited by Juhana (2012:101) further explains that speaking in front of

people is one of the more common phobias that students encounter

and feeling of shyness makes their mind go blank or that they will

forget what to say. This theory is also supported by the result of this

research in which most students fail to perform the speaking

performance at their best. As they say, their inability to show their

ability in speaking is also influenced much by their feeling of shyness.

In other words, it can be said that shyness plays an important role in

speaking performance done by the students.

a. Causes of Shyness

With regard to the cause of shyness, Bowen (2005); Robby

(2010) they argue that some shy learners are caused by their nature

that they are very quiet. In this case, the students are not very

confident and tend to be shy because most of them find it very

intimidating when speaking English in front of their friends and

teacher. In addition, Saurik (2011) identified that most English

students feel shy when they speak the language because they think

they will make mistakes when they talk. They are also afraid of

being laughed at by their peers. This fact is also found in the data

of this study that students' shyness is their perception on their own

ability. In this sense, they are afraid of being laughed at by their

friends due to their low ability in speaking English.

33

b. Possible Solutions to Overcome Shyness

In terms of the possible solution to overcome shyness,

Pesce (2011) says that it is urgent that teacher creates a friendly and

open classroom environment. By doing this, shy students are hoped

to feel fine of making mistakes in their learning. This way, students

will not worry about their imperfect pronunciation and grammar.

As a result, they dare to speak in their speaking class. Solving the

shyness problem, Chinmoy (2007) suggests that in order to help

students to be more confident in their speaking that convinces

students to look upon shyness as a thing to overcome and do not

fear failure or success. The above solutions to reduce shyness are

worth doing. As said by students involved in this study, their

feeling of shyness needs to be solved. In this case, they need

guidance from their teachers.

3. Anxiety

Anxiety is "a feeling of tension, apprehension, and nervousness

associated with the situation of learning a foreign language" (Horwitz,

2001). Further Nascente (2001:102) writes that, among other affective

variables, anxiety stands out as one of the main blocking factors for

effective language learning. In other words, anxiety influences students

in learning the language. Therefore, paying attention to this factor of

learning should also be taken into consideration.

34

The fact that anxiety plays an important role in students’ learning

is also shared by other researchers like Horwitz (1991) he believes that

anxiety about speaking a certain language can affect students’

performance. It can influence the quality of oral language production and

make individuals appear less fluent than they really are. This explanation

suggests that teachers should make an attempt to create a learning

atmosphere which gives students more comfortable situations in their

learning activity.

a. Causes of Anxiety

Regarding the causes of anxiety, Horwitz and Cope (1986, in

Juhana, 2012:102) based on the findings of their study, found out

three main causes of students’ anxiety i.e. communication

apprehension, test anxiety and fear of negative evaluation. The

communication apprehension refers to the students’ ability to

communicate in the target language. Their low ability in this aspect,

in many cases, causes anxious feeling among many students. The

second causes which are test anxiety deal with students' fear of being

tested. The last cause has to do with other students' evaluation. In

this case, as mentioned above, very often that other students'

evaluation causes anxiety among students themselves. In addition,

fear of being evaluated by their teachers is also another factor

affecting students' anxiety (Liu, 2007; Zhou, et al 2004). All these

show that understanding students better and being skillful in

35

managing classroom should be part of the teachers' concern. As

suggested by Harmer (2007), to reduce this anxiety feeling, teachers

need to pay attention to each students' strengths and weaknesses so

that they can create a learning method which accommodates all

students in the classroom.

b. Possible Solutions to Overcome Anxiety

In order to overcome anxiety, Koichi Sato (2003) on his

research about improving students' speaking skills suggests that

teachers should be more careful about anxiety which can be intense

in students and find techniques that allow students to participate

more in oral activities. In addition, providing students with positive

reinforcement (Keramida, 2009), motivating students (Christophel,

1990; Frymier, 1993 as cited by Juhana, 2009:102) and creating an

easy environment in class are important to be noticed by the teacher

since it can lower students' anxiety, increase their confidence, and

encourage their willingness to communicate (Chan, 2002 as cited by

Juhana, 2012:102). Dealing with anxiety in students' learning, Tsui

(1999) explains that to deal with the reluctant students, teachers

should accept a variety of answers. This way, the students can feel

more confident in answering the teacher questions and participating

in every activity of the class.

36

4. Lack of Confidence

It is commonly understood that students’ lack of confidence

usually occurs when students realize that their conversation partners

have not understood them or when they do not understand other

speakers. In this situation, they would rather keep silent while others do

talking showing that the students are lack of confidence to

communicate. In response to this, Tsui (1999) says that a student who

lack confidence about themselves and their English necessarily suffer

from communication apprehension. This shows that building students'

confidence is an important part of teacher's focus of attention. This

means that the teacher should also learn from both theories and

practical experience on how to build the students' confidence.

a. Causes of Lack of Confidence

Chen (2010:102) state the main cause of students’

confidence is their low ability in speaking English. In this case, as

they add, many students think that their English is bad and feel that

they can’t speak English well. The other cause of students' lack of

confidence also deals with the lack of encouragement from the

teacher (Brown, 2001). In this context, many teachers do not think

those convincing students that they are able to speak English is

important. As a result, as Brown (2001) adds, students find the

learning demotivating rather than motivating. This suggests that

encouragement becomes a vital thing in order to build the students'

37

confidence. Therefore, giving students encouragement and showing

that they will be able to communicate well in English plays a role

in students' success in learning.

b. Possible Solutions to Overcome Lack of Confidence

With regard to the possible solution to overcome the

students' lack of confidence, Ye Htwe (2007) as cited by Juhana

(2012:102) shares the strategy to build students' confidence. He

says that maximizing students' exposure to English is a good way

to build the students' confidence. In line with this, Kubo (2009)

adds that to build students' confidence to speak English, teachers

can provide regular opportunities to practice proper pronunciation

and intonation and to converse freely. By doing this, students will

experience a greater sense of ability to speak English. Therefore the

teacher should create a comfortable atmosphere in which learners

are encouraged to talk in English and are praised for talking.

