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EXPLORING STUDENTS’ PROBLEM IN APPLYING FULL ENGLISH
SPEAKING AREA AT ENGLISH STUDY PROGRAM OF KHAIRUN
UNIVERSITY
THESIS
Presented to the English Education Study Program
Faculty of Teacher Training and Education Khairun University in the Partial
Fulfillment of the Requirements for Accomplishing the Bachelor’s Program
BY:
AHMADDIN TUGUIS
NPM: 030 611 026
ENGLISH EDUCATION STUDY PROGRAM
LANGUAGE AND ARTS EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
KHAIRUN UNIVERSITY
2017
APPROVAL LETTER
Title
EXPLORING STUDENTS’ PROBLEM IN APPLYING FULL ENGLISH SPEAKING AREA AT ENGLISH STUDY PROGRAM OF KHAIRUN
UNIVERSITY
By
AHMADDIN TUGUIS NPM: 030 611 026
This thesis has been checked and approved by the advisors
Consultants Commission
1st Advisor 2nd Advisor
Hujaefa Hi. Muhammad, S.Pd., M.Hum. Silvani Umar Ali, S.Pd., S.S., M.Hum. NIP. NIP.
Approved
The Head of English Education Study Program
Asrul M. Syawal, S.Pd., M.Pd NIP. 197701152008121004
MOTTO AND DEDICATION
Motto
Becoming a teacher is easier than a parent, but the best teacher can become both a parent and a teacher for his
students.
“Menjadi guru lebih mudah daripada orang tua, tetapi guru yang terbaik bisa menjadi orang tua dan sekaligus guru untuk
siswa-siswanya.” (JuMadinGani)
Dimanapun dan kapanpun aku belajar dan aku lakukan, hanya
untuk satu yakni sebuah perubahan yang lebih baik dari kemarin,
maka siapun kamu, darimanapun kamu, jadikan dirimu orang yang
patut diteladani bukan sebaliknya. (Tuguis Ahmaddin)
Dedication
This thesis dedicated to:
My beloved Father and Mother, Abdul. Khair Tuguis and Aisia Sapsuha, my beloved brothers and sister, Gani Tuguis (brother), Siti
Julaiha Tuguis(sister), and Alm. Ismun Tuguis (little brother).
For their praying, struggling, loving, advising, caring, suggesting, and
motivating until the last of this thesis. I do expect this thesis can
make them proud of me.
ACKNOWLEDGEMENT
First of all, in the name of Allah the most merciful and beneficent, the
researcher would like to express his great thankful to Allah SWT for His mercy
and blessing given so that after all this time, finally the researcher could finish his
thesis entitled “Analysis Students’ Problem in Applying Full English Speaking
Area ”. Shalawat and greetings also praised to our prophet, Muhammad SAW and
his faithful adherents. The researcher dedicates this final task for his beloved
parents, his father Abd. Khair Tuguis and his mother Aisia Sapsuha who have
given him everything. The researcher also dedicates this task for his beloved
brother Gani Tuguis who always motivates and supports him for everything, his
beloved sister Siti Julaiha Tuguis who always motivates, supports a lot, helps
cooking the food for him, washing his clothes during being busy since 2015 in
Ternate and others which cannot be mentioned one by one, his beloved little
brother (Almarhum) Ismun Tuguis who has passed away but he is still in his mind
as the inspiration for him, and all his beloved family and relative who always
support him and are his motivators, Hawa Tuguis (Maawa), Jubaida Tuguis (Iya),
Aminah Tuguis (Na), Zainal Abidin Tuguis (Papa Surabaya) and his wife Fitria
(Cifit), Middin Tuguis (Omdin) and his wife Hafifa (Cififa), Masula Tuguis
(Uwa), Aminah Sapsuha (Mama Mina), Martini Sapsuha (Leni), Rabianti Tuguis
(Kaona), Budi Rahmat Tuguis (Kabudi), Sudikarmin Tuguis (Kawasa), Syafrin
Rahmat Tuguis (Kaafal), all his paternal family and maternal family that cannot
be mentioned one by one, and some people; Om Ade (Ko Ade), Ci Anti, Om Udin
and his wife, who are like a family for him.
In arranging this thesis, the researcher realizes that it is impossible for him
to finish it without contributions, helps, suggestions and guidance from many
people. The researcher is greatly indebted to them. Therefore, in this opportunity
the researcher would like to express his gratitude to:
1. Prof. Dr. Husen Alting, SH., MH, as the Rector of Khairun University
2. Dr. In Hi. Abdullah, M. Si, as the Dean of Faculty of Teacher Training and
Education at Khairun University
3. Asrul M. Syawal, S. Pd., M. Pd as the Head of English Education Study
Program at Teacher Training and Education Faculty of Khairun University
4. Hujaefa Hi. Muhammad, S.Pd, M.Hum, as his first advisor who also gave lots
of correction, motivation, guidance, attention, advice, and always help
researcher in process arranged the proposal until finishing this thesis.
5. Silvani Umar Ali, S.Pd., S.S., M.Hum, as his second advisor who also gave
lots of correction, motivation, guidance, attention, advice, and always help
researcher in process arranged the proposal until finishing this thesis.
6. The lectures of English Study Program:
Dr. Drs. Sutaryo,M.Ed.,TESOL, M.Ed, Drs. Taib Latief,M.Hum., Asrul M.
Syawal, S. Pd., M. Pd., Roswita Aboe S.Pd., M.A., Ade Ismail,S.Pd.,M.Pd.,
Hujaefa Hi. Muhammad, S.Pd, M.Hum, Naniek Jusnita,S.Pd., Saiful Latief,
S.Pd.,M.Hum., Silvani Umar Ali,S.Pd.,S.S.,M.Hum., Samsudin Hi.
Adam,S.S.,M.Pd.,M.Hum., Agus Supriadi,S.Pd,M.Pd, Abdurahman Hi
Usman.S.Pd.,SH.,M.Pd, Amrin Hi Saban.S.S.,M.Pd, Susana A Bahara
S.Pd.,M.Pd, Ali Ajam S.Pd.,M.Pd.
7. Zakia Abdullah S.Pd, Sriwati Sadaka S.Ip., Didi S.Pi, as the administration
staff of English Education Study Program who have helped researcher to
manage administrations well when he was in first semester till eleventh
semesters.
8. The third semester students; Ikwanus Safa, Indira Rosniyati Ohorella, Ririn
Fahmi, Novita Dwi Amalia, the fifth semester students; Mansur Langgelu,
Rifai M. Amir, Jubair Nasir, Marcel, and Alhafid Subuh, and the seventh
semester students; Julfikar, Muadin Ngowaro, and M. Fadli Silslia, who
helped the researcher to interview them about the research.
9. Best friends and close friends; some English alumnus of Khairun University
Riyadi Laemba (Kayadi), Muamar Suandi (Amar), Abdul Thaib, (Arredja),
Ariyanto Taher (Ari), Sarifa Umasugi (Puput), two closest juniors; M. Fadli
Sillia and Muadin Ngowaro, some English alumnus of Muhammadiyah
University; Nasarudin Abd. Gafur and Almudariq Mas’ud, and the best friend
forever, Kasim (Kosim)
10. Lovely Juniors: Julfikar, Saiful R Tawari, Agung, Ikki, Michael, Inno, Desi
Eka Chandrawati, Rifai M Amir, Alhafid Subuh, Jubair Nasir, Mansur
Langgelu, Marcel, Ical, Aji, La Ode Muhammad Arifin, Amang, Junet,
Nurlaila, Masita Hafiz, Eka Susilawati Umamit, Suriyanti Bahrudin (Anti),
Ikwanus Safa, Indira Rosniyati Ohorella, Ririn Fahmi, Gintang, Opi, Wiji,
Sahlan, Cakra, Afrizalai, Muna, Della, Adrian, and all of his juniors in ESA
who support him, and become good models as great persons. They are the
best for him.
1.English Training Center (ETC) Rusdi A. Karim A.Md, S.Pd, MM (Mr.
Rusdi) as a director, Bunda (his wife), and their children, Rosita ‘Ocy’
(their daughter) as the English teacher and Sultan (their son) as the student,
All English teachers at ETC; Abdurahman, Nirma Buton, Lamanisa,
Malik, Alhafid Subuh, Novita Dwi Amalia (Opi), Wiji, Ikwanu Safa,
Nunu, The ETC security, Dullah (Mr. Dullah), and other English teachers
and staff who teach English and work at ETC.
2. His friends of SDN 4 Sanana, SD Alhilal Sanana, MTSN, and MAN.
In this good chance, he asks for further suggestions, and advices, in order
to create a better analysis in the future.
Ternate, March 2017 The Researcher
Ahmaddin Tuguis
ABSTRACT
TUGUIS, AHMADDIN 2017. Analysis Students’ Problem in Applying Full English Speaking Area at English Study Program of Khairun University. The advisors commission are Hujaefa Hi. Muhammad, S.Pd, M.Hum, as the first advisor and Silvani Umar Ali, S.Pd, S.S., M.Hum, as the second advisor.
The aim of this research is to know whether or not students have problem in applying full English speaking area at English Study Program of Khairun University. This research used qualitative research with descriptive qualitative research design. Twelve students participated in this research were chosen by purposive sampling from third semester till seventh semesters at English Study Program of Khairun University. Verbal questions consisted of 21 items used to collect the data before and after the interview. The data analysis shows that there were lots of problem in applying full English speaking area at English Study Problem because of some influential factors such as: affective factor, sociocultural factor, age or maturational constrains, aural medium, professional versus academic, environment, learning community, discipline/punishment and school system. Full English speaking area at English Study Program cannot be applied without solving the problem by all English lecturers and all English students. It can be concluded that applying full English speaking area will be effective and efficient when the English students and their lecturers always speak English each other and can make some disciplines to be obeyed in order to apply full English speaking area at English Study Program of Khairun University such as: paying a fine, giving a bad score “E”, etc.
Key words: Problem, analysis, applying full English speaking area
ABSTRAK
TUGUIS, AHMADDIN 2017. Analisis Masalah Mahasiswa dalam Menerapkan Area Berbicara Bahasa Inggris penuh di Program Studi Bahasa Inggris Universitas Khairun. Pembimbing satu Hujaefa Hi. Muhammad, S.Pd, M.Hum dan pembimbing dua Silvani Umar Ali, S.Pd, S.S., M.Hum.
