STUDENTS SPEAKING PROBLEMS IN INTERPERSONAL SPEAKING …

i

STUDENTS’ SPEAKING PROBLEMS IN INTERPERSONAL

SPEAKING CLASS

THESIS

Submitted in Partial Fulfilment

of the Requirements for the Degree of

Sarjana Pendidikan

Vania Praisela Palijama

112016099

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

2020

ii


SPEAKING CLASS

THESIS



Sarjana Pendidikan


112016099

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

2020

iii


SPEAKING CLASS

THESIS



Sarjana Pendidikan


112016099

Approved by:

Thesis Supervisor Thesis Examiner

Drs. Antonius Wahyana, M.A.

Dra. Martha Nandari, M.A.

iv

v

COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in

any course or accepted for the fulfillment of any degree or diploma in any

university. To the best of my knowledge and my belief, this contains no material

previously published or written by any other person except where due reference

is made in the text.

Copyright@ 2020. Vania Praisela Palijama and Drs. Antonius Wahyana, M.A.

All rights reserved. No part of this thesis may be reproduced by any means

without the permission of at least one of the copyright owners or the English

Language Education Program, Faculty of Language and Arts, Universitas

Kristen Satya Wacana, Salatiga.


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vii

PUBLICATION AGREEMENT DECLARATION

As a member of the (UKSW) Universitas Kristen Satya Wacana academic community, I verify that:

Name : Vania Praisela Palijama Student ID Number : 112016099 Study Program : English Language Education Faculty : Language and Arts Kind of Work : Undergraduate Thesis

in developing my knowledge, I agree to provide UKSW with a non-exclusive royalty free right for

my intellectual property and the contents therein entitled:

STUDENTS SPEAKING PROBLEMS IN INTERPERSONAL SPEAKING CLASS

With this non-exclusive royalty free right, UKSW maintains the right to copy, reproduce, print,

publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit,

broadcast, barter or sell my intellectual property, in whole or in part without my express written

permission, as long as my name is still included as the writer.

This declaration is made according to the best of my knowledge.

Made in: Salatiga

Date: Verified by signee,


Approved by

Thesis Supervisor Thesis Examiner

Drs. Antonius Wahyana, M.A. Dra. Martha Nandari, M.A.

viii

TABLE OF CONTENTS

Cover Page .................................................................................................................i

Inside Cover Page .......................................................................................................ii

Approval Page ...........................................................................................................iii

Pernyatan Tidak Plagiat ..............................................................................................iv

Copyright Statement ...................................................................................................v

Pernyataan Persetujuan Akses .....................................................................................vi

Publication Agreement Declaration .............................................................................vii

Table of Contents ........................................................................................................viii

ABSTRACT ..............................................................................................................1

INTRODUCTION.....................................................................................................2

LITERATURE REVIEW .........................................................................................4

Speaking and Interpersonal Speaking ..........................................................................4

Factors that Cause Speaking Problems ........................................................................5

Strategies to Deal with the Problems ...........................................................................8

Previous Relevant Studies ...........................................................................................9

THE STUDY .............................................................................................................11

Context of the Study ...................................................................................................12

Participants of the Study .............................................................................................12

Data Collection Instruments ........................................................................................13

ix

Data Collection Procedures .........................................................................................14

Data Analysis Procedures ............................................................................................14

FINDINGS AND DICUSSIONS ...............................................................................15

Problems Faced by Students ........................................................................................15

Strategies to Overcome the Problems ..........................................................................21

CONCLUSION .........................................................................................................26

ACKNOWLEDGEMENTS ......................................................................................28

REFERENCES .........................................................................................................29

APPENDICES ...........................................................................................................32

Open-ended Questionnaire ..........................................................................................32

Semi-structured Interview Question ............................................................................34

Semi-structured Interview Transcription .....................................................................35

1

Students’ Speaking Problems in Interpersonal

Speaking Class


112016099

ABSTRACT

Based on Leong and Ahmadi (2017) speaking skill is regarded as one of the most

difficult aspects of learning English. Many learners find it difficult to express

themselves because they generally faced problems when using the language to

express their thoughts effectively. At ELLP UKSW, there have been many studies

that investigated speaking problems encountered by English Language Education

Program students. However, there were still a few researchers that conducted the

research in English Language Literature Program. This study set out to determine

whether the speaking problems faced by English Language Literature Program

(ELLP-UKSW) students are the same as other EFL learners. The data were

collected from twenty-five students from the batch of 2019 through an open-ended

questionnaire and semi-structured interviews. The findings indicated that there

were two types of problems faced by students which are linguistic and non –

linguistic problems and the strategies that are used by the students to overcome

their problems are independent practice and peer practice. The results of this study

support the view that guidance from the teachers has a big role in helping the

students to deal with the problems.

Keywords: speaking, interpersonal speaking, speaking problems, speaking

strategies.

2

INTRODUCTION

In learning English, there are four main English skills that we have to

learn (speaking, listening, reading, and writing). According to

(Brown, 1994; Burns & Joyce, 1997) Speaking is an interactive process of

constructing meaning that involves producing and receiving and processing

information. It is as the active use of words to convey meaning and the

medium through which a new language is faced, comprehended, applied and

taught (Hosni, 2014). On the other hand, Ur (1996) cited in Hosni (2014) also

stated that speaking is the most important skill among four skills (speaking,

listening, reading, and writing). This makes speaking becomes one of the

essential skills that have to be mastered in English language learning besides

listening, reading and writing (Irsyad & Narius, 2013). That is why speaking is

one of the main important skills that students have to learn and grind down,

especially for EFL students.

Even though speaking is considered as the main important skill that

students have to learn, it has been noticed that students also found difficulties in

speaking English, especially for EFL learners. Zhang (2009) argued that

speaking remains the most difficult skill to master for the majority of English

learners, and they are still incompetent in communicating orally in English.