5. Lack of Motivation

It is mentioned in the literature that motivation is a key to students’

learning success (Songsiri, 2007). With regard to the issue of motivation

in learning, Nunan (1999:101) stresses that motivation is important to

notice in that it can affect students' reluctance to speak in English. In this

sense, motivation is a key consideration in determining the preparedness

of learners to communicate. Zua (2008) further adds that motivation is an

inner energy. She says that no matter what kinds of motivation the

38

learners possess it will enhance their study interest. It has been proven in

many studies that students with a strong motivation to succeed can persist

in learning and gain better scores than those who have the weaker

motivation of success showing that building students motivation to learn

is urgent for every teacher.

a. Causes of Lack of Motivation

With respect to the causes of lack of motivation, Gardner in

Nunan (1999) elaborates the causes of the students' lack of

motivation e.g. uninspired teaching, boredom, lack of perceived

relevance of materials and lack of knowledge about the goals of the

instructional program. These four, as he further says, very often

become the source of students' motivation. Uninspired teaching, for

example, affects students' motivation to learn. In this context, a

monotonous teaching, in many cases, reduces the students'

motivation due to their feeling of boredom. This shows that paying

attention to those four factors is vital. In response to the issue of

motivation, Babu (2010) argues that the lack of motivation in

learning causes students' hesitation to speak English in the

classroom. He says that the background of this situation is that

students are not motivated by the teachers towards the

communication in English. In line with what Babu says, Siegel

(2004, in Juhana, 2012:103) believes that motivation is a product of

good teaching. In his further explanation, Aftat (2008) emphasizes

39

that to motivate students to learn well and actively communicate in

English, teachers should have passion, creativity, and interest in their

students. In other words, students' motivation is really influenced by

the teachers' teaching performance. Therefore, it is important that

teachers also show enthusiasm for their teaching performance.

b. Possible Solutions to Overcome Lack of Motivation

Aftat (2008) suggests that to encourage students' motivation,

teachers should provide constant encouragement and support as well

as ask questions that reveal the basis of a students' problems. Doing

this becomes very important because encouragement also gives

students a feeling of secure and welcome in their learning. Other

suggestions to increase students' motivation are shared by Liu and

Huang (2010) as cited by Juhana (2012:103). They say that to

overcome students' lack of motivation, teachers can do activities like

promoting students' awareness of the importance of English,

enhancing students' interest in English, and developing their self-

confidence.

40

CHAPTER III

METHODOLOGY OF THE RESEARCH

This chapter discusses the methodology of the research which

includes the general situation of the school, research design, setting of the

research and research methodology.

A. The General Situation of SMP N 2 Banyubiru

1. Profile of SMP N 2 Banyubiru

a. Academic year: 2017/2018

b. School:

a) School name: SMP N 2 Banyubiru

b) School statistic: 201.03.22.07.106

c) School type: A

d) School address: Brantas street, Kebumen village, Banyubiru

district, Semarang regency, Central Java

e) Phone and facsimile: (0298) 5992994, Fax (0298) 5993015

f) Email address: smpnduabanyubiru@yahoo.co.id

g) Status of school: State (Negri)

h) Village: Kebumen

i) District: Banyubiru

j) Regency: Semarang

k) Province: Central Java

41

2. The Situation of Education Facilities and Tools

Table 3.1 showed the situation of education facilities and tools of

SMP N 2 Banyubiru in the academic year 2017/2018.

Table 3.1

Education Facilities and Tools

No. Type of Property

Room

Total Area

Amount

(m2)

Condition

1. Classroom 15 209 Fine

2. Library room 1 7 x 12 Fine

3. Physic IPA

Laboratory

1 8 x 12 Fine

4. Biology IPA

Laboratory

1 8 x 12 Medium

5. Skill classroom 1 9 x 7 Fine

6. Multimedia room 1 8 x 12 Fine

7. Art gallery room 1 9 x 7 Fine

8. Language laboratory 1 7 x 10 Fine

9. Computer laboratory 1 7 x 10 Fine

10. PTD - - -

11. Convention hall - - -

12. Activity room 1 9 x 7 Fine

13. Headmaster room 1 3 x 7 Fine

14. Vice headmaster

room

1 3,5 x 3 Fine

15. Home office teacher 1 11 x 3 Fine

16. Administration office 1 12 x 4 Fine

17. Guest room 1 4 x 7 Fine

18. School committee

room

1 7 x 11 Fine

42

19. Storeroom 1 5 x 7 Fine

20. Kitchen 1 3 x 4 Fine

21. Mosque 1 13 x 18 Fine

22. Change room - - -

23. Reproduction room 1 3 x 3 Lack of fine

24. Bathroom/WC of

teachers

2 5 x 2 Fine

25. Bathroom/WC of

students

17 2 x 1,5 Fine

3. The Organization Profession Structure of SMP N 2 Banyubiru

Table 3.2 showed the organization profession structure of SMP N 2

Banyubiru in the academic year 2017/2018.

Table 3.2

The Organization Profession Structure of SMP N 2 Banyubiru

No. Teacher’s name Profession

1. Sri Mulyati, S.Pd Headmaster

2. Fajar Suryono VII C guardian and focus IPA

Teacher

3. Krisman, Amd VII A guardian

4. Ita Mulyati, S.Pd IX A guardian

5. Asih Luthfiati, S.Pd VIII A guardian

6. Drs. Fx. Hariyanto Vice Headmaster

7. Budiyono, S.Pd Indonesian teacher

8. Nur Mualifah, S.Pd Students departement

9. Dra. Sri Rahayu IX C guardian

10. Drs. Joko Purwanto VIII C guardian

43

11. Arina Rakhmandasari, S.Pd VIII E guardian

12. Tri Hartiningsih, S.Pd Curriculum department

13. Nanik Aryanti IX B guardian

14. Rahmad Dhoni Wiryatmo,

S.Pd

IX D guardian

15. Muh. Mawardi Counseling member

16. Ismangil, S.Pd TIK teacher

17. Miskiyatun Nafijah, S.Pd Indonesian teacher

18. Dra. Antonia Sri Noor S.S. VIII D guardian

19. Dyah Harjanti Susilowati,

S.Pd

IX E guardian and English teacher

20. Sumiyati, S.Pd VII B guardian and English teacher

21. Sri Widodo, S.Pd Infrastructure tool and department

22. Rubinah, S.Pd VII D guardian and Indonesia

teacher

23. Drs. Edi Umar TIK teacher

24. Ali Nugroho, S.Ag. Counseling and Penjasorkes teacher

25. Walyati, S.Pd Mulok teacher

26. Alfiatur Rosyidah, S.Pd English teacher

4. The Situation of Students

Table 3.3 showed the situation of students of SMP N 2 Banyubiru

in the academic year 2017/2018.

Table 3.3

The Situation of Students

No. Classs Total Male Female Group of All

1. VII 5 76 82 160

2. VIII 5 68 83 159

44

3. IX 5 71 82 153

Total 15 221 249 472

5. Books Collection in the Library

Table 3.4 showed books collection in the library of SMP N 2

Banyubiru in the academic year 2017/2018.