Penelitian ini bertujuan untuk mengetahui apakah mahasiswa memiliki masalah dalam menerapkan area berbicara Bahasa Inggris secara penuh di program studi Bahasa Inggris Universitas Khairun. Penelitian ini menggunakan penelitian kualitatif dengan desain penelitian kualitatif deskriptif. Dua belas mahasiswa yang berpatisipasi dalam penelitian ini dipilih berdasarkan sample bertujuan dari mahasiswa semester tiga sampai semester tujuh di program studi Bahasa Inggris universitas Khairun. Pertanyaan verbal/lisan terdiri dari 21 nomor digunakan untuk mengumpulkan data sebelum dan setelah wawancara. Analisis data menunjukan ada banyak masalah dalam menerapkan area berbicara Bahasa Inggris penuh di program studi Bahasa Inggris karena beberapa faktor yang mempengaruhi seperti: faktor afektif, faktor sosiokultural, desakan umur atau kematangan, perantara/jalur pendengaran, guru/tenaga profesional lawan guru akademisi, lingkungan, komunitas belajar, disiplin atau hukuman, dan sistem sekolah atau pendidikan. Area berbicara Bahasa Inggris secara penuh di program studi Bahasa Inggris tidak bisa diterapkan oleh semua mahasiswa dan dosen Bahasa Inggris tanpa menyelesaikan masalah-masalah itu. Jadi itu dapat disimpulkan bahwa menerapkan area bebicara Bahasa Inggris akan efektif dan efisien apabila mahasiswa-mahasiswa dan dosen-dosen mereka selalu bebicara Bahasa Inggris bersama dan dapat membuat beberapa disiplin atau hukuman seperti membayar denda, memberikan nilai buruk “E”, dll untuk dipatuhi agar menerapkan area Bahasa Inggris secara penuh di program studi Bahasa Inggris universitas Khairun.
Kata kunci: Masalah, analisis, menerapkan area berbicara Bahasa Inggris penuh
TABLE OF CONTENT
PAGE OF TITLE. ......................................................................................... i
APROVAL PAGES ..................................................................................... ii
MOTTO AND DEDICATION .....................................................................iii
ACKNOWLEDGEMENTS ......................................................................... iv
ABSTRACT ............................................................................................... viii
ABSTRAK ................................................................................................. ix
TABLE OF CONTENT ............................................................................... x
LIST OF TABLE(S) ................................................................................... xii
LIST OF APPENDIXE(S) .......................................................................... xiii
LIST OF FIGURE(S) .................................................................................. xiv
CHAPTER I INTRODUCTION
A. Background of the Research ............................................................. 1
B. Statement of the Problem ................................................................. 2
C. The Objective of the Research .......................................................... 2
D. Scope of the Research ...................................................................... 3
E. Significance of the Research ............................................................. 3
CHAPTER II REVIEW OF RELATED LITERATURE
A. Definition of Speaking ..................................................................... 4
B. Problem & Problem Solving ............................................................ 6
C. Problem of English Learners ............................................................ 7
D. Some Causal Factors of English Speaking Problem ......................... 8
E. Relevant Previous Research............................................................. 20
CHAPTER III METHODOLOGY OF RESEARCH
A. Research Design .............................................................................. 21
B. Subject of the Research ................................................................... 21
C. Technique of Data Collection ......................................................... 22
D. Technique of Data Analysis ............................................................. 22
CHAPTER IV FINDING AND DISCUSSION
A. Research Finding ............................................................................. 24
B. Discussion ....................................................................................... 32
CHAPTER V CONCLUSSION AND SUGGESTION
A. Conclusion ...................................................................................... 94
B. Suggestion ....................................................................................... 99
REFERENCES
APPENDIXES
CURRICULUM VITAE
LIST OF TABLES
Tables Topics Pages
1
2
To Applying Full English Speaking Area at English Study Program of Khairun University Suggestion To Learning and Teaching Process of Speaking Subjects for Future English Teachers Suggestion
111
112
LIST OF APPENDIX
Appendix Topic Page
1
Instrument of The Research
116
LIST OF FIGURE
Appendix Topic Page
2 Research Documentation 123
CHAPTER I
INTRODUCTION
This chapter explains background of the research, statement of the
problem, purpose of the research, scope of the research, significance of the
research.
A. Background of the Research
Speaking is one of English skills because speaking and human being
cannot be separated from each other. Speaking is used to express ideas and to
communicate to people in the entire world.
As foreign language learners in Indonesian, they still have difficulty in
speaking English. This problem also appears to the students of English study
program at teacher training and education faculty in Khairun University Ternate.
Based on the researcher’s experience in learning English, observation, and
discussion with some English students at English study program in Khairun
University; the most English students’ difficulties occur when they speak English.
This is caused by their English background at elementary school to senior high
school, untrained English, and also their daily language affects. So, English
students’ convention when they meet with their friends at English study program,
the most used language to speak with their friends is the Indonesian or a local
language.
Although they get speaking subject I, II, and III at English study program,
the students are not still trained for communicating in English with their friends
and lecturers. So they just speak English seasonally such as: Debating, Guiding
tourist, or having a public lecture by an English foreigner.
In English study program, English is like a seasonal language. So there is
no motivation to speak continuously among lecturers and students. This will be
very complicated to be solved for future English because only few students can
speak English as like as speak Indonesian whenever and wherever they need to
speak.
Therefore students’ problems will be very complicated to be solved if the
problems are still unclear and are not found out their causes.
To know and understand the students’ problems above, the researcher
would like to conduct a research about “Exploring Students’ Problem in Applying
Full English Speaking Area at English Study Program of Khairun University”.
The researcher hopes that these problems can be solved by all of us.
B. Statement of the Problem
Based on the background of the researcher’s presentation above, the
researcher would like to state the problems are “What are English students’
problems in applying full English speaking area at English study program?”
C. Objective of the Research
Based on the background and statement of the research above, the
objective of this research is “To know the students’ problems in applying full
English speaking area at English study program of Khairun University”. In order
that students’ problems can be solved by the students themselves, are helped and
directed by lecturers to solve their problems, to speak English, and to keep
speaking English with the students in the campus.
D. Scope of the Research
On this point, the researcher focuses on finding the students’ problems in
applying full English speaking area at English study program on the third, the
fifth, and the seventh semesters.
E. Significance of the Research
In this research, the researcher hopes that it can give the useful
contribution of knowledge and reference especially on full English speaking
problems at English study program and can be solved by the students themselves
and the lecturers. Therefore, by knowing and understanding the students’
problems in applying full English speaking area, so full English speaking can be
applied by all English students and lecturers. And the most important significance
of the students’ problems is for solving theirs and improving on the future English
teacher qualification especially for English speaking proficiency.
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher will discuss definition of speaking, problem
and problem solving, problems of English learners, and some causal factors of
English speaking problem as follows:
A. Definition of Speaking
Speaking is one of English skills used to express ideas and to
communicate with other people in the entire world with a variety of reason such
as: relationship, business, networking, overseas travelling, etc. Speaking is a skill
which means not only to be known or learnt, but also to be practiced. Speaking is
not about what should be said only but what people should listen from you to
know and to understand each other. It determines how long it is listened, how well
it is understood, and applied between two people or among people.
To know and understand what speaking is, there are some definitions of
Speaking as the following:
According to Walter and Woodford (in Cambridge School Dictionary,
2008), “Speaking is to say something using your voice or to make a speech to a
large group of people”.
According to Walter (in Cambridge Advanced Learner’s Dictionary,
2008), “Speaking is
1. To say words, to use the voice, or to have a conversation with someone”,
2. To (be able to) talk in a language”,
3. To give a formal talk to a group of people”,
4. To show or express something without using words”.
According to Haynes and Jacarian ( 2010:149), “Speaking is retell,
summarize, discuss, share, tell, persuade, argue, report, recite, describe, comment,
explain, sing, echo, repeat, read aloud, present, talk, say, whisper, chant,
announce, ask, and answer. They imply that the language is produced by sounds
in order to express ideas and feeling to other people, to inform news, report, etc,
and to do something relating to the sound.
According to Nunan (2003:48) speaking is the productive aural/oral skill. It
consists of producing systematic verbal utterances to convey meaning. It means
that speaking is how to make meaningful sounds to communicate one another.
Many people feel that speaking in a new language is harder than reading,
writing, or listening for two reasons. First, unlike reading or writing, speaking
happens in real time usually the person you are talking to is waiting for you to
speak right then. Second, when you speak, you cannot edit and revise what you
wish to say, as you can if you are writing. (Nunan, 2003:48) It states that
speaking is more difficult than writing or listening and reading where in writing,
you may reconstruct it while making mistake.
According to Richards, (2008:19) the mastery of speaking skill in English is a
priority for many second language or foreign language learners. Consequently,
learners 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 spoken language proficiency. It states that speaking skill is a
main goal in learning English as a foreign language or a second language before
mastering other skills of English Language such as: listening, reading, and
writing. It is also as measurement how well and successful people learn English.
B. Problem and Problem Solving
According to Vangundy (2005; 21), “Problems as goals, one general
definition describes a problem in terms of some difficult obstacle or goal. In other
words, anything difficult to overcome is a problem. He implies that every
difficulty is a problem and to overcome the problem is the way to achieve the
goal.
According to Walter (2008), “Problem is a situation, person or thing that
needs attention and needs to be dealt with or solved”. It is implied that wherever
and whenever there is a problem. It must be solved. In other words, never let the
problems without solving them and solve the problems without having a problem
with.
According to Jonassen (2004:3), Problem is defined as First; a problem is
an unknown entity in some context (the difference between a goal state and a
current state). Second, finding or solving for the unknown must have some social,
cultural, or intellectual value. He means that something exists but it is not known
and it must be found and solved with social, cultural, or intellectual value.
C. Problem of English Learners
There are a lot of problems in the world. One of the problems is speaking
especially speaking English. In order to know and to understand what the
problems of speaking English are, so there are three important experiences of the
English learners’ problems in speaking as follows:
According to Hoge (2012:2-7), “There’s a huge problem out there. There
are a lot confused English students and confused English learners. These students
know a lot of English. They know a lot of grammar rules. The problem is they
can’t understand instantly and effortlessly. They can’t speak clearly, confidently
and effortlessly. They know about English linguistics, the academic study of
linguistics, nouns and verbs and pronouns and phrases and clauses and different
verb tenses, all of that stuff, but they can’t perform. That’s a huge problem, all
these adult students out there who just can’t actually speak English well and
understand it well, even though they know a lot. Most schools, most programs
and, indeed, most students in those schools are focused on Academic English.
