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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
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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)
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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.
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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
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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.
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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
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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
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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
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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
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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:
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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
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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
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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.
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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:
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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
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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.
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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
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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
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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
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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.
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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
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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.
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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.
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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
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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
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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.
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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.
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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.
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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:
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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: [email protected]
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
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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
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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”.
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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”.
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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”.
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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
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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”.
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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”.
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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”.
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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%).
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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.
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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?
..........................................................................................