Table 3.4

Books Collection in the Library of SMP N 2 Banyubiru

No. Kind of Books Amount Condition

Demage Fine

1. Subject matter books

(all)

8.602 - 8.602

2. Read books (novel,

science book,

storybook, etc.)

308 - 308

3. Reference book

(dictionary,

encyclopedia, etc.)

92 32 60

4. Journal - - -

5. Magazine 600 - 600

6. Newspaper 2 - 2

7. Others - - -

Total 9.604 32 9.572

45

B. Research Design

Before doing the research, the researcher arranged a research

design. Considering the purposes of the research and the nature of the

problems, this research was qualitative study.

This research was a case study research. A case study is a study to

examine the cause and effect. In this research, the researcher used a case

study design (open-ended questionnaires) to find out students perspective

related to the psychological factors that hinder them from speaking, at the

seventh-grade students of SMP N 2 Banyubiru in the academic year of

2017/2018.

C. Setting of the Research

1. Location of the Research

This research was carried out at SMP N 2 Banyubiru, Brantas

street, Kebumen Village, Banyubiru District, Semarang Regency,

Central Java Province phone number (0298) 5992994, Fax (0298)

5993015.

2. Time Setting of the Research

The time of the research was March 29- April 14, 2018

3. Schedule of the Research

Table 3.5 showed the schedule of the research.

46

Table 3.5

Schedule of the Research

Step Date and Time Activities

1. March 29, 2018 The researcher interviewed the teacher

2. April 7, 2018 The researcher observed the class of

VII A and VII B class

3. April 10, 2018 The researcher gave the questionnaires

to the students of VII A class

4. April 14, 2018 The researcher gave the questionnaires

to the students of VII B class

5. Mei- Agust 2017 The researcher wrote the report of the

research

D. Research Methodology

1. Research setting and participants

The study was undertaken at SMP N 2 Banyubiru, Semarang.

The participants consisted of 64 seventh grade students to find out

students perspective related to the psychological factors that hinder

them in speaking skill in the classroom.

2. Data Sources

a. Participants

The participants of the research were seventh-grade students

of SMP N 2 Banyubiru in the academic year of 2017/2018. The

seventh-grade students of SMP N Banyubiru were divided into five

classes. They were class VII A, VII B, VII C, VII D, and VII E.

47

There were 30-32 students in each class. The total number of the

participant is 160 students.

Table 3.6 showed the list of participants of SMP N 2

Banyubiru in the academic year 2017/2018.

Table 3.6

List of participants

Class Total

VII A 32

VII B 32

VII C 32

VII D 32

VII E 32

TOTAL 160

3. Techniques of Collecting Data

This study employed three techniques of collecting data namely

classroom observations, questionnaires, and documentation. The

observation was carried out to find out students' participation and

responses in speaking activity. The documentation collected the data

sources from the school. Open-ended questionnaires were addressed to

get their responses in a form of written data. In this study, the

questionnaires consisted of five numbers of choices related to

48

psychological factors that hinder them from speaking in which

students can select their answers.

Table 3.7 showed the items of the questionnaires:

Table 3.7

Questionnaire Items

Choose one of the following factors and answer the questions.

From these factors below, which one that hinder you the most

from speaking English in the class.

1. Fear of mist

1. Fear of Mistake

Why? (what are the causes of fear of mistake?)

........................................................................................

What are the solutions you do to overcome your fear of mistake?

.......................................................................

2. Shyness

2. Shyness

Why? (what are the causes of your shyness?)

............................................................................................

What are the solutions you do to overcome your shyness?

............................................................................................

3. Anxiety

49

3. Anxiety

Why? (what are the causes of your anxiety?)

...........................................................................................

What are the solutions you do to overcome your anxiety?

...........................................................................................

4. Lack of confidence

4. Lack of Confidence

Why? (what are the causes of your lack of confidence?)

............................................................................................

What are the solutions you do to overcome your lack of

confidence? ........................................................................

5. Lack of motivation

5. Lack of Motivation

Why? (what are the causes of your lack of motivation?)

..........................................................................................

What are the solutions you do to overcome your lack of

motivation? .....................................................................

a. Data Collection

The purpose of data collection is getting some facts, information,

and other supporting data. The researcher used some methodologies to get

50

the data such as classroom observations, questionnaires, and

documentation. In this research, the data was taken from:

1) Classroom Observations

Observation is a preplanned research tool which is carried out

purposefully to serve research question and objectives. When using

this method, the researcher observed the “classroom interactions and

events, as they actually occur” (Burns, 1999:80 in Zohrabi, 2013:254).

2) Questionnaires

Questionnaires are doubtless one of the primary sources of

getting data in any research endeavor. However, the critical point is

that when designing a questionnaire, the researcher should ensure that

it is ”valid, reliable and unambiguous” (Richards & Schmidt in

Zohrabi, 2013:254). On the whole, questionnaires can appear in four

types:

a) Closed-ended (or structured) questionnaires. Its allow the

respondents to choose a single option from a multiple choice being

provided of the set answer made the researcher easier to calculate

the data statistically. A plenly classification can be seen into 7

types: (1) leading question, (2) importance questions (3) likert

questions, (4) dichotomous questions, (5) bipolar questions (6)

rating scale questions, and (7) buying propensity questions.

51

b) Open-ended (or unstructured) questionnaires. Its allow the

respondents to answer the set of questions bearing on their feelings

and idea.

c) A mixture of closed-ended and open-ended questionnaires. It is

usually used in the field of social research -the blending between

close-ended and open-ended questionnaires.

d) Pictorial questionnaires. Its used in some promotion of interest to

answer questions.

3) Documentation

Documentation is collecting data by looking or noting of report

that is available (Tanzeh, 2009:66). Documentation technique benefits

in the collecting student’s grade as secondary data to know their

advancement speaking skill, the condition of the teachers, students,

staff, and location of SMP N 2 Banyubiru. In this research, the

researcher will get the data from the school.

The step of collecting the data by getting documentation was as

follow:

a) The researcher collected the documentation was gained with the

help of the English teacher. The researcher got the data of students'

name list, and report of students' development.

b) The researcher collected the data of students' name list, teachers'

name list, sketch of the school and organization structure of the

official SMP N 2 Banyubiru in the academic year of 2017/2018.

52

b. Data Analysis

The researcher used the qualitative data analysis (qualitative

descriptive). The researcher used a questionnaire (open-ended

questionnaires) to get their responses in a form of written data. In this

research, the questionnaires consisted of five numbers of choices related to

psychological factors that hinder students from speaking in the class like

anxiety, shyness, lack of confidence, lack of motivation, and fear of

mistake. In which students can select their answers.