Academic English is the English that is used in schools, colleges and universities
at the highest level. It’s Academic English. So what are they focusing on? They’re
focusing on grammar rules. In other words, they are focusing on linguistics and
they are focused on writing.”
According to Michael (In www.EXLenglish.com, 2010:1), “He learned
English for more than 10 years and he has been living in UK for 3 years. He is
very good at reading English. He reads a lot of textbooks, research papers, and so
on. But he cannot speak English automatically and fluently. He just cannot
express himself. That’s so embarrassing. Because of this, he is just afraid of
talking to people.
According to Jinping from China (in BBC World Service, 2013:2), “He
has learned English for almost 15 years. He has no problem with reading and
listening but speaking has always been a problem for him because, when he was at
school, they always focused on grammar, vocabulary and exams. Now he really
wants to improve his spoken English to a new level, to achieve that freedom in
speaking in the near future. He would try anything to help him achieve this”.
D. Some Causal Factors of English Speaking Problems
1. School System
According to Brophy (2004:1), “Learning is fun and exciting at least when
the curriculum is well matched to students’ interests and abilities and the teacher
emphasizes hands-on activities. When you teach the right things the right way,
motivation takes care of itself. If students aren’t enjoying learning, something is
wrong with your curriculum and instruction, you have somehow turned an
inherently enjoyable activity into drudgery. School is inherently boring and
frustrating. We require students to come, then try to teach them stuff that they
don’t see a need for and don’t find meaningful. There is little support for
academic achievement in the peer culture, and frequently in the home as well. A
few students may be enthusiastic about learning, but most of them require the
grading system and the carrots and sticks that we connect to it to pressure them to
do at least enough to get by.” It means that what is taught in the school based on
curriculum or school system does not really focus students’ needs, abilities,
purposes but it emphasizes most theories or receptive skills such as; memorizing
words, understanding texts, doing exercises, dictation, learning grammar rules too
much, listening comprehension and reading comprehension in order to achieve
grade system and to pass national examination. So students feel bored, frustrated,
etcetera because of pressure. In addition, students do not even have an English
teacher but they get national examination for English subject finally. English
teacher should have professionalism at English teaching in order to apply school
system better.
According to Lewis and Hill (1992:8-9), “In the majority of cases a basic
textbook is chosen and it is this which provides the practical classroom syllabus.
Inevitably, teachers tend to follow the book, deciding in advance how long they
can spend on each unit so that they will finish the book in a certain time. But the
object of the course is to teach the students, not finish the book!” It states that
textbooks, syllabus, and lesson plan may distract an English teacher to focus
students’ needs especially to speak and to write, so the teacher just thinks to finish
the book of made syllabus. Therefore the teacher must not finish the book but
focus students’ needs and abilities.
2. Environment
Environment becomes an important factor to be able to speak English
and to keep speaking English as the wise words, “Environment becomes you or
you become an environment” or in other words, if you do not change your
environment to be better so you will be changed to be bad or good by the
environment. Because environment cannot change itself if no-one change it. So
changing the environment to become a place where English is spoken only is
compulsory to keep speaking English as a foreign language. In order that, the
students and lecturers can apply full English speaking area one another.
According to Wyse and Jones (2001: 178), “Pre-school experience of
social interaction is a desperately important factor in the child’s ongoing language
development. The significance of the adults around the child at this time should
not be underestimated. It has been acknowledged that they provide a number of
important conditions for the child as they:
a. Provide access to an environment where talk has high status
b. Provide access to competent users of language
c. Provide opportunities to engage in talk
d. Provide responses which acknowledge the child as a competent
language user. (Wray et al, 1989:39)
It states that pre-school experience of social interaction is an important
factor to develop a child’s language where adults are around him speaking each
other in order to be acquired speaking skill naturally. It cannot be ignored because
first language that is used by most people acquired by listening then imitating and
speaking the language when they were babies. Therefore, a child who is still very
young at beginning learning a language, it needs to be provided a place to practice
his language, to be created a condition where the language is only practiced to
stimulate him speaking the language with adults as competent users, and to be
provided responses to a child in order to encourage him speaking with other
people. In addition, A child beginning to speak a language seems like an EFL
learner who speaks English so as an EFL learner needs to be provided as like as a
child’s needs.
According to Fill and Mühlhäusler (2001: 113), “In order to help achieve
the shift in attitudes and behavior that is essential if society is to become
sustainable, people who seek to promote this objective need to take a strong stand
on language.” It means that language is used in speaking and writing to preserve
environment in order to build better relationship among people. So when some
people always speak a language which is not used in the area while other people
speak another language. It has some reasons depending on people used the
language whether people speak a language for keeping a secret, practicing a
learned language, keeping identity, or preserving an environment (the conditions
that you live or work in and the way that they influence how you feel or how
effective you can work, or in other words, a particular place where you learn a
language), etcetera. Therefore that a language is used should be noticed based on
the reasons. In that case, speaking English at English study program has some
essential reasons consisting of practicing English language learned, keeping
English identity, and also preserving English environment. In addition, English as
a foreign language should be applied by English students with their lecturers
inside and outside the classroom in order to become true English students, to keep
their identity distinguishing them from non English students, and preserving their
English language at English study program.
Furthermore, Environment identifies some other factors hampering
students to apply their spoken English. They consist of
a. Teacher
English Teachers as the most important factor to make their students’
effectively spoken English, what the teacher generally does is imitated by his
students. Therefore the English teacher must not only be lay, amateur, technician,
and academic, but also be professional. As it is stated by Richards and Renandya
(2002: 388-390) that a ‘professional’ is, broadly speaking, someone whose work
involves performing a certain function with some degree of expertise.
There are comparison and similarity of English teacher work as follows:
1. Professional versus Lay
A ‘lay’ population is a population that does not belong to a specified
professional group. Members of the professional group possess certain skill,
knowledge, and conventions that the lay population do not have. Typically, they
communicate between themselves employing vocabulary that is not readily
comprehensible to a layperson (in our case, examples would be cloze, L1, l2, ESP
etc.). It states that a professional teacher must have certain skills, knowledge, and
convention. Not only teaching English because of knowing, understanding
English, or being able to speak English but also having expertise of English
language consisting of mastering four English skills, listening, speaking, reading,
and writing, English terminology, acronym, abbreviation, vocabulary, grammar,
pronunciation, psychology of language learners, etcetera, mastering how to
become an effective teacher, and having a good teaching qualification, then
English will be taught professionally.
2. Professional versus Amateur
The distinction between the professional and the amateur is based on
consistent differences in performance in the field, involving the quality of
preparatory and ongoing learning, standards and commitment. The amateur does
things for fun, for the love of it: thus someone who knows English may have a go
at teaching it, as an amateur, without any particular training or commitment. He or
she may do it well, or badly. But the professional cannot allow himself or herself
to ‘have a go’ at teaching or to do it badly. It means that pleasure is not a good
reason to teach English because of having knowledge of that. Teaching English is
not to teach what the teacher likes but to teach what is needed by English students.
In addition, when a teacher who does not have English qualification and mastering
English skills teaches English because of having several reasons consisting of no
English teachers, teaching for fun or like, and teaching for a part time job, so
English students’ ability will be ignored by the teacher.
3. Professional versus Technician
The technician, craftsman, or artisan performs certain acts with skill and
becomes more skillful as time goes on, through practice. The professional has not
only to acquire certain skills, but also to be able to take courses of action that are
based on knowledge and thought, as distinct from automatic routines. Beyond
this, he or she has to understand the principles underlying both automatic and
consciously designed action, and be able to articulate them, relate them to each
other, and innovate. It states that a professional teacher teaches English not only
practically but also theoretically. So students can know what to do, why to do, and
how to do, where to do, when to do, and which to do firstly. In other words, a
professional English teacher masters knowledge and thought of English and its
skills such as; vocabulary, grammar, pronunciation, listening, speaking, reading,
writing, etcetera.
4. Professional versus Academic
An academic can be defined as a researcher, lecturer, and writer, usually
based in a university. According to the contrasts defined up to now, the academic
comes under the category of ‘professional’, and many academics would so define
themselves. But there is an essential difference between the occupation of the
doctor, architect, teacher on the one hand, and the research scientist on the other.
The professional is, first and foremost, a bringer about of real world change: The
doctor cures patients, the architect, designs buildings, the teacher brings about or
catalyses learning. Essentially, the professional prioritises real time action,
whereas the academic prioritises thought, though of course the professional also
thinks about his or her actions, and the academic acts in order to develop his or
her thinking. The distinction is thus one of emphasis and priorities rather than of
substance. It implies that a professional teacher focuses more on his students. His
students’ failure in learning process is his failure, but an academic does not really
focus on students but his responsibility at teaching so students’ failure is not his
failure but students’ problems in learning process. Therefore, as a teacher
especially for an English teacher should teach the students professionally in order
to become an effective teacher which achieves a good result. In addition, an
English teacher should speak English to students not only inside the classroom but
also outside the classroom to help his students improving his speaking and
listening skills. And the teacher can also help to improve other English skills.
b. Suspension
According to Larson (1992), “Suspension is a punishment that some
school systems use when all else fails.” It means that a punishment may be given
to whomever disobeying the regulation made to apply the importance of discipline
in the school, in the company, or anywhere in order to be better or the best, but
there are a lot of punishments which can be applied, so it must also be considered
based on situation and condition inside or outside the environment, whether the
punishment applied can affect people to get a better change not only inside but
also outside the environment. Therefore, employees need the regulation in their
company, students need the regulation in their school, university students need the
regulation in their campus, and whoever is needed to obey the regulation.
c. Student
According to Richards and Renandya (2002:205-206), there are some
factors affecting adult EFL learners’ oral communication as follows:
1. Age or Maturational Constrains
According to Krashen, Long, and Scarcella (1982) in Richards and
Renandya argue that acquirers who begin learning a second language in early
childhood through natural exposure achieve higher proficiency than those
beginning as adults. And Oyama’s study (1976) in Richards and Renandya also
shows that many adults fail to reach nativelike proficiency in a second language.