Moreover, speaking is more difficult than other skills which are writing,

listening and reading (Paakki, 2013). This also matters for Indonesian students

who are also EFL learners. Indonesian students have less exposure to speaking

English compared to students from countries where English is a second

language (Febriyanti, 2011). Indriyanti (2016) stated that the biggest problem

of English students is to speak with it. Consequently, many reasons to take into

3

consideration might be lack of confidence in terms of anxiety about making

errors, as stated by Boonkit (2010). It can be stressful when they are expected

to speak in the second/foreign language before the fluency is achieved. This

might be the reason why Indonesian students find it challenging to talk in

English in their class. As an EFL learner, when I was in my first year as a

college student, I frequently got nervous and anxious every time I speak

English in front of many people especially in class, even with my lecturer. This

happened because English is not my first language, and I am afraid of making a

mistake either with my pronunciation or the grammar itself. Especially, it is

my first year in college, and as an English Education student, I am expected to

be able to speak English fluently in the speaking class. Since I don’t have much

experience before, especially talking in English often, this is one of the factors

that makes me feel not confident in speaking. At that time, Speaking for Social

Purposes was my first speaking class.

Considering the problems and the experienced above, this study aimed

to make another investigation about students’ speaking problems in their

speaking classes as an EFL learners. The previous study (Pamungkas, 2017)

has looked over students’ anxiety in an EFL classroom which is Speaking for

Social Purposes Class at FLA UKSW and the strategies to deal with the

anxiety. Moreover, (Indrianty, 2016) found that speaking is key for students to

learn their target language. She further notes that students discover several

anxieties in their English speaking ability. Therefore, this study tried to

investigate more specifically about types of students’ speaking problems and

the strategies to handle with the problems, especially in Interpersonal Speaking

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Class at the Faculty of Language and Arts UKSW. This present study aimed to

answer the following research questions:

1. What are the speaking problems faced by students in Interpersonal

Speaking Class?

2. How do the students overcome the problems?

LITERATURE REVIEW

This section attempts to review theories related to student’s speaking

problems in Interpersonal Speaking class, namely: Interpersonal Speaking

class, factors that cause speaking problems, strategies to deal with the problems

and some previous relevant studies.

Speaking and Interpersonal Speaking

Speaking is one of the skills in language learning that has to be

fulfilled. Speaking is a skill which holds oral communication that involves

meaning derivation between two persons or more, as the speaker and the

listener. Both are talking about the content that is related to their needs,

situation, and purposes. The spoken contents or ideas contain information that

we are expected to hold in memory, and all at once to give feedback to the

interlocutor (Resha, Said & Waris, 2015). Furthermore, Hartati (2012) says that

speaking is a skill used by someone in daily life communication whether at

school or outside. The skill is required by many repetitions, primarily

neuromuscular and not an intellectual process. Its contents contain the

competence of sending and receiving message. Doff (1987) cited by Torky

5

(2006) stated that in all communication or conversation, two people are

exchanging information or they have a communication or conversation need.

Furthermore, in interpersonal speaking, speaking can be referred as a

distinctive, transactional form of human communication involving mutual

influence, usually for the purpose of managing relationships or exchanging

information between two or more people. “Interpersonal” means

communication from one individual to another or communication which is

face-to-face. Both the form and content of the communication reflect the

personal characteristics of the individuals as well as their social roles and

relationships. Usually, the topic of the discussion is about everyday life

conversations (Hartley, 2016).

Factors that Cause Speaking Problems

In English speaking context, there are some factors of speaking

challenges faced by EFL learners. Such as linguistic problems and non –

linguistic problems. Linguistic problems are those problems which make

students speaking ability become poor. Richard (2008) stated that there are

some linguistics problems that affect someone in speaking, such as poor in

grammar, lack of vocabulary and pronunciation.

Vocabulary

The problems of vocabularies occur when someone is lack of

vocabulary needed to talk and does not know how combine the vocabularies

into a good sentence. Khan (2005) stated that the numbers of students who

learn English as a foreign language have difficulties to use word and expression

to speak. In addition, Doris and Jessica (2007) also state that in the real

6

communication, nobody paid much attention to the correct grammar

expression, but emphasized the content and how to reply. Students clearly

know what they are going to say in the source language, but when they have to

switch the language itself into the target language such as English, they often

get confused to combine and use the proper vocabularies needed.

Grammar

According to Murcia (2001) grammar become difficult for EFL

learners because learners do not learn structures one in a time. Even the

learners appear to have mastered particular structures; it is not uncommon to

find backsliding occurring with the introduction of a new form to the learners’

interlanguage. For example, the learner who has mastered the third singular

person marker on the present tense verb is likely to over-generalize the rule and

apply it to newly emerging modal verb, thus producing errors such as “she cans

speak English”. These errors may appear when the students speak since they

have not mastered English grammar.

Pronunciation

According to Hinkel (2005), a second language learner needs to master

the individual characteristic of the sound of a new language. It will be good for

the students to be able to speak naturally like the native-speakers. According to

Burns (2003) stated that it is important for an English speakers to achieve :

Intelligibility, which means the speaker produces sound patterns that are

recognizable as English. Then, comprehensibility, which means the listener is

able to understand the meaning of what is said) and interpretability, which

means the listener is able to understand the purpose of what is said. For

7

example, a speaker might say “It’s hot today as Is ho day.” This is unlikely to

be intelligible because of inaccurate sounds, stress, and patterns. As a result, a

listener would not find the speaker comprehensible, because the meaning is not

available. Clear communication is essential in communication. Pronunciation

also has close connections to the other fields such as listening and even

grammar. Once a person can pronounce the endings of the words correctly, for

example, he can, at the same time give grammatical information.

Next, is non - linguistic problems that was caused by lack of

confidence, anxiety, fear of making mistakes, or their outside environment.

Lack of Self-confidence

According to Brown (2001), lack of self-confidence can be made-up of

several different aspects such as guilty feeling, shy turned inward, unrealistic

expectations of perfection, false sense of humility, fear of change or making a

mistake, depression, etc. Depression can actually be a result of a lack of self-

confidence.

Anxiety

Rochelle (2011) also stated that feelings such as nervous, anxious,

worry, shy, feeling afraid or fear of something worse happen whether they are

trying to speak better. Students themselves have to recognize their own

psychological problems, and they also have to deal with their own anxiety

states. So the students can speak English better in the future.