53

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter classifies and answers the research questions in the

first chapter. The finding section covers data presentation and result of

the questionnaire items. After all, the discussions of what has been

described in the findings are the closure of this chapter.

A. Data Presentation

1. Data Presentation of seventh grade of SMP N 2 Banyubiru

The researcher applied for students of VII A and VII B in

SMP N 2 Banyubiru as the participants of the research. The

participants consisted of 64 students, which were 32 students

from VII A class and 32 students from VII B class.

a. The list name of students VII A class could be listed in the

table below:

Table 4.1

Name of Students VII A Class

Number NIS Name M/F

1 3558 ADF M

2 3621 AW F

3 3622 ARWS M

4 3623 ADH F

5 3624 AA F

6 3625 BM F

54

7 3626 DF F

8 3627 DA M

9 3628 DIZ F

10 3629 DEN F

11 3630 DA M

12 3631 DIPR F

13 3632 FI M

14 3633 GCL M

15 3634 GA F

16 3635 HA M

17 3636 JDI M

18 3637 MNSN M

19 3476 MAJ M

20 3638 MYP F

21 3639 MEDH F

22 3640 MA F

23 3641 MIM M

24 3642 MKR M

25 3643 MRK M

26 3644 NSK M

27 3645 RML F

28 3646 RDS F

29 3647 S F

30 3648 TSNS F

31 3649 ZM F

32 3650 ZNA F

55

b. The list name of students VII B class could be listed in the

table below:

Table 4.2

Name of Students VII B Class

Number NIS Name M/F

1 3651 AM F

2 3652 AAAM M

3 3653 AS F

4 3654 AL F

5 3655 ANS F

6 3656 ARR F

7 3657 BH M

8 3658 DUA F

9 3659 DN F

10 3660 FHA F

11 3661 FAR M

12 3662 FK M

13 3663 FCS F

14 3664 GW M

15 3665 HS M

16 3666 JH M

17 3667 KR M

18 3668 MA F

19 3669 MZ F

20 3670 MA M

21 3671 MARS M

22 3672 MM M

56

23 3673 MZN M

24 3674 NFLR F

25 3675 NER F

26 3676 NIH F

27 3677 PI F

28 3678 RZM M

29 3679 SDA M

30 3680 WMS F

31 3881 YTA F

32 3682 ZNZ F

B. Data Analysis

1. Causes of Psychological Factors

The following are the result of questionnaire items from the

students' perspective in terms of the causes of psychological

factors that hinder them from practicing speaking in the class.

This information is taken from P (Participant), #ABC (the initial

name of participant), A/B (the class of the participant), “….” (the

respond of the participant).

a. Anxiety

To turn to the cause of anxiety, students said that they

felt anxious to speak because they got nervous and fear what

they said was wrong as noted by P#DA (A), P#FI (A),

P#MNSN (A), P#MAJ (A), P#MKR (A), P#S (A), P#AL (B),

P#BH (B), P#FHA (B), P#HS (B), P#MZ (B):

57

P#DA (A): “I usually speak Javanese both in the class and

outside the class”.

P#FI (A): “English has difficult words, and difficult to adapt

its accent”.

P#MNSN (A): “English is not my daily communication, I am

nervous when I speak English”.

P#MAJ (A): “I can’t speak English”.

P#MKR (A): “I get difficulty in understanding English words

moreover memorizing”.

P#S (A): “I do not understand”.

P#AL (B): “My English is weak. I am afraid if another person

does not understand what I say”.

P#BH (B): “being anxious because I do not understand”.

P#FHA (B): “I am anxious because English has difficult

words and I do not understand”.

P#HS (B): “I am anxious because English is difficult, I do not

understand”.

P#MZ (B): “Because I get difficult in pronunciation and

seldom to read English words, people will not

understand if I speak English”.

Based on the answers from the students above, the

words that are underlined show anxiety expression.

58

These are line with what Liu, (2007); Macintyre &

Gardner, (1989) as cited in Juhana (2012) arguing that error

and afraid of being evaluated are the causes of anxiety that

make students very anxious in learning oral English. In this

case, they are aware their performance is being evaluated by

their peers and teachers.

b. Shyness

Regarding shyness, it is the most frequently chosen by

the students as their hindrance to speaking English in the

class. With respect to the cause of shyness, some students

answered that the felt shy due to their nature as shy persons.

This was presented by P#AW (A), P#ADH (A), P#BM (A),

P#DF (A), P#DA (A), P#GA (A), P#HA (A), P#MYP (A),

P#MA (A), P#NSK (A), P#RML (A), P#RDS (A), P#TSNS

(A), P#ZM (A), P#AAA (B), P#ANS (B), P#FAR (B), P#FK

(B), P#JH (B), P#MA (B), P#WMS (B):

P#AW (A): “Felling shy because I don’t understand and shy

to make mistake”.

P#ADH (A): “Sometimes I am shy”.

P#BM (A): “Shy and not confident to speak in front of the

class”.

P#DF (A): “Being shy, if I speak English, I will be laughed”.

P#DA (A): “Being shy to another person”.

59

P#GA (A): “Shy if I make mistake and will be laughed”.

P#HA (A): “I am shy moreover in front of many people”.

P#MYP (A): “I am shy if I mispronounce the English words”.

P#MA (A): “I am shy if I make mistakes”.

P#NSK (A): “I am shy to speak English because of lack of

vocabulary”.

P#RML (A): “English has difficult words to pronounce and

will be laughed by friends if someone speaks

English”.

P#RDS (A): “I get difficulty to speak English, because

English is not my language, moreover if the teacher

has me speak in front of the class”.

P#TSNS (A): “Being shy because many people/students will

pay attention to me when I speak English”.

P#ZM (A): “Because I am shy students”.

P#AAA (B): “Shy because I usually speak Indonesia and

Javanese”.

P#ANS (B): “I feel shy in front of many people”.

P#FAR (B): “Afraid to be seen many students”.

P#FK (B): “Shy to be seen many people and afraid to make

mistakes”.

P#JH (B): “Afraid to make mistake”.

P#MA (B): “Being shy because many people see”.

60

P#WMS (B): “Being shy”.

Based on the answers from the students above, the

words that are underlined show shyness expression.