Their progress seems to level off at a certain stage, a phenomenon which usually
called “fossilization”. This shows that the aging process itself may affect or limit
adult learners’ ability to pronounce the target language fluently with nativelike
pronunciation (Scarcella & Oxford, 1992 in Richards & Renandya). Even if they
can utter words and sentences with perfect pronunciation, problems with prosodic
features such as intonation, stress, and other phonological nuances still cause
misunderstandings or lead to communication breakdown. It means that Adult
learners learning English are not easy as they learned their first language when
they were babies because of being affected by their first language especially for
intonation, stress, and other phonological problems.
2. Aural Medium
The central role of listening comprehension in the L2 or foreign language
acquisition process is now largely accepted. And there is little doubt that listening
plays an extremely important role in the development of speaking abilities. It
states that listening is really essential to acquire second language and foreign
language although there is still doubt. In addition, when babies learned first
language, they did not learn through reading, studying grammar rules, or writing
but they learn through listening what their parents especially their mother speak
and tell and adults speak, then imitate and speak what is heard. Furthermore, they
learn to comprehend what they heard, and so on.
3. Sociocultural Factors
Many cultural characteristics of a language also affect L2 or foreign
language learning. From a pragmatic perspective, language is a form of social
action because linguistic communication occurs in the context of structure
interpersonal exchange, and meaning is thus socially regulated (Dimitracopoulou,
1990 in Richards & Renandya). In other words, “shared values and beliefs create
the tradition and social structures that bind a community together and are
expressed in their language” (Carrasquillo, 1994, p 55 in Richards & Renandya).
Thus, to speak a language, one must know how the language is used in a social
context. It is well known that each language has its own rules of usage as to when,
how, and to what degree a speaker may impose a given verbal behavior on his or
her conversational partner (Berns, 1990 in Richards & Renandya). They mean
that learning a language should also learn people’s principle, behavior, attitude,
and culture because speaking to people who have different culture will confuse
them. Therefore, cross culture understanding is really needed to build a good
relationship in interpersonal communication.
4. Affective Factors
“The affective side of the learner is probably one of the most influences on
language learning success or failure” (Oxford, 1990, p. 140 in Richards &
Renandya). The affective factors related to L2 or foreign language learning are
emotions, self esteem, empathy, anxiety, attitude, and motivation. It states that
feeling really affects learners in social interaction for instance; nervousness, fear,
and shyness making language learners cannot communicate effectively and
efficiently because of forgetting what they want to say, speak, tell, write, etcetera,
thinking, and doing well. In addition, so, English learners should be encouraged to
build their self confidence firstly in order to learn English as a second language or
as a foreign language.
3. Learning Community
According to Caine and Caine (2010:21-22, & 25-27), “There are different
kinds of communities, and not all conversations lead to useful learning. The point,
however, is that although people vary in how much they like to learn and work
together, the brain/mind is social. Learning in the real world has always been a
partially social process.” There are some essential types of learning community as
follows:
a. Study Group
“When people have the same material to study, it can be useful to do so
together.” It means that learning in a group is better than learning alone in order to
share knowledge, idea, experience, and feeling, discuss and solve problems
together especially for English as a foreign language and be done by using the
spoken English.
b. Communities of Practice
“In recent years it has become clear that much of what people learn about
their jobs and professions is picked up informally from conversations with their
colleagues and others.” It states that what we learn, we do, and keep doing cannot
be separated by a social interaction. So people should have a group to practice
their job in order to have the abilities needed or should be in a group of practice to
be able to improve their skill of the job. In addition, speaking English can also be
practiced in a group where English is spoken in order to be able to improve both
listening and speaking skills.
c. Communicating Online
“New technologies have radically expanded the opportunities for people to
communicate, and with that has come an explosion in the use of different types of
online communities, ranging from closed groups to discussion forums to loosely
bounded social networks such as those on Facebook.” It means that in this
globalization era, people can communicate with other people by using both
spoken language and written language. Without knowing and understanding how
to use technologies consisting in computer, mobile phone, and so on, it is difficult
to communicate with other people around the world through social media;
Facebook, Twitter, Video call, and so on. They are used to interact with other
people. So they may be used to practice four skills, listening, speaking reading,
and writing skills but in this case, it is focused more on listening and speaking
skills.
E. Relevant Previous Research
Based on the search of relevant previous research, researcher finds some
relevant researches. There are three researches as follows:
Arita (2008), this research aimed at studying the student’s problems in
daily English speaking activity at SMA POMOSDA Tanjunganom Nganjuk. This
study tried to find the students’ problems, the causes and the ways to solve the
problems in daily English speaking activity of the senior high school.
Gebre-eyesus (2014) conducted the research about “The Exploring the
Causes of Students’ Reluctance in English Speaking Classroom”. This research
attempts to explore the causes of the students’ reluctance to speak English in EFL
classroom of Gode secondary and Preparatory school in Somali regional state,
Gode town.
Wulandari (2010) conducted the research about English speaking learning
problems faced by the students at the first year of SMP Negeri 1 Titromoyo
Wonogiri. She aimed to describe problems of the students of the first year at the
junior high school and to describe the solutions of the student’s problems in
learning to speak English.
CHAPTER III
METHODOLOGY OF RESEARCH
This chapter consists of research design, subject of the research, technique
of data collection, and technique of data analysis as follows:
A. Research Design
In conducting this research, the researcher applies “qualitative descriptive
method”. According to Fraenkel and Wallen (2009:454), “Qualitative descriptive
method is to document an event, situation, or circumstance of interest.”
The researcher assumes that by using qualitative method in this research
is appropriate. The researcher wants to know, understand the students’ problems,
and describe the result of students’ problems.
B. Subject of the Research
In this research, the researcher takes subject in the third, the fifth and the
seventh semesters’ students at English education study program of Khairun
University Ternate, and the academic year 2016. The subject will be taken by the
researcher by using purposive sampling. As it is stated by Kumar (2011:189),
“The primary consideration in purposive sampling is your judgement as to who
can provide the best information to achieve the objectives of your study.” So the
researcher selects “the third semester, the fifth, and the seventh semester” which
there are twelve (12) informants consisting of four (4) students at the third
semester, five (5) students at the fifth semester, and three (3) students at the
seventh semester.
C. Technique of Data Collection
The researcher conducts data collection by interviewing the students. Type
of interviews which used by the researcher is a face to face interview. It is stated
by Creswell (2014:239) that a qualitative interview is when the researcher
conducts face-to-face interviews with participants, interviews participants by
telephone, or engages in focus group interviews, with six to eight interviewees in
each group.
Furthermore, the students are interviewed one on one (in person
interview) to describe from general topic and details about students’ problem in
applying full English speaking area at campus. Then the researcher collects the
data and analyzes all students’ problem.
D. Technique of Data Analysis
In this research, the researcher applies analysis data. According to Given
(2008:186), data analysis is an integral part of qualitative research and constitutes
an essential stepping stone toward both gathering data and linking one’s findings
with higher order concepts.
According to Levine (1985), Wolfe (1992), & Huberman and Miles (1994)
in Berg (2001:35), all argue that data management and data analysis are integrally
related. In other words, after data management, data analysis consists of data
reduction, data display, and conclusions and verification.
Based on the statement above, the researcher conducts data analysis into
four phases. The four phases of analysis data are as follows:
1. Data collection, in qualitative research, the researcher conducts data
analysis while and after collecting the data in certain period. It means that
those activities are done while and after collecting the data.
2. Data reduction, the research selects and only focuses on important points
to find the theme and pattern.
3. Data display, to notice at displays data helps us to understand what is
happening and to do something further analysis or caution on that
understanding.
4. Conclusion, after the data has been collected, reduced, displayed, analytic
conclusions are conducted to emerge and to define the data more clearly
and definitely.
Based on the statement above the researcher can conclude that after the
data are analyzed based on certain problems and then they are united into the
problems with problem solving.
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Finding
There are some influential factors on the students’ problems in applying
full English speaking area such as: Student (Affective factor, Sociocultural Factor,
Age or Maturational Constrains, and Aural Medium), Teacher (Professional
versus Academic), Environmental Factor, Learning Community (Study Group,
Communities of Practice, and Online Community), Discipline/Punishment, and
School System. Those are explained based on the students’ problems at the third,
at the fifth, and at the seventh semesters below:
1. Affective Factor
It is one of influential factors that can affect English students’ success and
failure in learning and speaking English inside, outside the campus, or after
graduation from Teacher and Education Faculty of Khairun University. They are
positive and negative affective factor in the following finding:
Positive affective factor, in order to improve their pronunciation, so to speak
as good as native speakers and vocabulary, to pass international exams such as:
TOEFL and others, to continue studying abroad, to be an international person
because English as an international language, to go around the world, to get the
job easily, to become an English teacher, to master all English skills; speaking,
writing, reading because they are in English program but if they are not able to
master all skills of English, and then they graduate, they will not be a professional
teacher, to become a tourist guide especially for tourists coming in Ternate, to
speak with English students (best/close friends, English friends, classmates,
juniors, and seniors) at E.S.A, to show English students or non-English students
that they are English students and they are from English study program, that is
their major, their obligation, and their responsibility, to be the best of English, not
to care what non-English students watch or say to them arrogant because they are
practicing their spoken English, to feel happy to speak English in the classroom,
to feel proud of speaking inside or outside because English as their identity, their
base of English study program, to be motivated to speak with the teachers as role
models, to imitate the English teachers’ pronunciation, to become like their
English teacher going to study abroad, to agree a bad score “E” and pay a fine
give to the English students but they must be considered based on the students’
ability, levels, and the punishment fitted inside and outside the classroom in the
campus, and to make English students different from students at Indonesian study
program and other study programs. They are as the motivation to reach their
purposes to what they need to be or to what they want to be. Even though there is
a lot of positive affective factor affecting English students, there is also a lot of
negative affective factor which can influence the English students’ failure to
master English knowledge and skills. These are some influential emotions, self
esteem, empathy, anxiety, attitude, and motivation on the students’ problem. They
are to feel shy to speak English when non-English students, other department
students watch or say to them arrogant, speak English in the public, and in front of
class, not confident if they speak English with other English students except their
close or best friends, afraid to speak English because of their bad pronunciation,
grammar errors, and lack of vocabulary, careless of whether they practice their
spoken English outside the classroom or not, indifferent to English students who
speak English with them, so they respond in their daily language (Malayu
Ternate); even though they can speak English, disappointed to their friends and
teachers who do not speak English with them while they need to practice their
spoken English and listening skill with their friends and teachers, angry to the
students responded them by speaking Indonesian while they speak English, to
have empathy on English students when the students cannot understand their
spoken English, they change into their daily language, speak the language each
other, and keep speaking the language.