Others

8

Nothing to say, fear of making mistake, afraid of being laughed by

friends or environmental problems are some problems that can affect learners in

learning to speak. Ur (1996) cited by Hosni (2014) stated that Inhibition;

Mostly EFL Learners feel inhibited when trying speaking in a foreign language

such as worry about making mistakes, fearful of losing face or criticism or shy

during a speech. He also stated that students often have nothing to say; they

cannot express their idea through speaking spontaneously. They often complain

that they cannot think of anything to say or do not have an idea to be spoken

appropriately. Heriansyah (2012) stated that sometimes students are afraid of

being mocked or laughed by their friends, are the factors that caused problems

for students to speak English fluently. Students are afraid to speak English

because they are afraid of making mistakes related to intonation, pronunciation,

and grammar as frequent errors in speaking. They believe that they will get a

bad response from their fellow students, such as mocking if they make mistakes

during speaking. In addition, their environment could affecting their

performance in speaking English. In a study by Wahidah (2016) she stated that

environmental problems in speaking English can be such as having difficulties

with their partner in class when practice speaking or not having a partner to

practice. In addition, Kara, Ayaz, and Dundar (2017) found that the students

who lack the input of the second language from their environment experience

more distress in language learning.

Strategies to Overcome the Problems

To improve students’ speaking skills, Heriansyah (2012) said that

students should have to practice their speaking by emphasizing on fluency and

accuracy. Bailey (2005) said that accuracy is the ability to speak properly – that

9

is, selecting the correct words and expressions to convey the intended meaning,

as well as using the grammatical patterns of English. Besides, Christianson,

Hoskins, and Watanabe (2009) said that watching videos in English can

influence viewers’pronunciation because watching and listening videos helps

students improve their language in the presentation and discussion matters. In

addition, finding a partner to practice could also help students to improve their

speaking skills. Communicating with friends is one of the ways to practice

students’ speaking ability (Lindblad, 2011). Doing verbal discussion practice

using the topics given in their courses with other students and force them to talk

in class, even if it is difficult to talk because of shyness, is the most used coping

strategy that can help students to practice their speaking (Singh, 2013).

Furthermore, Christianson, Hoskins, and Watanabe (2009) they also stated that

giving peer feedback is a tool for students in enhancing their oral skills since

friends would be able to check their mistakes, especially vocabulary, grammar

and pronunciation.

Previous Relevant Studies

Studies related to student’s speaking problems have been done with

other researchers in this country or another country. A study was conducted in

Kendari, Southeast Sulawesi by Gunawan and Humaera (2016). This study

aims at assessing student’s individual problems at the Islamic State Institute

(IAIN) of Kendari in increasing their English speaking skills. The data were

obtained from 10 Islamic Education Students in 2015. The participants were

selected due to the low English grades that they got from their final-year

examination. The finding showed that students’ individual problems comprise

two parts: lack of knowledge factors and psychological factors. These problems

10

were caused by the following factors; often laughed by their friends when

speaking English, lazy to memorize vocabulary, lack of speaking exercise, fear

of making mistakes in speaking and pronouncing vocabulary and sentence, and

insufficient knowledge on the grammatical structure of English language.

Furthermore, a few ways were suggested to solve the problems which are

motivating themselves to be more confident in talking, recording unfamiliar

vocabularies in personal vocabulary notes, practising speaking with friends and

lecturers, mixing the use English language and mother language, as well as

using technology such as electronic dictionaries.

Moreover, another study was carried out by Singh (2013) related to

speaking practices in Malaysia. This study was conducted using an adapted

questionnaire with a sample of 131 international graduate students. The first

finding found that the top five challenges in speaking classes were

communicating ideas fluently, speaking accurately (grammar), communicating

ideas confidently, speaking clearly (pronunciation) and participating actively in

discussions. The second finding found that strategies on overcoming those

speaking challenges were practising discussion orally, forcing students to speak

in the class, practising spelling and pronunciation, talking to peers, and

supplementing linguistic strategy (e.g., utilizing educational media in oral

presentations).

In addition, a study was conducted by Paakki (2013) in Finland and

Japan. The study was aimed to discover problems in speaking English. The

findings of his study show that speaking English was difficult for some Finnish

and Japanese adult learners. In fact, the speaking challenges were remembering

words, making sense of (syntax, grammar, and vocabulary), remembering the

11

tenses, grammar, etc. Third, Japanese informants also had some speaking

challenges that were a little bit similar to the Finnish informants who had

problems with lack of vocabulary and fear of errors in grammar and

pronunciation.

To sum up, the studies above share the same goal to identify students’

speaking problems. Students in Indonesia, Malaysia, Japan, and Finland mostly

faced the same speaking problems such as lack of vocabulary, not being

confident enough to speak because they are afraid of making mistakes with the

grammar or pronunciation, they have a limit knowledge about their vocabulary,

and they are not confident enough to speak English because they feel anxious

sometimes in front of their friends. This present study will observe students’

speaking problems in academic contexts. This study will be conducted in

English Language Literature Program at the Faculty of Language and Arts

UKSW, Salatiga. This present study will find out whether the problems will be

the same or not with previous studies that have been discussed.

THE STUDY

This is a descriptive qualitative study which aims at investigating

students' speaking problems. The research questions are formulated as follows:

(1) What are the speaking problems faced by students in Interpersonal

Speaking Class? and (2) How do the students overcome the problems? To

answer the research questions, context of the study, participants of the study,

data collection instruments, data collection procedures, and data analysis

procedures are explained below.

12

Context of the Study

This study was conducted in Interpersonal Speaking class at English

Language and Literature Program, Faculty of Language and Arts, Universitas

Kristen Satya Wacana (ELL-FLA-UKSW). Interpersonal Speaking class is one

of the language skill courses offered in the first semester at ELL-FLA-UKSW.

In this course, the students learn English language aspects and speaking skill

through presentations, academic discussions, interviews and academic

consultations with their teacher. At the end of this course, the students are

expected to acquire some speaking competencies. The researcher chose this

class to be the respondents of this study because commonly most of ELL-FLA-

UKSW students had already been able to speak simple English but some of

them tended to be quiet and did not participate in speaking during class

activities.