The comments are in line with Bowen (2005); Robby

(2010) as cited by Juhana (2012) arguing that some shy

learners are caused by their nature. This needs teachers' effort

to keep encouraging their students to build their self-

confidence.

c. Fear of Mistake

With respect to the cause of fear of mistake, some

students answered this kind of hindrance made them reluctant

to speak English in the class. Some of them mentioned that

the cause of their fear of mistake was they were afraid of

being laughed as represented by Participants P#ARWS (A),

P#AA (A), P#GCL (A), P#MIM (A), P#MRK (A), P#ZNA

(A), P#AM (B), P#AS (B), P#DUA (B), P#GW (B), P#MM

(B), P#MZN (B), P#NER (B), P#PI (B), P#SDA (B)

comments:

P#ARWS (A): “I do not understand English”.

P#AA (A): “ I can’t arrange English words”.

P#GCL (A): “I do not understand English, if I speak English I

will make many mistakes”.

61

P#MIM (A): “Can't speak English because it's a complicated

language”.

P#MRK (A): “Because English has difficult words”.

P#ZNA (A): “Lack of vocabulary so I am not able to speak

English”.

P#AM (B): “Afraid to mispronounce”.

P#AS (B): “English is difficult; I will make mistakes if I speak

English because I do not understand”.

P#DUA (B): “Afraid to mispronounce”.

P#GW (B): “Afraid to mispronounce”.

P#MM (B): “Afraid to make mistakes, then being mocked by

other friends”.

P#MZN (B): “Afraid to make mistake because I don’t master

English”.

P#NER (B): “Afraid to make mistake such as pronunciation”.

P#PI (B): “Afraid for making mistake”.

P#SDA (B): “Afraid for making mistake”.

Based on the answers from the students above, the

words that are underlined show fear of mistake expression.

Those comments are relevant to the reports by Kurtus

(2001); Frank Middleton (2009) as cited by Juhana (2012)

stating that students are afraid of making mistake because

they are worried that their friends will laugh at them and

62

receive negative evaluations from their peers if they make

mistake in speaking English. This is the condition those

students encountered when they wanted to speak that

eventually hinders them from speaking English class.

d. Lack of motivation

In terms of lacking in motivation, students mentioned

that the cause of their lack of motivation is caused by the

teacher's way of teaching, as P#DIPR (A), P#MEDH (A),

P#KR (B), P#MARS (B) explained:

P#DIPR (A): “ Less concentrate and being confused about

what the teacher teaches”.

P#MEDH (A): “Feeling bored of the way of teaching”.

P#KR (B): “Not focus on the study”.

P#MARS (B): “Lack of motivation”.

Based on the answers from the students above, the

words that are underlined show lack of motivation expression.

The facts are in line up within Nunan (1999); Babu

(2010) as cited by Juhana (2012) stressing that motivation is a

product of good teaching, not its prerequisite, students are

unmotivated and unwilling to speak English in the classroom

among others are because of uninspiring teaching and lack of

appropriate feedback. Therefore teacher should concern about

63

this issue since motivation is a key consideration in

determining the preparedness of learners to communicate.

e. Lack of Confidence

With regard to lack of confidence, students found this

feeling as an obstacle for them to speak in English class. The

cause of feeling lack of confidence was their inability to speak

English as P#ADF (A), P#DIZ (A), P#DEN (A), P#JDI (A),

P#ARR (B), P#DN (B), P#FCS (B), P#MA (B), P#NFLR (B),

P#NIH (B), P#RZM (B), P#YTA (B), P#ZNZ (B) explained:

P#ADF (A): “Lack of confident”.

P#DIZ (A): “Lack of confident”.

P#DEN (A): “Feeling lack of vocabulary”.

P#JDI (A): “Feeling not confident, especially when in the

front of the class”.

P#ARR (B): “Because feeling not confidence and many

people and English words are difficult to

understand”.

P#DN (B): “Lack of confident”.

P#FCS (B): “Lack of confident”.

P#MA (B): “Feeling afraid to be laughed by others friends”.

P#NFLR (B): “Because English words are difficult to

pronounce”.

64

P#NIH (B): “Feeling lack of confidence because I don't know

the meaning and lack of vocabulary”.

P#RZM (B): “I am not confident because I don’t study

before”.

P#YTA (B): “Feel lack of confidence because it is not my

habit”.

P#ZNZ (B): “Feel lack of confident because of lack of

vocabulary”.

Based on the answers from the students above, the

words that are underlined show lack of confident expression.

This is in line with Brown (2001); Eli (1986) as cited

by Juhana (2012) stating that students lack confidence and

feel that they cannot speak English because they think that

they do not have the ability to speak English well and their

limited knowledge of the language. This kind of feeling, for

sure, hinders them from trying to speak English. The teachers

should concern with this issue since it will influence students'

achievement and participation as Han (2010); Kubo (2009) as

They said that speaking ability and aural comprehension can

inhibit learning achievement when second language students

have lack of confidence in their class participation.

65

2. Possible Solution to Overcome the Psychological Factors

The following are some possible solutions proposed by

students concerning their hindrance to practice their speaking in

English class.

a. Anxiety

To turn to possible solution to overcome anxiety some

students expected that their teachers should motivate them to

speak English as noted by P#DA (A), P#FI (A), P#MNSN

(A), P#MAJ (A), P#MKR (A), P#S (A), P#AL (B), P#BH

(B), P#FHA (B), P#HS (B), P#MZ (B):

P#DA (A): “Try to speak English even combination both

English and Indonesia”.

P#FI (A): “Learn, understand and practice”.

P#MNSN (A): “I should practice my English every time”.

P#MAJ (A): “Learn English and practice every time”.

P#MKR (A): “Learn to understand and memorize more”.

P#S (A): “The teacher should be firm to the students so that

the students will pay attention to the explanation”.

P#AL (B): “I should learn English and master it”.

P#BH (B): "I need to study diligently".

P#FHA (B): “I should study English and read more English

article”.

P#HS (B): “I should learn more about English”.

66

P#MZ (B): “Learn English deeply”.

Based on the explanation above, it could be concluded

that the most solution which was provided was studying more

and mastering English, so the students would not feel anxious

to speak English, and the teacher should pay attention more

to the students and give motivation.

The expectation coincides with the argument that

provides students with positive reinforcement, motivate

students and create an easy environment in class are important

to be noticed since it can lower students’ anxiety, increase

their confidence, and encourage their willingness to

communicate (Noon-ura, 2008; Kitano, 2001 in Juhana,

2012). Teachers should concern with this finding since it is

proof that students need motivation from their teachers.

Motivation from the teachers can give great effect to students

when they are trying to speak English to express their ideas.