2. Sociocultural Factor
It explains how English as a foreign language is used inside the classroom
and outside the classroom in the campus, and also outside the campus. So when
the students speak English, sometimes they combine with their mother tongue,
first language, or local language such as: Wait me, kah..!!!, You, nih..!!!, that’s
the true one, kahao? Kahao (Kabagaimana), and We go dah, Mari..!!!, to master
the language, firstly vocabulary, pronunciation, grammar, and then speaking, or
listening, imitating and speaking the language, or speaking first and then
mastering other skills such Writing, reading, listening because of have a lot of
vocabulary, or reading skill first because with mastering reading skill, they get a
lot of vocabulary and pronunciation.
3. Age or Maturational Constrains
First language, mother tongue, or local language can influence English
students’ spoken English inside or outside the campus, it appears on the students’
pronunciation subconsciously because they have lack of practice of spoken
English, but they have lots of practice or speaking their first language, mother
tongue, or local language such as: Malayu Indonesia, Malayu Ternate, Ternate
Language, Galela, Malayu Bugis, Mangoli, Sanana or Sula language. So the
students’ spoken English is influenced by their dialects each province, territory,
region, ethnic group, or family.
4. Aural Medium
Most students accepted the language learning must be learned from
listening, imitating, and speaking because the ways that they learned their first
language or mother tongue from those steps. That’s why, to help and to improve
their pronunciation, the students listen to English songs in the handphone, on the
way to go to the campus, in the boarding house, at home, when they have spare
time, watch English movies, or English channel like National Geographic
Channel, Wild, or Animal channel, always listen spoken English in the English
course, listen to vocabulary audios, English recording, listened English tourists or
strangers talking together when they met, will gather with the tourist to listen to
English, to listen their friends speaking and lecturers speaking, but the lecturers
rarely speak English or some students say, they never speak English with the
students outside the classroom because they speak English when they are teaching
in the classroom especially for teaching speaking subject. It can also influence the
students’ listening skill and spoken English to become untrained.
5. Professional versus Academic
Every teacher is a role model but they do not really teach the students to
do or to apply but to know and understand what they teach, motivate, tell, and
experience. So some students realize and do or apply it in their activity or in their
daily life but some students realize and do not do or apply it in their activity or in
their daily life because the teacher just do when they are teaching, so the students
do when they have to do.
Some of English students want to become like their lecturers like how they
speak English, pronounce English words, and how they experienced studying
abroad, or others. So if their lecturers rarely speak English inside the classroom,
then the students may never speak English in the classroom, if the lecturers are
bored or lazy to speak English because of too much love of speaking their first
language or local language outside the classroom, then the students may dislike
speaking English in the campus except that the students join the debate
competition, or are asked to join the debate competition by lecturers. In other
words, the students are not allowed to speak English in the campus indirectly.
6. Environment
English study program is similar to all study programs especially for
Indonesian study program at Teacher and Education Faculty of Khairun
University because they learn Morfologi subject, English students learn
Morphology subject, they learn Berbicara, English students learn Speaking
subject, they speak Indonesian (or Malayu Indonesia/Malayu Ternate), English
students speak Indonesian (or Malayu Indonesia/Malayu Ternate) in the campus.
So speaking English make us different or differentiate us as English students at
English study program and Indonesian students at Indonesian department in the
campus, to show their identity as English study program to other programs or
other students, and it may be as motivation for other study programs or other non-
English students to speak or to practice English with them.
7. Learning Community
There are some communities of studying English or practicing spoken
English either inside or outside the campus. Those are ESA study group, other
study groups; one of them is made for their classmate to study English, or
sometimes to speak English at the group, another made for teaching juniors, there
were also English Sharing Club (ESC) as a study group and also a community of
practice that divided into two classes or groups which was named Speaking Class
focused on Speaking English, and Grammar Class focused on studying Grammar
and Structure in the campus, and outside the campus, Allergy was a study group
and also a community of practice, it was made to teach full English each other
based on schedule made by us at the group, and there is a course that applies full
English speaking area, so teachers and students must speak full English there, but
if the students speaking Indonesian there must pay one thousand, and if the
teacher speaking Indonesian there must pay ten thousand.
8. Discipline/Punishment
All of the students agree to apply full English speaking area with the
discipline or punishment such as: paying a fine or giving a bad score because
without the discipline it will fail like what happened on the third floor, they had
made full English speaking area on third floor, but it was applied only for three
days or more than three days, It had been taken off, torn by the students, so it
really failed to be applied. Therefore, most of the students agree the discipline of a
fine payment in order to apply full English speaking area in the campus not only
on third floor, they want not only English students speak English but also the
lecturer speak English, and if only the students speak English and the lecturer
break the rules, it is useless. So if the students speak Indonesian (Malayu Ternate),
they must pay one thousand and if the lecturers speak Indonesian, they must pay
ten thousand or the other suggestion from some students, for the students who
speak Indonesian must memorize vocabulary, clean the bathroom for making
them shy in order to speak English, and be ignored by English students, and for
the lecturers, pay a fine for fund to make the activity at English study program
like study tour, and others. Some of the students agree to get a bad score “E” in
order to apply full English speaking area in the campus because if only paying a
fine, the students will pay because of having a lot of money or will not pay
because of renting room students, so better giving a bad score, it will motivate the
students to memorize a lot of vocabulary, study hard, and practice their English a
lot in order to be able to speak English in the campus and to get a good score.
9. School System
Most of the students studied English subject in junior and senior high
schools such as: getting reading text about advertisement, kinds of text; like
procedure text, doing exercise of text reading, reading conversation, memorizing
vocabulary then mention word by word in front of the class and explaining or
telling the meaning, reading the story in front of the class, most of speaking were
introducing themselves one by one in front of the class, greeting to friends in the
class, and one of them got listening in senior high school to listen native English
speakers speaking, there were also teachers in junior and senior high schools
speaking English a little and combining with Indonesian language to make us
understand in the classroom, one of the students’ the English teacher in senior
high school never spoke English, and outside the classroom, some of the teachers
never spoke English and some of them spoke English but only asked “How are
you?” and “What are you doing?”, and something like that. There are two students
who did not have English teacher in junior and senior high schools but they got
national examinations and passed them, one of them tell that he answered by
closing his eyes.
In junior and senior high schools, they had difficulty such as: lack of
vocabulary, English pronunciation, knowing English a little bit and no-one wanted
to speak English at school, knowing the meaning of some words but rarely using
them, shyness, no self confidence, fear to speak English with their friends and the
English teacher, never practicing, only learning the material, and unknowing
English the characteristics of English like grammar and structure.
B. Discussion
All students’ problems are identified by some influential factors, they
consist of student (affective factor, sociocultural factor, age or maturational
constrains, and aural medium), teacher (professional versus academic),
environmental factor, learning community (study group, communities of practice,
and online community), discipline/punishment, and school system.
1. Affective Factors
Motivation is a central component of Gardner’s Socio-educational Model
(1985). In his research he worked with two different types of motivation;
Integrative and Instrumental. Integrative motivation derives from a personal
interest in speakers and the culture of the target language, such as the motivation a
young woman might have to learn the language of her spouse’s family.
Instrumental motivation derives from the practical benefits of learning another
language, such as getting a job, a degree, or a promotion. In foreign language
contexts, an instrumental reason for learning the target language may be the most
important one. (Murray & Christison, 2011:176)
According to Sharifian (2009:1), In 2003, the Ministry of Education,
Culture, Sports, Science and Technology (MEXT) of Japan developed an action
plan to ‘cultivate Japanese with English abilities’, which emphasized the
importance of English by referring to its function as an international language:
English has played a central role as the common international
language in linking people who have different mother tongues. For
children living in the 21st century, it is essential for them to acquire
communication abilities in English as a common international
language. In addition, English abilities are important in terms of
linking our country with the rest of the world, obtaining the world’s
understanding and trust, enhancing our international presence and
further developing our nation. (Ministry of Education, Culture, Sports,
Science and Technology [MEXT], 2003: 1)
For better or worse, by choice or force, English has ‘traveled’ to many
parts of the world and has been used to serve various purposes. This phenomenon
has created positive interactions as well as tensions between global and local
forces and has had serious linguistic, ideological, sociocultural, political and
pedagogical implications. (Sharifian, 2009:1)
Learners’ places in the world are multiple, changing, sometimes
conflicting, and influenced by the power relations in individual interactions and in
society more widely. This influence may result in the desire to assimilate, adapt,
or reject. As individuals construct their identities, they position themselves
through their language (and nonverbal behavior), that is, they use language to let
others know who they are and what their sociocultural allegiances are. (Murray &
Christison, 2011:5)
Learning a language is useless if we do not know how to communicate,
how to listen to others and how to speak and write so that listeners and readers
will want to listen and read and be able to understand. (Wright, p 7)
There are two kinds of motivation which motivate students to speak
English inside, outside the campus, or after graduation from the university of
Khairun, They are integrative motivation and instrumental motivation but the
most motivation that the students get to speak English as a foreign language is the
instrumental motivation which gets job easily, continues studying abroad,
becomes an English teacher because of English as an international language,
English as a study program at Teacher and Education Faculty in Khairun
University, English as an identity of English students, a means of communication
with people in the entire world. But besides the motivational factor, there is also
demotivating factor which demotivates the students to speak English as a foreign
language English inside, outside the campus, or after graduation from the
university of Khairun such as , the motivation is stated by the English students as
follows:
(1/1) I am as an English student; learning English without
speaking English is useless, to continue studying abroad, English as an
international language, for me English is my life, (2/1) …because I want to
be an English teacher, (3/2)…English without speaking is nothing,
(9/2)…the function of the language is a tool of communication, it means
that we must do interaction each other, to other person, so that’s why, if
we are only study the material as Tenses, Modal, Gerund, but we never to
talk, that is useless…, (12/1)…we are as English students, we have to
show our ability of English when we go out from the campus, the people
ask to us about our major, they will ask that, they will know that we can
speak English, so we have to speak inside of campus or outside of campus.