Participants of the Study

The participants of the study were 25 students from batch 2019 who

took Interpersonal Speaking course in their first semester. This research used

non-probability sampling technique to select participants. Moreover,

convenience sampling was used to choose the participants. Convenience

sampling (also known as Haphazard Sampling or Accidental Sampling) is a

type of nonprobability or nonrandom sampling where members of the target

population that meet certain practical criteria, such as easy accessibility,

geographical proximity, availability at a given time, or the willingness to

13

participate are included for the purpose of the study (Etikan, Musa, &

Alkasim, 2016).

Data Collection Instruments

The research data were collected through an open-ended questionnaire.

This instrument was employed to collect responses based on the participants'

experience in the Interpersonal Speaking class. Guion, Diehl, and McDonald

(2001) stated that open-ended question allows respondents to answer their

questions by using their own words. Moreover, the researcher used the open-

ended questionnaire due to some benefits. The researcher could respond

spontaneously, avoid bias and collect many answers from the respondents

(Reja, Manfreda, Hlebec & Vehovar, 2003).

To ensure that the participants could totally understand the meaning of

each question and could contribute clear and deep responses to each question,

the researcher translated the questions in the questionnaire into Indonesian, and

the participants were permitted to write the responses in Indonesian.

Furthermore, the researcher conducted follow–up interviews to dig out more

in-depth information from some selected participants by using open-ended

questions. The follow–up interviews were conducted to specify some areas or

topics that the researcher desired to ask (Rabionet, 2011). The questions in the

questionnaire were written in two languages (English and Bahasa Indonesia).

However, the interviews were conducted in Bahasa Indonesia. The questions on

the questionnaire were adapted from the previous study conducted by Eveliana

(2016) and Hosni (2014).

14

Data Collection Procedures

Due to the COVID–19 pandemic, the researcher decided to distribute

the questionnaires through Google Form application. First, the researcher

identified the names of 2019 students from all Interpersonal Speaking classes.

This was done to find out their email accounts. After that, the researcher sent

emails to all students who already had taken Interpersonal Speaking classes in

the second semester. In order to remind them in filling out the questionnaires,

the researcher followed-up the students by messaging them via emails and

asked one of 2019 students via WhatsApp to remind the other students to fill

out the questionnaire.

Furthermore, the researcher conducted the interview to obtain further

information and ideas from the participants. The interviews were done via

Google Meet due to the COVID–19 pandemic. Four participants were chosen

by the researcher to make further clarification because some of their answers on

the questionnaire was not clear enough. The interview was done in Indonesian

to make them feel more comfortable in speaking. Furthermore, the interview

was recorded, and after that, the researcher transcribed the recorded interviews

and did the analysis.

Data Analysis Procedures

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The data analysis was conducted based on the data (responses) from

the questionnaires and interviews. First, after the data from the questionnaires

had been collected, the researcher classified all responses to figure out the types

of problems. The researcher used thematic analysis for this descriptive-

qualitative study. Thematic analysis is a method of analyzing qualitative data

by using some steps such as identifying, analyzing and reporting themes from

the data (Braun & Clarke, 2006, as cited by Vaismoradi, Turunen & Bondas,

2013). The thematic analysis also emphasizes on identifying themes. It means

that thematic analysis develops themes based on the data that the researcher has

collected (Aronson, 1995). Moreover, related to the data collected from the

interviews, the researcher transcribed and reduced unnecessary information. To

support the findings, the responses from the respondent on the questionnaire is

re written in verbatim. Last, the researcher discussed the findings by looking

for similarities and differences with the previous relevant studies.

FINDINGS AND DISCUSSION

This section presents the findings and discussion of the study about

students' speaking problems in Interpersonal Speaking Class. The data collected

from the respondents were interpreted to become the findings. The findings

were then displayed before they were discussed by comparing and/or

contrasting with relevant theories and/or previous relevant studies. Based on

the data collected from 25 respondents, there were two themes emerging in this

study, namely: (a) problems faced by the students and (b) strategies to

16

overcome the problems. Table were used to present the findings that were

further discussed one by one below.

Problems Faced by Students

Based on the analyzed data, this research revealed that there were two

major problems faced by the students in Interpersonal Speaking classes,

namely: linguistic problems and non-linguistic problems. Each of the students

did not only mention one problem they found during the Interpersonal

Speaking Class. They could mention two or three problems that they found

during the class (e.g. Grammar, Pronunciation and Nervousness). The table

below showed that there were seven common problems that the students

experienced during Interpersonal speaking class.

(*) Problems faced by students in Interpersonal Speaking class

2019 – 2020 academic year

Types of

Problems

Numbers Percentage

Pronunciation 21 20,2 %

Grammar 22 21,2 %

Vocabulary 16 15,4 %

Anxiety 15 14,4 %

Nervousness 18 17,3 %

Lack of

background

knowledge

7 6,7 %

Unsupportive

environment

5 4,8 %

Total 104 100 %

17

Based on the findings above, factors that caused speaking problems

are categorized into two types of problems which are linguistic and non-

linguistic problems. According to Hortwitz (2001) based on the linguistics’

perspective in linguistic problems, there are three factors that contribute to

students speaking problems, they are; grammar, vocabulary and pronunciation.

The linguistic problems include all of the difficulties found in the target

language itself encountered by a student who is studying the language. Another

factor comes from psychological or non-linguistic problems called: Lack of

confidence and fear of making mistakes.

Linguistic problems

According to the table, linguistic problems such as grammar (21.2%)

and pronunciation (20.2%) are the most common problems mentioned by the

students. Followed by lack of vocabulary (15.4%). Heriansyah (2012) said that

linguistic problems are the most common problems that caused speaking

difficulties such as lack of vocabulary, lack of grammar knowledge, and poor

pronunciation. Some of the participants said as follows:

"I was shuttering because when I want to speak, I like to put random

articles in front of words that are supposed to not have articles, I still

lack of grammar." (Respondent 16/questionnaire)

"I am confused about what I want to say because I am afraid that I

pronounce the wrong word or grammar, especially when I have to

speak many sentences." (Respondents 10,12,13,18/questionnaire)

"The limitation of my vocabulary makes me confused of what I

want to speak" (Respondents 4,6,11,12,14,18/questionnaire)

In harmony with the written responses above, one interviewee clarified how

students encountered grammar challenges:

Excerpt 1:

18

"Masalah yang paling sering aku alami ketika aku masuk di kelas

Interpersonal Speaking itu masalah grammar karena mungkin aku

masih mahasiswa baru pengetahuan tentang grammar ku masih

sedikit kecil nggak banyak tahu jadi grammar nya belum lancar,

sama pronounce jadi kalau pronounce kalau mau ngomong itu takut

salah gimana cara ngomongnya kan nggak tahu." (Respondent

24/interview)

"The problem that I often experienced when I joined Interpersonal

Speaking class is the problem of grammar. Perhaps because I am still

a freshman, I still have a limitation for my grammar, I don't know

much about grammar, so I don't have enough proficiency, and also

my pronounce if I want to say something I am afraid that I will make

a mistake since I don't know how to pronounce in right way."