This condition relates to the importance of motivation since it

is an inner energy (Zua, 2008). It has been proved that

students with a strong motivation to succeed can persist in

learning.

b. Shyness

With respect to overcome shyness, some students

mentioned that they should do more practice to speak English

67

to reduce their shyness as P#AW (A), P#ADH (A), P#BM

(A), P#DF (A), P#DA (A), P#GA (A), P#HA (A), P#MYP

(A), P#MA (A), P#NSK (A), P#RML (A), P#RDS (A),

P#TSNS (A), P#ZM (A), P#AAA (B), P#ANS (B), P#FAR

(B), P#FK (B), P#JH (B), P#MA (B), P#WMS (B):

P#AW (A): “Be confident and learn English”.

P#ADH (A): “Learn and dare to practice English”.

P#BM (A): “Brave myself to speak English with friends”.

P#DF (A): “I will learn English and brave myself not to be

shy”

P#DA (A): “Dare myself”.

P#GA (A): “Learn more English!”.

P#HA (A): “Be dare and confident in front of many people”.

P#MYP (A): “Understand and learn how to pronounce

English words”.

P#MA (A): “Learn English more and understand it”.

P#NSK (A): “Study more, memorize vocabulary then be dare

to speak”.

P#RML (A): “I should study more, learn how to pronounce

and memorize more vocabulary”.

P#RDS (A): “Learn more in order to be able to speak

English”.

P#TSNS (A): “Try to be dare and learn to speak English”.

68

P#ZM (A): “Be dare and learn English more”.

P#AAA (B): “Learn English in order to be able to pronounce

English words”.

P#ANS (B): ‘Be more confident”.

P#FAR (B): “Be Confident”.

P#FK (B): “Be Confident”.

P#JH (B): “Be Confident”.

P#MA (B): “Be Confident”.

P#WMS (B); “Try to be confident”.

Based on the explanation above, it could be concluded

that the most solution which was provided was building the

confidence, and practicing speaking English more.

What they expected is consistent with the argument that

one way to overcome students' shyness is to give students to

take the opportunity to practice a lot. It will improve their

skills in speaking. This condition for sure will make them get

used to trying to speak (Yeon Lim, 2003).

c. Fear of Mistake

With regard to fear of mistake, the students gave the

solution to overcome this difficulty. Some of them wrote that

improving self-confidence became the solution to conquer

their fear of mistake. This solution among others was

mentioned by R#3, R#6, R#23. P#ARWS (A), P#AA (A),

69

P#GCL (A), P#MIM (A), P#MRK (A), P#ZNA (A), P#AM

(B), P#AS (B), P#DUA (B), P#GW (B), P#MM (B), P#MZN

(B), P#NER (B), P#PI (B), P#SDA (B) comments:

P#ARWS (A): “Learn English diligently”.

P#AA (A): “Learn how to arrange the English words based

on the correct grammar”.

P#GCL (A): “Dare to speak English”.

P#MIM (A): “Try to understand and memorize English

words”.

P#MRK (A): “Practice speaking English every day”.

P#ZNA (A): “Enrich vocabulary so I can speak English

well”.

P#AM (B): “Learn to pronounce English words”.

P#AS (B): “May not give up, keep studying diligently and

learn to practice English”.

P#DUA (B): “Learn how to pronounce the words”.

P#GW (B): “Pay attention when the teacher teaches”.

P#MM (B): “Study diligently”.

P#MZN (B): “Teacher should motivate the students”.

P#NER (B): “Memorize difficult vocabularies”.

P#PI (B): “Study more diligently”.

P#SDA (B): “Study diligently”.

70

Based on the explanation above, it could be concluded

that the most solution which was provided was studying more

included grammar, pronunciation and enriching vocabulary.

Students feel afraid of making mistake as they are

worried that their friends will laugh at them and receive

negative evaluations from their peers if they make mistake in

speaking and they are afraid of looking foolish in front of

other people (Kurtus, 2001; Kim, 2006 and Frank Middleton,

2009 as cited by Juhana, 2012). Thus. It’s very necessary for

the teachers to convince their students that they do not have to

worry to express their ideas by speaking since the language is

a foreign language that everyone in the class is also studying

the language. In others words, it's natural if they make

mistake.

d. Lack of Motivation

In terms of lack of motivation, some students shared

their solutions to overcome lack of motivation. The following

are the excerpts of their solutions to overcome their lack of

motivation: P#DIPR (A), P#MEDH (A), P#KR (B), P#MARS

(B) explained:

P#DIPR (A): “Concentrate when the learning process runs”.

P#MEDH (A): “Be creative”.

P#KR (B): "Try to understand what the teacher says".

71

P#MARS (B): “Not to talk in the class”.

Based on the explanation above, it could be concluded

that the most solution which was provided was paying

attention to the teacher's explanation, the teacher gave

creative and innovative learning process, and motivation to

the students.

These solutions are in the line with Aftat’s (2008)

suggestion that in order to encourage students' motivation

teachers should provide constant encouragement and support

and ask the question that reveals the basis of a student's

problems.

e. Lack of Confidence

Regarding lack of confidence, some students

addressed the solutions and suggestions either for themselves

or for the teachers. They said that they tried to be calm and

convinced themselves that they can do it as R#7 told so.

P#ADF (A), P#DIZ (A), P#DEN (A), P#JDI (A), P#ARR (B),

P#DN (B), P#FCS (B), P#MA (B), P#NFLR (B), P#NIH (B),

P#RZM (B), P#YTA (B), P#ZNZ (B) explained:

P#ADF (A): “Try to dare to speak in front of the class”.

P#DIZ (A): “Try to be more confident”.

P#DEN (A): “Memorizing more vocabulary diligently”.

P#JDI (A): “Most speak English in the class”.

72

P#ARR (B): “Memorize more vocabularies”.

P#DN (B): “To be more confident”.

P#FCS (B): “Try to be more confident”.

P#MA (B): “Try to be confident in front of many people”.

P#NFLR (B): “Learn English diligently and memorize more

vocabularies”.

P#NIH (B): “Try to be confident by paying attention to what

the teacher teaches”.

P#RZM (B): "Study before coming to the class, so I will

understand what the teacher will give and I will

able to explain and teach my friends".

P#YTA (B): “Learn to be confident”.

P#ZNZ (B): “Try to be confident and learn and memorize

vocabulary”.

Based on the explanation above, it could be concluded

that the most solution which was provided building self-

confidence.

These suggestions relate to the idea of the importance

of maximizing students’ exposure to English and allowing

students to experience repeated success with second language

use as the strategies to build students’ confidence (Benson,

1991; Dornyei, 2001 in Juhana, 2012).

73

Based on the explanation above, it can be concluded

that most students have psychological factors in terms of

practicing speaking skill in the classroom. Of the five

psychological factors, shyness ranges first (33%), while fear

of mistake is the second (24%), followed by lack of

confidence (20%), anxiety (17%), and the last is lack of

motivation (6%).