For the other reason, they have to realize that we are at English
department, we have to be master by speaking to show our identity of
English students to the other program or other people….(3/1)…many
people in world use English, other reason, have tourist come here in
Ternate, practice my English with them, because they are native
speakers….(2/3)…I’m very happy speak with the other that have the same
study program English with me, (2/5)…because I like English very
much…, (5/5)…get as knowledge because that is my basic., (1/9k) Because
it’s our department, it’s our identity, so we must to speak English. If we
don’t speak English, it means that we lose that identity, it means that we
cannot be proud of ourselves that oh…we are English department but in
fact, we couldn’t speak English that’s useless. Keep speaking Indonesian
at English department, that’s the problem. It will not help us if like that,
that’s for me, It’s better that our environment must be in English so the
first until the end until the higher semester they can able to speak English
each other…, (2/9k) My motivation to speak English in this study program
because after I graduate from this university, I want to be a teacher so I
have to speak English very well…, (3/9k) Because I see my best friend or
friend like Mr. Saf. He very able to speak English, and then his speaking
English is very good. And then I think I must same as he is because we are
from English department why not we can speak English. And then I have
another motivation to speak English because my mother know, I’m from
English department, and them they know I can speak English if in the
reality I cannot speak English. Maybe they were disappointed with me
something like that. So my parents are my big motivation and people
around me., (5/9k)…my senior speaking English every day, so I listen my
senior speaking English, “Oh My God, speaking is perfect, my senior.,
(6/9k) Because I need English but and I ever asked to my seniors when
they examination or they got proposal, they always need about speak
English when they come to proposal examination, like proposal
examination, they always make English because the lecturer ask them to
speak English…, (7/9k) To improve my speaking skill…, (8/9k) I have to be
better, I have to be best than another student. So…I have counter my
dream to go abroad, so I have to be master in English, so I can go abroad
to get my college like my lecturer has done. That is make motivation is up.,
(9, 11/9k) Because of I’m English department, so that is I have to speak
English because that is make us different with the other students. My
motivation sometimes come from the junior because the junior even I don’t
speak English with them, the juniors when they meet me, they speak
English. so I really appreciate that and I will speak English with them, and
sometimes my friends., (5/9k)…my senior speaking English every day, so I
listen my senior speaking English, “Oh My God, speaking is perfect, my
senior., (6/9k) Because I need English but and I ever asked to my seniors
when they examination or they got proposal, they always need about speak
English when they come to proposal examination, like proposal
examination, they always make English because the lecturer ask them to
speak English…, (7/9k) To improve my speaking skill…, (8/9k) I have to be
better, I have to be best than another student. So…I have counter my
dream to go abroad, so I have to be master in English, so I can go abroad
to get my college like my lecturer has done. That is make motivation is up.,
(9, 11/9k) Because of I’m English department, so that is I have to speak
English because that is make us different with the other students. My
motivation sometimes come from the junior because the junior even I don’t
speak English with them, the juniors when they meet me, they speak
English. so I really appreciate that and I will speak English with them, and
sometimes my friends., (10/9k) …I want to practice English… My other
motivation, when I see around of me, when they try to speak English with
their friends, I think I want to practice English too with them, (12/9k) I’m
as English student, that is my obligation to speak English because if I want
to be/to get certificate of Strata I, but I don’t have ability, I think that is
not effective for me. I get certificate but that is not good. (1/9a) I was feel
that in SMA but now in the campus, talk in English. I’m not feeling weird
or something no, just like usual. No problem with me if they say that I’m
arrogant if I’m talking in English they slang that they’re non ability to
know in English…, (2/9a) I don’t care about them so because I speak
English for make my English is better…, (5,10,11/9a) I don’t care for my
friend is talking about my arrogant, I don’t care this is my responsibility
and my basic…,(6/9a) I feel very happy because I know I’m as English
department… Even when they say, I’m arrogant but I don’t care about it…
that is my basic, my major or department., (8/9a) I really don’t care about
they statement what they said because I conscious that I’m the student
from English department, so I have to be proud, I have to be arrogant…,
(9/9a) I ever got this statement when I was first semester, I try to speak
English, the seniors said if you are wants to learn English, you are feel
two, get two words, the first arrogant, and the second one it’s crazy. I
think that we are not arrogant but we just want to practice our English…,
(12/9a)…if the students watch me speak English and say me that I’m
arrogant. I don’t care about that I feel proud because they have watched
when I speak…, (1/9b) Because if you are in English program or
department. It means that you must master in English in all skills;
Speaking, Writing, Reading. If you haven’t able to master it all, it means
that you could pass it, just say that if you graduate, you are not
professional teacher…, (3/9b)…we must know how to speak English and
then for examples for my friend from Mathematics or from PPKN, they
know well about they subject, why not, why are don’t do like them. We
must master in English, so they think ‘Wow..!!!’ they’re from English
department and then they can speak English. And then maybe they get
motivation from us and speak English with us, (8/3) With my seniors, the
other friends, and my lecturer.
Even though non-English students or other study programs in Khairun
University, they must study English for TOEFL PBT or ITP score requirement for
admission to universities, companies, etc, and also speak English for TOEFL IBT
or IELTS score requirement for admission to universities, companies, some
countries as the global immigration, etc in order to continue studying abroad, to
go around the world, to get jobs easily nowadays.
The TOEFL iBT Speaking section is designed to evaluate the English
speaking proficiency of students whose native language is not English but who
want to pursue undergraduate or graduate study in an English-speaking context.
(ETS, 2009:165)
IELTS (International English Language Testing System) is the world’s
most popular English language test for higher education and global migration.
IELTS is designed to test English at all levels and is accepted by over 9,000
institutions, employers and government bodies worldwide. It is accepted by
thousands of universities and colleges in the USA. (Cambridge English Language
Assessment, 2014:20) Those reasons are stated by the English students below:
(1/1) …Even we are not English students. If we want to continue
study, we need to know TOEFL. There are some international
examinations that required speaking also…, (2/1) … if I can speak
English, I can go around the world and easily to get the job….
People who learned their mother tongue or first language is not based on
language learning but language acquisition. It seems the following statements,
consideration of how people learn their own language soon leads to the obvious
primacy of listening. Some modem theoreticians make the distinction between
language learning (conscious) and language acquisition (unconscious). If this
distinction is accepted, it is clear that listening once again assumes particular
significance as, in addition to what is listened to, much of what is only heard
influences the unconscious acquisitional process. (Lewis & Hill, 1992:31)
According to Lewis and Hill (1992:38), “Think of your first language, you
learned it without any effort, with nobody asking you to repeat or formally
correcting you. In the most obvious way possible, you mastered a very difficult
skill. You learned to speak your own language simply by listening to it. Second
language learning is not as different as people sometimes pretend again. The best
way to learn is through good listening.”
(4/10) At home. If I watch a movie like English movie, I will repeat
what did they say, (3/8) …watching my favorite movies use subtitle in
English especially from Korean movies. I feel this is very difficult for first
time, but now I think it is easy because I do that every day….
If you need to practice before a big event, like a parents’ evening at school
or a business presentation, practice always helps. You can rehearse the
conversation in your head or front of a mirror. But if you’re feeling brave, why
not record yourself? Making a short video of your conversation or presentation on
your smartphone or computer is a great way to see how you really sound when
speaking English. You can compare your pronunciation to that of native speakers
on TV shows. (Bhandari, 2015:9) The students also do them at home when they
need to practice their spoken English and have no friends or partners to practice
their English which are based on the students’ responses as follows:
(5/10) I always face to face in the mirror and there I speaking like
funny in the mirror…, (3/10) At home, with myself. I practice in front of
the mirror after I listen some conversation and native speakers and then I
practice in front of the mirror…but sometimes I get difficult because just
myself, and because I don’t have partner to speak. (12/10) Sometimes, I
make monolog and I practice my English by myself. I put one topic and…
when I speak monolog with the mirror or my laptop, I open the camera on
my laptop, I speak to that camera, I record my video of speaking,
There is not only motivation but also demotivation. Demotivation which
causes anxiety, reluctance like nervousness, worry, shyness, fear, and
carelessness, disappointment because of English learning background which
focusing more on theory than practice, more difficult skill, no responses from
friends or teachers whom they are talking to, their spoken English will not be
understood(pronunciation), grammar errors, etc.
Therefore speaking is more difficult skill than other English skills such as
writing, listening, and reading which in writing, you may reconstruct it while
making mistake because of two reasons as they are stated below:
Many people feel that speaking in a new language is harder than reading,
writing, or listening for two reasons. First, unlike reading or writing, speaking
happens in real time usually the person you are talking to is waiting for you to
speak right then. Second, when you speak, you cannot edit and revise what you
wish to say, as you can if you are writing. (Nunan, 2003:48)
Students are often reluctant to speak because they are shy and are not
predisposed to expressing themselves in front of other people, especially when
they are being asked to give personal information or opinions. Frequently, too,
there is worry about speaking badly and therefore losing face in front of their
classmates. (Harmer, 2007:345)
For non-English-background students, whose future depends on their
learning English, how well this teaching is done and how successful schools are in
creating a context in which students have access to English during the schoolday
will largely determine whether they acquire English at all and whether they
receive an education. (Valdés, 2001:147)
(1/3) …when someone want to speak English with them. They
reply with Bahasa Indonesia. So sometimes it’s hard to speak English with
some friends but lecturer, there are some lecturer that also talk in English
to us, so we also answer it in English but not all also, (3/3)…when we talk
to the other department in English is different because they don’t know the
way to speak well in English and then when we talk English in English
department with same department. They know to speak English but
sometimes they are lazy to speak. Maybe they are shy or something like
that…, (4/3)…not all of my friends, they know how to speak English, but
sometimes I try to speak English with another friend not only for English
department but also another department if they know how to speak English
but the most one is my best friend, (3/9a) I’m shy and not confident.