(Respondent 24/interview/translated by the researcher)

Considering the problems above, it is shown that the most common

problems faced by students in ELL-FLA-UKSW are lack of grammar, do not

have enough proficiency in pronunciation and also have a limitation on

vocabulary. According to Celce-murcia (2001) grammar becomes difficult for

EFL learners because they do not learn structures one in a time. Even the

learners appear to have mastered particular structures; it is not uncommon to

find backsliding occurring with the introduction of a new form to the learners'

interlanguage. This means grammatical problems still appear for some learners

even though they have mastered it. This happened because they still have to

learn a new form of interlanguage. Moreover, Gunawan and Humaera (2016)

also stated that fear of making mistakes in speaking and pronouncing

vocabulary and sentence, and insufficient knowledge on the grammatical

structure of English language are some factors causing speaking problems. This

finding is in line with the study that was done by Paakki (2013) in Finland and

Japan. The results of their study also showed that speaking English was

difficult for some Finnish and Japanese adult learners. Also, speaking

challenges such as remembering words, making sense of (syntax, grammar, and

19

vocabulary), remembering the tenses, grammar, lack of vocabulary and fear of

errors in grammar and pronunciation are the speaking challenges that are faced

by Finnish and Japanese learners (Paakki, 2013). In addition, Fitriani and

Apriliaswati (2014) also stated that the problems of speaking occurred when

someone is lack of vocabulary needed to talk and does not know how to

combine the vocabularies into a good sentence.

Non-linguistic problems

Besides linguistic problems, students also faced non – linguistic

problems such as nervousness, anxiety, lack of background knowledge and

unsupportive environment. Nervousness (17.3%) and anxiety (14.4%) were

the common non – linguistic problems faced by the students. Concerning those

problems, some students said that:

"I feel difficulties from my self, I have over nervous. That makes me

feel hard to speak" (Respondents 3,14/questionnaire)

"I feel nervous when I have to speak English in front of my friends

because I don't feel confident. I am afraid that I will make mistakes"

(Respondents 5,12,15,17,20/questionnaire)

"It was hard for me to speak up, I feel like afraid, especially in front

of my new friends, like it was embarrassing yet thrilling"

(Respondents 7,9,21/questionnaire)

Further, some students clarified their answers in the interview section:

Excerpt 2:

"…Terkadang saat sudah siap materinya dan waktu mau perform di

depan kelas itu aku gugup, nah gugup nya itu kadang susah banget

tiba-tiba udah maju di depan ngeblank gitu." (Respondent

22/interview)

"…Sometimes when I'm ready for the material and when I want to

perform in front of the class, I'm nervous that sometimes it's really

hard to handle it, I just feel blank suddenly" (Respondent

22/interview/translated by the researcher)

20

Excerpt 3:

"Masalah yang sering aku alami ketika mengikuti kelas tersebut itu

biasanya aku karena kurang pengetahuan sama vocab dan kedua itu

aku rada malu-malu gitu ngomong karena kayak enggak pede aja

gitu." (Respondent 25/interview)

"The problem that I often experience when attending the class is

usually because of my lack of knowledge on vocabulary, and I am a

bit shy if I want to speak because I don't feel confident." (Respondent


The problems above showed that most students are afraid of making

mistakes because they do not feel confident with their grammar, pronunciation

or other speaking skills. Some of them also mentioned that they faced over

nervousness when they are trying to speak in front of the class. This finding is

consistent with Heriansyah (2012) who stated that students are afraid to speak

English because they are afraid of making mistakes related to intonation,

pronunciation, and grammar as the frequent errors in speaking. Rochelle (2011)

also stated that feelings such as nervous, anxious, worry, shy, feeling afraid or

fear of something worse happen whether they are trying to speak better. Doris

and Jessica (2007) also state that sometimes students clearly know what they

are going to say in the source language, but when they have to switch the

language itself into the target language such as English, they often get confused

to combine and use the proper vocabularies needed and this what makes them

feel anxious or nervous.

Next, lack of background knowledge (6.7%) and unsupportive

environment (4.8%) was the minor non – linguistic problems faced by students

in Interpersonal Speaking class. Some of them stated that: "I have trouble in

finding the topic of the conversation" (Respondents 2,13,19/questionnaire).

21

Moreover, the students also clarified their answers in the interview section.

They stated that:

Excerpt 4:

"…Partisipasi dari teman, karena kan interpersonal speaking pasti

ada conversation ke depan terkadang partner kita itu gugup, jadi

kadang kita nanya ini ke dia malah dijawab dengan nanya yang lain,

jadi tidak nyambung, kurang lebih kayak gitu." (Respondent

22/interview)

"…Participation from friends, because this is an Interpersonal

Speaking class so there must be a practice conversations in front of the

class, and sometimes our partners are nervous, so when we ask a

question to them, they answered it by asking other question, which

make it not relatable, more or less like that." (Respondent


Excerpt 5:

“Kalau untuk masalah yang sering saya temui paling saat kita

sekelompok atau bekerja sama dengan teman yang kemampuan

speaking nya agak kurang atau dia kurang pede, karena jadi kendala

saat tiap kali diskusi atau melakukan praktek” (Respondent


“Problems that I often encountered is when we are having a group

work together with a friend who lack in speaking or they are less

confident, because it can be an obstacle every time we have practice

and discussion.” (Respondent 23/interview/translated by the

researcher)

Based on the problems above, it is shown that nervousness was still

encountered by students which makes them feel inhibited to speak. Besides, the

environment, such as the participation of their friends affects them because it

can cause a problem for some students. In line with that, Ur (1996) as cited by

Hosni (2014) stated that people could not express their idea through speaking

spontaneously because they have lack of knowledge in English language. They

often complain that they cannot think of anything to say or do not have an idea

to be spoken appropriately. This is also consistent with the research that found

by Wahidah (2016) she stated that environmental problems could be such as

22

having difficulties with their partner in class when practice speaking. In

addition, Kara, Ayaz, and Dundar (2017) found that the students who lack the

input of the second language from their environment experience more distress

in language learning.