The distribution of the psychological factors that

hinder students in speaking skill in the classroom:

1. Shyness: P#AW (A), P#ADH (A), P#BM (A), P#DF (A),

P#DA (A), P#GA (A), P#HA (A), P#MYP (A), P#MA

(A), P#NSK (A), P#RML (A), P#RDS (A), P#TSNS (A),

P#ZM (A), (B), P#FAR (B), P#FK (B), P#JH (B), P#MA

(B), P#WMS (B): Total (21) = (33%).

2. Fear of Mistake: P#ARWS (A), P#AA (A), P#GCL (A),

P#MIM (A), P#MRK (A), P#ZNA (A), P#AM (B), P#AS

(B), P#DUA (B), P#GW (B), P#MM (B), P#MZN (B),

P#NER (B), P#PI (B), P#SDA (B): Total (15) = (24%).

3. Lack of Confidence: P#ADF (A), P#DIZ (A), P#DEN

(A), P#JDI (A), P#ARR (B), P#DN (B), P#FCS (B),

P#MA (B), P#NFLR (B), P#NIH (B), P#RZM (B),

P#YTA (B), P#ZNZ (B): Total (13) = (20%).

74

4. Anxiety: P#DA (A), P#FI (A), P#MNSN (A), P#MAJ

(A), P#MKR (A), P#S (A), P#AL (B), P#BH (B), P#FHA

(B), P#HS (B), P#MZ (B): Total (11) = (17%).

5. Lack of Motivation: P#DIPR (A), P#MEDH (A), P#KR

(B), P#MARS (B): Total (4) = (6%).

This needs further concern that the teachers should

be aware of the fact that the students were shyness is the

biggest problem that they have in speaking. This

awareness is highly needed since encouraging the

environment in the classroom in which students need to

feel easy or comfortable is one of the supporting factors to

make students speak. The teachers should actually try to

find out the reason why the students did not want to speak

in speaking class when they found that the students were

passive.

75

CHAPTER V

CLOSURE

A. Conclusions

Based on the results of the research and discussion that has been

presented in the previous chapter, it can be concluded that students have

psychological factors such as shyness, anxiety, fear of mistake, lack of

motivation, lack of confidence and the like hinder them from practicing

their speaking in the class. The factors, like shyness, were commonly

psychological factor for the most participants. In addition in terms of fear

of making mistakes were commonly caused by not understand English

such as grammar, pronunciation, etc.

The study reveals that most students have psychological factors in

terms of practicing speaking skill in the classroom. Of the five

psychological factors, shyness ranges first (33%), while fear of mistake is

the second (24%), followed by lack of confidence (20%), anxiety (17%),

and the last is lack of motivation (6%).

To turn to the possible solution to overcome the psychological

factors that hinder students in speaking in the classroom the students

believed that motivating them to be more confident to speak in worth

considering. In this sense, motivating students to speak in English, to some

extent, encourages them to actively participate in speaking in the

classroom.

76

B. Suggestions

Based on the conclusion above, the researcher puts forward the

following suggestions:

a. For the students

The students should learn more English and pay attention to the

teacher's explanation.

The students should be more practicing speaking skill in the

classroom.

b. For the teacher

The teacher should motivate them to be more confident to speak

English is worth considering.

The English teacher should be more aware of their students' hindrance'

to speak English in the classroom.

BIBLIOGRAPHY

Aftat, Mukhtar. 2008. Motivation and Genuine Learning. [Online] Available:

http://www.englishteacher1.com/motivation.html (March 20,

2018).

Arikunto, S. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik. 13th Ed.

Jakarta: PT. Rineka Cipta.

Ariyanti, 2016. Psychological Factors Affecting EFL Students’ Speaking

Performance. Indonesia: Widya Gama Mahakam University.

Babu, Ramesh. 2010. Teaching Spoken English for Non-native Students:

Problem, Solutions and techniques. [Online] Available:

http://www.eltweekly.com/elt-newsletter/2010/06/60-article-

teaching-speaking-english-for-non-native-students-problems-

solutions-and-techniques-by-a-remesh-babu/. (March 20, 2018).

Bowen, Tim. 2005. Methodology: Shy Students, An Article Offering and

Advice Teaching Shy Students. [Online] Available:

http://www.onestopenglish.com/support/ask-the-

expers/methodologyquestion/methodology-shy-students/146385.

Article (April, 2018)

Brown, H.D. 2001. Teaching by Principles. An Interactive Approach to

Language Pedagogy. Englewood Cliffs: Prentice Hall.

Chinmoy, Sri. 2007. How to Overcome Shyness. [Online] Available:

http://srichinmoybio.co.uk/2007/07/how-to-overcome-

shyness.html. (April 2, 2018).

Diem, C. D 2011. Perpustakaan, Kepustakaan, dan Keaksaraan: Model

Pembelajaan EYL. Palembang: Sriwijaya University.

Febriyanti, E.R. 2014. Teaching Speaking of English as Foreign Language,

Problems and Solutions. Bnjarmasin: FKIP Universitas Lambung

Mangkurat.

Haidara, Y. 2016. Psychological Factor Affecting English Speaking

Performance for the English in Indonesia. Mali: Unilingual

English, University of Bamako.

Han, Eunhee. 2010. Academic Discussion Tasks. A Study of EFL Students’

Perspectives. Asian EFL Journal, Vol. 9, No. 1, pp 9.

Harmer, Jeremy. 1998. How to Teach Language: An Introduction to the

Practice of Language Teaching. Addison Wesley Longman

Limited.

Harmer, Jeremy. 2007. How to Teach English. China: Pearson Education

Limited.

Horwitz, Elaine. K. 2001. Foreign Language Classroom Anxiety. Joann Cope

Source: The Modern Language Journal, Vol.70, No.2

Jamila, M. 2014. Lack of Confidence, A Psychological Factor Affecting

Spoken English of University Level Adult Learners in Bangladesh.

India: University Level Adult Learners.

Juhana, 2012. Psychological Factors That Hinder Students from Speaking in

English Class. Journal of Education and Practice. Tangerang: The

English Department, Indonesia Open University. ISSN 2222-

288X.

Kubo, Michael. 2009. Extensive Pair Taping for College Students in Japan:

Action Research in Confidence and Fluency Building. [Online]

Available: http://accentasasia.org/3-1/kubo.pdf. (March 20, 2018).

Leong, L.M. & Ahmadi, S.M. 2017. An Analysis of Factor Influencing

Learners’ English Speaking Skill. International Journal of

Research in English Education. Iran: University Sains Malaysia,

University of Guilan, Rasht.