Sometimes they say “You are very arrogant.”… but just do that because
we are from English department. So sometimes, I don’t care about that,
(4/9a) I’m shy if they say like that because they don’t know that why we
are speaking English because that’s a way we practice our English…,
(7/9c) That’s good but some of us do not get what the teacher said but I
think the teacher have to combine…,(2/9i) I’m happy if I can speak
English but sometimes I feel worry if I speak English and my friends didn’t
understand what I say and then my grammar is Amburadur, same as
outside, not only Grammar but also Pronunciation., (3/9i) If it is inside the
classroom, I feel confident because this is I talk with my friend and then
my lecturers also. Because this is we can improve our speaking and then
my friend can correct me if I get or make mistake in speaking subject and
also other English subject. Outside the classroom, sometimes I feel shy
and then sometimes I cannot talk with English because my friends can
respond in English what I say, (4/9i) If I speak English with my friend and
another friend, they didn’t speak English, they look at us. I feel like
arrogant, so I will use Bahasa again, but actually, I really want them to
listen what did we say, I want not only with my close friend but also with
them…, (5/9i) The first, I feel nice and I think I proud to speaking English
in the class, and then my friend listen before I speaking, I always my friend
“I’m sorry, my speaking not perfect” Oh! Not problem, you speaking, I
listen, and you understand, I understand. Yes! Outside my feel just so so
because I can speaking English and speaking Indonesian…, (6/9i) I really
happy when I outside of our classroom because in my classroom, they
always speak Indonesian…The other when we do not discuss, we do not
use English especially me, but when my friends ask me about English, I’ll
respond about English more. But I really happy to speak English outside
classroom. If inside classroom, I feel, there is depend on our friends when
they speak first about Indonesian, it will become about Indonesian. So I try
to enjoy with them, (7/9i) Inside the classroom, I speak, I really shy
because in inside all of my friends know my wrong but outside maybe
another do not understand what I said, they do not know what in English,
(8/9i) … inside we have to be careful about our grammar because our
friends many students would like to complain our grammar or criticize
about our statement… but outside we can talk free because I don’t care
about the people statement that we have to focus on the grammar, I believe
that we have main purpose that communicate with each other, so you get
my point, I got your point is clear, (9/9i) If I speak in the class, sometimes
I am not really feel, not really confident. I’m afraid if my speaking is not
based on grammar. If outside I feel more comfortable, (10/9i) when I were
in the first semester, I’m shy and I afraid when I speak English in the class
but I think in the seventh semester like this, I think it is not, I don’t feel like
that anymore. Sometimes I feel it but I try to throw it away from me…,
(11/9i) I feel good because I keep my English, if I speak with my friends, I
afraid to make mistake, and shy if I speak with my seniors, I always keep
my English because my senior always speak English use Grammar…,
(12/9i)…When I speak in the classroom, I feel this is not important
because we only speak with our friend and sometimes they refuse, I don’t
want to speak English. I want to speak Indonesian. It’s better if I speak
with people or my friends outside the classroom, even the other semester
or the other program, I can keep speaking English with them because they
want to practice, they force to speak English with me. so I don’t care who
don’t want to speak English, and I care when I speak English with the
students who wants to practice their English with me, (2/10) …For
speaking outside, because no one that I can invite to speaking English
together. Even I have English friends but they always speak Indonesian so
I respond in Indonesian. Or just when I meet my uncle she is English too,
so that’s the time to me for practice my English because if he meet me, he
always speaking with English but It’s rarely, (4/9k) …I don’t know my
motivation to speak English here, (6/10) In my renting but that is a little
but when I come to the community like in the place of course, because I
ever come to course place in ETC. I ever from ETC. That is make us to
speak English all of the time. (7/10) I looking for my friend in the English
study program, so if I get, I speak English with them, (9/10) I usually
practice in my course in Toboko, English Training Center, I think that if
I’m not practice there until right now, I get the difficult to speak English
because there everything that is English area, and then we speak English,
that is make my habit to speak English every day, (10/10) I have no the
friends from English program when I am in the other place like outside the
campus, sometimes I need my friends especially in the English program, I
mean use English with my classmate…, (1/3) Usually with some of my
friends but not all…but lecturer, there are some lecturer that also talk in
English to us…, (3/3) With my friends, sometimes with non English
department like my friends…speak English with seniors, juniors when I
meet them in front of the class, (4/3) My friends especially my best
friend…sometimes I try to speak English with another friend not only for
English department but also another department…, (5/3): My English
friends, (6/3) My classmate, if I meet someone that sit down and I invite
him to speak with me, (9/3) Sometimes I speak with my friend and with the
junior, (10/3) Every people that they know English if we meet especially in
English department, seniors’ friends, or junior, (11/3) Which my friends,
my juniors, my seniors, (12/3) With my friend, my classmate, and with the
lecturer if sometimes the lecturer teach us in the classroom with speak
English…, (2/9i) …if I speak English and my friends didn’t understand
what I say and then my grammar is Amburadur….
2. Sociocultural Factor
To speak a language, one must know how the language is used in a social
context. It is well known that each language has its own rules of usage as to when,
how, and to what degree a speaker may impose a given verbal behavior on his or
her conversational partner (Berns, 1990) in (Richards and Renandya, 2002:206).
Speaking skill is a main goal in learning English as a foreign language or a
second language before mastering other skills of English Language such as:
listening, reading, and writing. It is also as measurement how well and successful
people learn English. As a theory states that the mastery of speaking skill in
English is a priority for many second language or foreign language learners.
Consequently, learners 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 spoken language proficiency. (Richards, 2008:19)
Think of your first language, you learned it, without any effort, with
nobody asking you to repeat or formally correcting you. In the most obvious way
possible, you mastered a very difficult skill, you learned to speak your own
language simply by listening to it. Second language learning is not as different as
people sometimes pretend; again, the best way to learn is through good listening.
(Lewis & Hill, 1992:38)
Knowing a language is much more than knowing the structures. The
language can be seen in many ways, but for teaching purposes three are
particularly important, vocabulary and structures are what is said; pronunciation,
stress and intonation are how it is said, and function is why it is said. (Lewis &
Hill, 1992:26). Consisting of those theories, there are negative impact and
positive impact influencing students’ understanding of the language use in their
process of how they learn and understand the language. Firstly, negative impact
which influenced the students to master and to speak the English language, it is
stated by the students as follows:
(5/2) …reading then second writing and listening, and the last
speaking, (7/2) Reading skill because in the reading skill, we get the
vocabulary, pronunciation when we reading and can get a lot
vocabulary…, (6/9c) …English is a skill, no knowledge. So when they
speaking, it means they show to the students to follow them without
Indonesian…, (1-4/9h) The words is wait me, Kah!, You nih!..., (6/9h) I
always make like this; Don’t go go, kah..!!!, and also when someone make
something funny, I always say “suitable” (Cocok!!!), “Do you want to
mote with me?”…, (7/9h) Kahao(Kabagaimana) “That’s the true one,
kahao?”…, (9/9h) Sometimes, I join the friend like; “You, nie”…, (11/9h)
I use Txxxxxx dialect and Gxxxxx. For example, “We go, dah mari.”,
“Finish, dah” I have ever spoken like that because if I join one course,
they spoke like this, so my habit is like that….
Secondly, positive impact made students to learn the language as the
theories stated. Those are stated by students below:
(1/2) Before speaking we need to know vocabulary first, and then
from the speaking we can able to write. So all of skills will be back in our
speaking, (2/2) Speaking the first so if I can speaking English, easily to me
for writing, listening, and then reading. If I can speak, it means that I have
many vocabulary so if I have many vocabulary, its mean that I can easy to
writing English, (3/2) Listening and Speaking because firstly we talk like
this sometimes people cannot understand what you say and then what the
meaning, because sometimes we’re not from native speakers, then they not
understand and cannot catch what we talk to them. And if people talk to
me, I must listen carefully what they say and then I can understand. First
skill that we master is listening and speaking and next other skills like
reading and writing, (4/2) …the important one is vocabulary. After vocab,
we must know how to pronounce the English..., (9/2) Based on my
experience, Speaking first and then before speaking we need vocabulary
and grammar, (8/2) Based on the rule, we have to be mastered in listening
because listening is the first skill in English, and the next one is
pronunciation because pronunciation decides our speaking fluently, or
bad or good…, (10/2) Based the four skills in English, listening is very
important to be mastery by students or some people to learn English,
because we learn about mother tongue language or first language; the
first, we have to listen after listen we have to try to speak. So listening and
speaking are very important after this writing and reading, (8, 12/9h) I
never use that, mix Indonesian and English.
That is a big problem when misunderstanding happened to the students in
language learning. So the students must know and understand how the language
should be learned, as adult learners, English students need to know and to
understand that they may have both language learning and language acquisition. It
seems the following statement:
Consideration of how people learn their own language soon leads to the
obvious primacy of listening. Some modem theoreticians make the distinction
between language learning (conscious) and language acquisition (unconscious). If
this distinction is accepted, it is clear that listening once again assumes particular
significance as, in addition to what is listened to, much of what is only heard
influences the unconscious acquisitional process. (Lewis & Hill, 1992:31)
3. Age or Maturational Constrains
Speaking English as a foreign language can be influenced by the students’
mother tongue, first language, or their local language that they speak every day
wherever and whenever they are in or at.
As Krashen, Long, and Scarcella (1982) in Richards and Renandya argue
that acquirers who begin learning a second language in early childhood through
natural exposure achieve higher proficiency than those beginning as adults. And
Oyama’s study (1976) in Richards and Renandya also shows that many adults fail
to reach nativelike proficiency in a second language. Their progress seems to level
off at a certain stage, a phenomenon which usually called “fossilization”. This
shows that the aging process itself may affect or limit adult learners’ ability to
pronounce the target language fluently with nativelike pronunciation (Scarcella &
Oxford, 1992 in Richards & Renandya). Even if they can utter words and
sentences with perfect pronunciation, problems with prosodic features such as
intonation, stress, and other phonological nuances still cause misunderstandings or
lead to communication breakdown. It is a factor which is one of important factor
that made the students difficult speaking as like as native English speakers. This
factor happened to the English students at English study program as stated by the
students as follows:
(1-12/9e)…our first language(Mother tongue/Local language)
because first language is our language every day. But English/foreign
language, not all the people will knewn English. Foreign language, (2/9g)
Indonesian or local language (Axxxx)…, (3-12/9g) Indonesian language
(Malayu Ternate/others), (1-12/9h)…dialect is our identity even you are
from one place or other places if you are always speak your first
language, you always speak about the dialect. It will be seen.