Strategies to Overcome the Problems

Besides voicing their problems, the respondents also have their own

ways in dealing with their speaking problems. Based on the data collected, two

different strategies to overcome the problems are identified, namely:

independent practice and peer practice.

Independent practice

Most of the students usually practiced their speaking by themselves.

Some students stated that :

"I got a lot of practice like when I said something like a new

vocabulary, I spell it out in English a few times." (Respondent

1/questionnaire)

"I try to put myself to the limit, so I always force myself to have my

own practice before the class." (Respondent 9/questionnaire)

"I try to practice by speaking English at home regularly"

(Respondent 19/questionnaire)

"I usually read a novel in English to gain more vocabulary or talk in

front of a mirror to build my confidence." (Respondent

8/questionnaire)

In harmony with the written responses above, two students clarified how they

did their independent practice :

Excerpt 6:

23

“Karena pas kelas interpersonal speaking itu juga nge pas banget ada

kelas intermediate grammar jadi aku maksimalin banget buat latihan

di Intermediate grammar sama juga latihan grammar di rumah kayak

dengerin lagu, baca buku, nonton film gitu yang pakai bahasa Inggris

biar ngomongnya itu bisa lancar.” (Respondent 24/interview)

"When I took Interpersonal speaking class, there is also Intermediate

Grammar class that I take. I really used this opportunity to practice my

grammar in Intermediate Grammar class as well. I also practice my

grammar at home, like listening to songs, reading books, watching

movies using English so I could speak more fluently." (Respondent


Excerpt 7:

"Aku perbanyak nonton film dan dengerin musik bahasa Inggris terus

sering belajar bareng sama teman-teman untuk ngelatih menambah

vocab dan melatih speaking nya juga biar merasa terbiasa."

(Respondent 25/interview)

"I watched a lot of movies and listened to English music, and I often

study together with my friends to practice in adding my vocabularies

and practise my speaking skills, so I could feel used to it."

(Respondent 25/interview/translated by the researcher).

The above data showed that some students prefer to do an individual

practice by themselves to improve their speaking fluency. Besides, some of the

students also found out that by watching a video and do some listening

practice through music in English can help them overcome their problems.

This is supported by Heriansyah (2012), he said that students should have to

practice their speaking by emphasizing on fluency and accuracy. Moreover,

Christianson, Hoskins, and Watanabe (2009) stated that watching and listening

videos helps students improve their language in the presentation and discussion

matters.

Peer practice

24

Besides doing an independent practice, some students also do a peer

practice to improve their speaking skills. This can be shown by some

students who stated that:

"I try to facing my fear by putting everyone like my best friend with

me and try to speak with them, it makes me talk more easily"

(Respondent 11/questionnaire)

"Sometimes I used to ask my friend for help if I don't know how to

pronounce the words correctly" (Respondent 13/questionnaire)

In line with the written responses above, some students also stated their

answers on the interview:

Excerpt 8:

"…Aku sering belajar bareng sama teman-teman untuk ngelatih

menambah vocab dan melatih speaking nya juga biar merasa

terbiasa." (Respondent 25/interview)

"I often learned together with friends to practice in adding my

vocabularies and practice my speaking so I could feel used to it

(Respondent 25/interview/translated by the researcher)

Excerpt 9:

“Salah satu cara mengatasinya ya dengan sekelompok atau berlatih

dengan teman teman yang kemampuan berbicara Bahasa Inggris nya

jauh lebih baik dari saya jadi ya bisa membantu.” (Respondent

23/interview)

“One way to overcome the problem is by being in the same group with

friends who have good proficiency in speaking English and practicing

with them so I could learn and being helped my them.” (Respondent


Based on the above data, it is shown that not all students choose to

do an individual practice to overcome their problems, some of them found

out that by doing a practice with friends or ask for help from their friends in

class, could help them to learn to speak easily. This is also supported by

Linblad (2011) stated that communicating with friends is one of the ways to

25

practice students' speaking ability. Furthermore, Singh (2013) also stated that

verbal discussion practice using the topics given in their courses with other

students could force them to talk in class. Even it is difficult to talk because

shyness is the most used coping strategy. In addition, giving peer feedback is a

tool for students in enhancing their oral skills since friends would be able to

check their mistakes, especially vocabulary, grammar and pronunciation, it

would improve the oral skill better (Christianson, Hoskins, & Watanabe, 2009).

In conclusion, this study has shown the problems that ELL- FLA-

UKSW when they are engaged in speaking. Based on the above findings, they

still experience problems with insufficient vocabulary, grammar, and

pronunciation. Also, they have other inhibition such as nervousness, anxiety,

and lack of self–confidence in speaking. This finding is similar to the previous

studies done by Gunawan and Humaera (2016), Pakki (2013), and Singh

(2013), who stated that some problems such as insufficient vocabulary

repertoire, speaking accurately (grammar), speaking clearly (pronunciation) and

other inhibition (fear of producing mistakes to speak English in front of others)

hinder or make the students reluctant to speak. To some extent, doing

independent practice and peer practice can help English Language Literature

(ELL- FLA – UKSW) students be able to speak in English.

26

CONCLUSION

The purpose of the current study was to determine speaking problems

encountered by ELL-FLA-UKSW students. Also, how the strategies used by the

students to deal with the problems. Based on this present study, linguistic problems

are the most dominant problems faced by the students with a percentage of 56.8%,

followed by non–linguistic problems, which is 43.2%. Deficiency of grammar,

vocabulary, and pronunciation make significant influences for ELL–FLA–UKSW

students in hindering their speaking skills. This study aims to explore the speaking

problems encountered by university students. Also, how the students dealt with the

problems inhibition that causes anxiety. When they want to say something in the

27

classroom, they are sometimes inhibited. They are worried about making mistakes

and fearful of being criticized. They are ashamed of the other students' attention

towards themselves.