Littlewood, William. 1981. Communicative Language Teaching. An

Introduction. Cambridge: Cambridge University Press.

Maher, A.M. 2016. Problems and Difficulties of Speaking That Encounter

English Language Students at Al Quds Open University.

International Journal of Humanities and Social Science Invention.

Palestina: Al Quds Open University.

Middleton, Frank. 2009. Overcome Your Fear of Speaking Foreign

Language. [Online] Available:

http://www.eslteachersboard.com/cgi-

bin/language/index.pl?page=2;read=1071 (March 14, 2018).

Nescente, Renata Maria M. 2001. Practical Ways to Help Anxious Learners.

[Online] Available:

http://www.telus.net/linguisicsissues/anxious.html (April, 2018).

Nunan, D. 1999. Second Language Teaching & Learning. USA:

Heinle&Heinle Publisher.

Pinter, A. (2006). Teaching Young Learners. Oxford: Oxford University

Press.

Prasetyo, M. D. 2014. Using Podcast to Improve Students’ Listening

Comprehension on Descriptive Text. Palembang: Sriwijaya

University, Palembang, South Sumatera, Indonesia.

Richard, J.C. 2008. Teaching Listening and Speaking: From Theory to

Practice. Cambridge: Cambridge Press University.

Robby, S. 2010. Conquer Your Fear of Making Mistakes when Speaking

English. [Online] Available: http://englishharmony.com/conquer-

fear-of-making-mistakes-when –Speaking-English/. (March 15,

2018).

Sato, K. 2003. Improving Our Students Speaking Skills: Using Selective

Error Correlation and Group Work to Reduce Anxiety and

Encourage Real Communication. Japan: Akita Prefectural.

Saurik, 2011. Learning English the Easy Way. [Online] Available:

http://guids.wikinut.com/Learning-English-The-Easy-

Way/2wuchx26/. (March 15, 2018).

Sugiyono, 2009. Metode Penelitian Kuantitatif Kualitatif dan R & D.

Bandung: Alfabeta.

Tanzeh, A. 2009. Pengantar Metode Pendidikan. Yogyakarta: Teras.

Thornbury, S. 2005. How to Teach Speaking. Essex: Pearson Education

Limited.

Ur, P. 1996. A Course in Language Teaching. Cambridge University Press.

Widyaningrum, I. 2017. Investigating Factors Hindering Students’ Speaking

Performance. English Education Department College of Language

Sultan Agung Islamic University. Semarang; Sultan Agung Islamic

University.

Wiyanah, S. 2015. Improving Listening Skill Using Podcast for English

Department Students of UPY. Action Research. Yogyakarta:

Lembaga Penelitian, Universitas PGRI Yogyakarta, Indonesia.

Yeon Lim, Hye. 2003. Successful Classroom Discussion with Adult Koran

ESL/EFL Learners. The Internet TESL Journal, Vol. IX, No. 5,

May 2003.

Zhiping, D. 2013. Anxiety of Speaking English in Class Among International

Students in A Malaysian University. International Journal of

Education and Research.

Zohrabi, M. 2013. Mixed Method Research: Instruments, Validity, Reliability

and Reporting Findings. University of Tabriz. Iran.

Zua, Li. 2008. Exploring the Affective Factors Influencing Teaching of

Spoken English. [Online] Available:

http://okarticle.com/html/Thesis/20080104/26.html. (May 12,

2018).

APPENDICES OF

THE

GRADUATING

PAPER

CURRICULUM VITAE

Full name : Muhammad Misbakhul Munir

Nick name : Misbah

Date of Birth : October, 17th 1995

Address : Duwet RT 1 RW 3, Mantingan, Salam, Magelang

Mobile phone : 082336995779

Faculty : English Education Department

Education history :

1. RA Maarif Mantingan graduated in 2002

2. MI Maarif Mantingan graduated in 2008

3. MTs NU Salam graduated in 2011

4. MA TERPADU Benda, Sirampog, Brebes graduated in 2014

5. IAIN Salatiga Graduated in 2018

RESEARCH ACTIVITIES

A. Interview The Teacher

B. Doing Observations in The Class

1. VII A Class

2. VII B Class

C. Giving The Questionnaire Items

1. VII A Class

2. VII B Class

A. Questionnaire Items

Pilih salah satu faktor-faktor dibawah ini dan jawab pertanyaannya.

Dari faktor-faktor dibawah ini. Faktor manakah yang paling

menghambat kamu dalam berbicara bahasa Inggris di kelas:

1. Kecemasan

- Kenapa? (apa yang menyebabkan kamu merasa cemas?)

......................................................................................................

- Solusi apa yang kamu lakukan untuk menangani

kecemasanmu?

......................................................................................................

2. Malu

- Kenapa? (apa yang menyebabkan kamu merasa malu?)

......................................................................................................

- Solusi apa yang kamu lakukan untuk menangani rasa malu?

......................................................................................................

3. Takut Salah

- Kenapa? (apa yang menyebabkan kamu merasa takut salah?)

......................................................................................................

- Solusi apa yang kamu lakukan untuk menangani rasa takut

salah?

......................................................................................................

4. Kurangnya Motivasi

- Kenapa? (apa yang menyebabkan kamu merasa kurang

motivasi?)

......................................................................................................

- Solusi apa yang kamu lakukan untuk menangani rasa kurang

motivasi?

.......................................................................................................

5. Kurang Percaya Diri

- Kenapa? (apa yang menyebabkan kamu kurang percaya diri?)

.......................................................................................................

- Solusi apa yang kamu lakukan untuk menangani rasa kurang

percaya diri?

.......................................................................................................

A. Questionnaire Items

Choose one of the following factors and answer the questions.

From these factors below, which one that hinder you the most

from speaking English in the class:

1. Anxiety

1. Anxiety

- Why? (what are the causes of your anxiety?)

..........................................................................................

- What are the solutions you do to overcome your

anxiety?

..........................................................................................

2. Shyness

- Why? (what are the causes of your shyness?)

..........................................................................................

- What are the solutions you do to overcome your

shyness?

..........................................................................................

3. Fear of Mistake

- Why? (what are the causes of your fear of mistake?)

..........................................................................................

- What are the solutions you do to overcome your fear of

mistake?

..........................................................................................

4. Lack of Motivation

- Why? (what are the causes of your lack of motivation?)

..........................................................................................

- What are the solutions you do to overcome your lack of

motivation?

..........................................................................................

5. Lack of Confidence

- Why? (what are the causes of your lack of confidence?)

..........................................................................................

- What are the solutions you do to overcome your lack of

confidence?

..........................................................................................