Furthermore, this study has shown that there are two major strategies that

the students use to overcome their problems which are independent practice and

peer practice. Those strategies are used by the students to cope with their problems.

Learners can practice their speaking ability individually through some English

aspects such as listening, writing and reading. They can also ask their friends' help

and learn with them to check and improve their grammar, vocabulary, and

pronunciation.

Taken together, these results suggest that teachers should motivate their

students by doing some strategies to solve their speaking difficulties. Teachers can

create an enjoyable and comfortable class atmosphere so that the students are

interested in learning to speak. To make a comfortable environment, teachers can

give more praises for students' progress even though they still make mistakes.

Teacher are also suggested to allocate specific class time for vocabulary learning to

help students learn vocabulary in context, or encourage developing strategies for

determining the meaning of the words (Brown, 2001). Giving fun activities in class,

such as dialogues, drama, and role-playing can also help students to learn and

practice their speaking skills, especially for vocabulary and grammatical aspects

(Bailey, 2005).

A limitation of this study is that it was only focused on students' obstacles

and the way they deal with the problems. Based on the findings, they are still many

possibilities to identify more about attribution in speaking classes. Therefore, it is

28

recommended that further research be undertaken in the following area: investigate

speaking problems from lecturers' perspectives. Making an investigation of

different strategies in overcoming students' speaking problems through lecturers'

point of views can contribute more strategies in handling EFL speaking problems.

The findings of this study, hopefully, can give guidance for teachers who

teach speaking and students who take speaking class. Looking at the types of

speaking problems that students’ faced in their speaking classes, teachers can be

more concern about the students’ difficulties and direct them in solving their

problems. Also, students can get a direction in handling their speaking problems

based on their type of problems.

ACKNOWLEDGEMENTS

During the process of writing this Research Report, I have been

encouraged and assisted by many people who I might not be able to mention them

all one by one. Without their support, it would be impossible to complete this final

assignment. I would like to take this opportunity to express my gratitude to all of

the following people for their help.

First of all, I would like to thank Jesus Christ, for always holding me tight

in His hands and always helping me in doing my thesis. Because of His kindness

and grace, I could finish this thesis. I would like to say my gratitude to these

marvellous people who give me great support and helps to complete this thesis.

29

Thanks to my beloved parents for always supporting me by praying for me every

day, motivating and facilitating me during my study. I dedicate this thesis to my

parents as a form of gratitude for their sincerity in taking care of me from the

beginning of the year at university until now. Also, my sister who always

supporting me everyday by giving me motivation and praying for my best on my

thesis progress.

For my supervisor, Pak Anton, I learned many things from you. I also

learn how to be a great teacher from you. Thank you for your guidance and help so

that I could finish my thesis. For Ibu Martha, thanks for all your help and feedback

for making my thesis better. Special thanks to my best friends Yudith Pramesti and

Rut Dwijayanti for always giving me support every time I am working on my

thesis. Also, my other friends that I cannot mention all here. Thank you for

encouraging me.

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APPENDICES

Open – Ended Questionnaire

Instructions

This questionnaire is aimed at collecting data related to the difficulties

experienced by students in speaking English and how to overcome them, especially

in Interpersonal Speaking class. Therefore, on this occasion, I would like to ask

your help to answer these questions in this questionnaire as completely and

honestly as possible. Please answer the questions in this questionnaire based on

your experience when taking Interpersonal Speaking class. Your answers to this

questionnaire will only be used for my research purpose and not for any other

33

purposes. Since this is not a test, there are no right or wrong answers in filling out

this questionnaire. You may use Indonesian or Indonesian when aswering the

questions below.

Thank you very much for your help and participation in this research.

Kuesioner ini bertujuan untuk memperoleh data mengenai kesulitan mahasiswa

dalam berbicara bahasa Inggris dan cara mengatasinya, terutama dalam kelas

Interpersonal Speaking. Oleh karena itu, pada kesempatan ini saya berharap Anda

dapat menjawab pertanyaan-pertanyaan dalam kuesioner ini selengkap mungkin.

Dalam pengisian kuesioner ini, saya berharap Anda dapat memberikan jawaban

berdasarkan pengalaman Anda selama mengikuti kelas Interpersonal Speaking.

Jawaban dari pertanyaan-pertanyaan dalam kuesioner ini hanya akan digunakan

untuk keperluan penelitian dan bukan untuk kepentingan lain. Karena ini bukan

tes, tidak ada jawaban benar atau salah dalam pengisian kuesioner ini.

Atas bantuan dan partisipasi Anda dalam penelitian ini, saya ucapkan

terima kasih.

Best Regards,

Hormat saya,


Student Number : ____________

1. What difficulties did you experience in speaking English when taking

Interpersonal Speaking Course?

Kesulitan atau masalah apa yang Anda alami dalam berbicara bahasa

Inggris pada waktu mengikuti mata kuliah Interpersonal Speaking?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

34

_______________________________________________________________

_______________________________________________________________

2. How did you overcome those problems / difficulties ?

Bagaimana cara Anda mengatasi masalah / kesulitan tersebut?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

If you are willing to participate in a follow-up individual interview if

necessary, please kindly write down your phone number and email address

below.

Apabila Anda bersedia untuk diwawancarai lebih lanjut, bilamana

diperlukan, mohon isi data diri di bawah ini.

Name : _____________________________________________

Phone number : _____________________________________________

Email Address : _____________________________________________

Semi – Structured Interview Questions

1. Masalah apa yang paling sering Anda alami ketika mengikuti mata kuliah

Interpersonal Speaking? Jelaskan.

2. Apakah ada cara lain yang Anda gunakan untuk mengatasi masalah yang Anda

alami? Jelaskan.

35

3. Apakah cara / usaha yang Anda lakukan dalam mengatasi masalah tersebut

berhasil? Jelaskan.

4. Menurut Anda apakah Interpersonal Speaking merupakan mata kuliah yang

penting untuk meningkatkan keterampilan Anda dalam berbicara bahasa Inggris?

Jelaskan.

Semi - Structured Interview Transcriptions

Respondent 22

Researcher:” Masalah apa yang paling sering Anda alami ketika mengikuti mata

kuliah Interpersonal Speaking? Coba kamu jelaskan.”

Respondent: “Masalah yang paling sering aku alami ketika aku masuk di kelas

interpersonal speaking itu masalah grammar karena mungkin aku masih mahasiswa

baru pengetahuan tentang grammar ku masih sedikit kecil nggak banyak tahu jadi

36

grammar nya belum lancar sama pronounce jadi kalau pronounce kalau mau

ngomong itu takut salah gimana cara ngomongnya kan nggak tahu jadi ya itu

grammar sama pronounce.”

Researcher: “Apakah ada cara lain yang Anda gunakan untuk mengatasi masalah

yang Anda alami? Coba kamu jelaskan.”

Respondent: “Karena setiap pertemuan pasti maju kedepan buat speaking karena

faktor utama kesulitan yang aku hadapi itu gugup jadi ya tinggal jalanin aja gitu

entah gugup pokoknya aku utaraiin apa yang aku udah siapin.”

Researcher: “Apakah cara / usaha yang Anda lakukan dalam mengatasi masalah

tersebut berhasil? Coba kamu jelaskan.”

Respondent: “Berhasil kak, ya kuncinya pede aja sih, karena aku juga ada sedikit

basic di English.”

Researcher: “Menurut Anda apakah Interpersonal Speaking merupakan mata kuliah

yang penting untuk meningkatkan keterampilan Anda dalam berbicara bahasa

Inggris? Coba kamu jelaskan.”

Respondent: Inggris. Terus dalam mata kuliah itu juga kita diajarin bagaimana cara

mengatakan sesuatu atau meminta sesuatu dalam bahasa Inggris karena itu kan

sangat berbeda aja dalam Bahasa Indonesia.”

Respondent 23 :

Researcher : “Masalah apa yang paling sering Anda alami ketika mengikuti mata


Respondent: “Kalau untuk masalah yang sering saya temui paling saat kita

sekelompok atau bekerja sama dengan teman yang kemampuan speaking nya agak

kurang atau dia kurang pede, karena jadi kendala saat tiap kali diskusi atau

melakukan praktek.”

Researcher : “Apakah ada cara lain yang Anda gunakan untuk mengatasi masalah


Respondent: “Salah satu cara mengatasinya ya dengan sekelompok atau berlatih

dengan teman teman yang kemampuan bahasa inggris nya jauh lebih baik dari saya

jadi ya bisa membantu terus kalau ada temen yang kurang percaya diri saya bantu

dengan kayak semangatin orangnya, terus kalau misalkan dia gak tau cara

pronounce nya saya bantu kasih tau.”

Researcher : “Apakah cara / usaha yang Anda lakukan dalam mengatasi masalah


Respondent: “Selalu berhasil sih kak kalau untuk yang belajar atau berlatih dengan

teman yang kemampuan nya lebih dari saya karena saya sangat terbantu karena

saya juga jadi menambah ilmu saya.”



Inggris? Coba kamu jelaskan. “

37

Respondent: “Menurut saya sangat penting, karena sebelum saya mengikuti kelas

itu ya kemampuan speaking saya masih stuck gitu gitu saja kayak vocabulary saya

masih yang standard – standard saja. Tapi semenjak mengikuti kelas tersebut ya

vocabulary saya jadi lebih berekembang, terus saya jadi tahu tata cara dalam

berbicara bahasa inggris yang benar, dan paling penting sih percaya diri saya lebih

bertambah, .”

Respondent 24



Respondent: “Masalah yang paling sering aku alami ketika aku masuk di kelas

interpersonal speaking itu masalah grammar karena mungkin aku masih mahasiswa

baru pengetahuan tentang grammar ku masih sedikit kecil nggak banyak tahu jadi

grammar nya belum lancar sama pronounce jadi kalau pronounce kalau mau

ngomong itu takut salah gimana cara ngomongnya kan nggak tahu jadi ya itu

grammar sama pronounce.”



Respondent: “Karena pas kelas interpersonal speaking itu juga nge pas banget ada

kelas intermediate grammar jadi aku maksimalin banget buat latihan di

Intermediate grammar sama juga latihan grammar di rumah kayak dengerin lagu,

baca buku, nonton film gitu yang pakai bahasa Inggris biar ngomongnya itu bisa

lancar.”

Researcher: “Apakah cara / usaha yang Anda lakukan dalam mengatasi masalah


Respondent: “Cara yang aku gunaiin itu kan dirumah jadi malah jadi kebiasaan dan

untungnya itu berhasil sih, ya walaupun gak langsung jadi bagus tapi ya dikit demi

dikit jadi bagus ada perubahan.”




Respondent: “Interpersonal speaking penting banget sih. Karena di dalem nya itu di

kasih pelajaran buat teknik – teknik speaking dan cara mempraktikan nya jadi ya

sangat beneficial sih kak buat kedepan nya.”

Respondent 25



Respondent: “Masalah yang sering aku alami ketika mengikuti kelas tersebut itu

biasanya aku karena kurang pengetahuan sama vocab dan kedua itu aku rada malu-

malu gitu ngomong karena kayak enggak pede aja gitu.”

38



Respondent: “Aku perbanyak nonton film dan dengerin musik bahasa Inggris terus

sering belajar bareng sama teman-teman untuk ngelatih menambah vocab dan

melatih speaking nya juga biar merasa terbiasa.”

Researcher : “Apakah cara / usaha yang Anda lakukan dalam mengatasi masalah


Respondent: “Bisa dibilang berhasil sih kak, soalnya dari segi nilai aku ada

peningkatan dan di kelas speaking yang sekarang aku udah mulai percaya diri

juga.”




Respondent: “Kalo menurut aku, mata kuliah ini cukup penting karena cukup

mengasah keterampilan kita dalam berbicara bahasa inggris, seperti cara kita saat

ingin membuka pembicaraan dengan orang lalu kan diajarin gimana caranya

berbicara yang baik dan sopan dalam bahasa Inggris.

Documents

STUDENTS SPEAKING PROBLEMS IN INTERPERSONAL SPEAKING …