4. Aural Medium
Listening has the most important role to speak English accepted by most
people all over the world that they learned a language by listening, imitation, and
speaking the language in order to improve their spoken English as the theories
below state that;
The central role of listening comprehension in the L2 or foreign language
acquisition process is now largely accepted. And there is little doubt that listening
plays an extremely important role in the development of speaking abilities. It
states that listening is really essential to acquire second language and foreign
language although there is still doubt. (Richards and Renandya, 2002:205)
Think of your first language, you learned it, without any effort, with
nobody asking you to repeat or formally correcting you. In the most obvious way
possible, you mastered a very difficult skill, you learned to speak your own
language simply by listening to it. Second language learning is not as different as
people sometimes pretend; again, the best way to learn is through good listening.
(Lewis & Hill, 1992:38) They are also stated by the English student at English
study program as follows:
(1/9c) …if the condition all in English. It will help the students also
to copy the teacher or imitate the teacher as a role model, (11/9c) …if they
always invite the students to speak English/to use English, do not use
Bahasa, and the students always practice their listening then that make
our habit, and then we have motivate to learning a lot of vocabulary and
then we improve our speaking with our lecturer, (1/9e) I believe that our
first language because first language is our language every day…,
(2/9e)… I learned language by listening and repeat what they say, listen to
my parents, my sister, my brother, and other people is around me, I
practice, I try to pronounce or imitate they say and speak the language,
(3-12/9e) …I learned from my mother from people around me. So I think
after listening, I try to pronounce this what that I get people around me.
Maybe they say that ‘Ho BoloHang’ and then I say mother, what is this,
what is the meaning from, (1/9f) I usually watch movie to listen English
talking… English songs and others, (2,9/9f) I like to listen English songs,
movie. When and wherever I have spare time and I boring with something
so I listen English song to entertain myself…, (3-5,7, 11-12 /9f) Listen to
English songs, and then sometimes I listen my friend talk, their
conversation. At the campus in the classroom when my lecturers talk, and
then in outside when I feel boring with something, and then take my phone,
and then listen a music/English song…, (6/9f) I listen to the films when I
watch the TV, I always listen to the TV; the channel about animal channel
and they explain about animals or cartoon movies. movies in foster
mother’s house, (8/9f) Music, English song, and the conversation, or the
recording of English conversation, and always listen the tourist or the
stranger from outside, they always talking together with their friends. I
am/was in the situation between them…, (10/9f) English songs, the short
conversation in the campus…, ,
5. Professional versus Academic
Essentially, the professional prioritises real time action, whereas the
academic prioritises thought, though of course the professional also thinks about
his or her actions, and the academic acts in order to develop his or her thinking.
The distinction is thus one of emphasis and priorities rather than of substance.
(Richards and Renandya, 2002:390)
The following list summarises the differences, as well as one important
similarity.
The notion of capitalizing on students’ existing motivation. This is only
part of what needs to be done, however. If you confine yourself to responding to
the motivational orientations that your students bring with them, you will limit
your options and fail to capitalize on opportunities to guide your students’
motivational development in desirable directions. (Brophy, 2004:17)
The emphasis is not on understanding, but on the ability to respond
automatically. The teacher who sees language as habit will see the necessity for
repetition and intensive oral practice. (Lewis & Hill, 1992:22)
Teachers who teach the students English must know, understand, and
apply English as a habit, so they need to speak with students each other inside and
outside the classroom in order to teach effectively and efficiently.
A learning community features a social context in which students feel
comfortable asking questions, seeking help, and responding to questions when
unsure of the answer. Members share the belief that “We’re all learning together,”
so confusion and mistakes are understood as natural parts of the learning process.
The teacher has a special place in this learning community, but he or she is a
learner too, and models this fact frequently. (Brophy, 2004:28)
Some foreign language students, particularly adults, are learning the
language for very specific reasons; others, particularly those learning in a State
school system, are doing English because it is part of the system. In all cases,
however, students are more likely to enjoy the subject, and to succeed at it, if they
are involved in the learning process and, as far as possible, have a chance to
influence what happens, and how it happens. (Lewis & Hill, 1992: 9)
Teacher is the most important factor who influences students especially for
English students to listen and to speak English wherever they are whether they
speak English with other English teachers or lecturers and all English students
inside or outside the classroom in the campus not only when the students have an
English competition or event, or studying speaking subject I, II, and III but also as
long as English as their study program, they must speak English each other in
order to help when mistake happens to their students, share knowledge among
lecturers and students and keep their identity as English lecturers. Therefore,
lecturers should know some needs of students to become what they need and
want.
The following descriptions of the needs that are in the hierarchy from
lowest level needs to higher level needs. Figure 4.1 demonstrates Maslow’s
hierarchy of needs.
There are hierarchy level needs such as physiological, safety, love and
belongingness, Esteem, and self actualization, but in this context, focusing only
on the following three hierarchy level needs below:
The belongingness or affection needs encompass a hunger for affection,
caring, belongingness, and perhaps love, the esteem needs are affiliated with the
desire to have status, dignity, respect, recognition, attention, and to be appreciated
by others, and lastly, the self-actualization need is the desire to do or be what one
is uniquely suited for. "A musician must make music, an artist must paint, a poet
must write, if he is to be ultimately at peace with himself" (Maslow, 1970, p. 46)
in (Wrench, Richmond, and Gorham, 2009:54)
Those needs above are really needed to have a better process by students
from a teacher. So when the teacher especially for English lecturers applies it
properly, every student will feel confident and happy to express their idea and
feeling by speaking English with their lecturers and other English students.
While there are many helpful ways of approaching language teaching, it is
a mistake to believe that ‘a method’ exists which can guarantee success. Every
teacher knows that what works one day with one class, does not necessarily work
with a different class, or even on a different day with the same class. A textbook
which is appropriate to one situation, is often not suitable for another. (Lewis &
Hill, 1992:15)
Therefore, there are the negative impact and the positive impact which
influence the students at English study program, below the negative impact stated
by the students.
(12/3)…sometimes the lecturer teach us in the classroom with
speak English, but they seldom speak English in the classroom,
(12/5)…because we can communicate with our friends using English
because outside the class we seldom use English, more Indonesian, we
speak outside…, (3/7)…sometimes when we meet in office…we speak with
them like asking just simple question, How are you, ma’am? And they
respond in English but from them ‘No’. Maybe they are busy, so I don’t
want to disturb but if they are not busy, maybe I will speak a lot., (4, 7,
10/7) Never (The lecturers never speak English with us), I don’ know
their reasons., (6/7)…I only speak with some lecturer. They are not
teaching about speaking subject when I meet with them, I only ask them
about English but there is no teacher of English speaking subject. They
only make Indonesian when they in out class, they respond in Indonesian
language…, (11/7) Seldom to speak with their students inside and
outside, if we invite them to speak English, they respond in Indonesia…,
(12/7) Sometimes…when we try to use English to speak with them, they
use English but just a little after that they change their language into
Indonesian and we keep communication using Indonesian, (1/9c) It’s best
for the students…if the condition all in English. It will help the students
also to copy the teacher or imitate the teacher as a role model, (1/16)
Inside the class, sometimes when we ask to do telling a story or
something else, they will tell that you must use this grammar, you must
use past or present in here. It usually ask to do that but if outside the
classroom, some the students also never talk in English to the lecturer,
and the lecturer also same too, just say like no problem at all just keep
talking in Bahasa. So if outside not to care about but keep our speaking
ability outside the class, ‘No!’ but inside the class, ‘Not really’ I mean
that usually they ask but not really, (2/16) They meet us, they speaking
English with us and keep speaking English with us. And if we are wrong
in our speaking, maybe they can correct us. Maybe, If I don’t speak
English, they ask me for speaking English. Yeah…because I think so
just…just sometimes they will speaking English with us, (3/16) When I
use bad or wrong pronunciation, they will correct my pronunciation or
bad grammar they want to correct also, and then not just tell to me but to
of students in the classroom. Outside the classroom, maybe I never talk
with my lecturers, but if my lecturers speak English with me, I try to
respond with English…, (4/16) Nothing, (5/16) Always speaking
Indonesia, maybe I think., (6/16) …there is no the teacher/lecturer like
this in this campus. Because I didn’t get it in this campus, they care our
speaking and for speaking subject teacher, they care our speaking
especially, there is in the classroom, (7/16) …they don’t care my English
speaking ability and they don’t want to keep my English speaking ability,
(8/16) I don’t know exactly, they just said “please talk each other with
English, and you will improve your English exactly!” but I didn’t find
anything, when they want to care about our English in the daily activity
when we in the campus. It’s nothing. Maybe just in learning process in
the classroom because they have responsibility to teach us speaking
subject, (9/16) When this university have the event like debate, they (the
lecturers) will ask us to join that the debate because your English is good,
so you must join that event, (10/16) They always care about it to us, they
always say that, “We have to study hard, we have to improve our
speaking skill, especially speaking skill, our lecturer in the speaking
subject, she always talk to us, “We have to study hard, we have to
memorize some vocabulary, study about English more, and then we can
speak English well. They have care about our ability in speaking English.
And if keeping our speaking English, I think they just keep our speaking
English just in the classroom of speaking subject. But outside based on
the fact, my activity in the campus, I cannot find it, I never find it, so they
don’t care our speaking ability and keep it well outside the classroom in
the campus, (11/16) I think my lecturer specially for English program and
education, they only see the clever students in English program and
education, they didn’t show the another students and they have ability to
communication or ability mastery grammar, (12/16) I think Never! They
never see our ability of English when we speak in this environment, they
never care, they just care the people who join the competition and then
make the lecturer/teacher proud, they will train them, and then they make
their English well and others.
The teacher who recognises language as a means to an end will see the
necessity for looking at why particular pieces of language are useful and, having
seen their purpose, will then be able to see their usefulness (or otherwise) for
students. (Lewis & Hill, 1992:23)
Teachers who recognise language as communication will see the necessity
for genuinely interesting texts, individualised teaching, pair work, free practices,
listening practices and many other classroom activities. (Lewis & Hill, 1992:23)
The degree to which a particular motivational disposition develops, as well
as the qualitative nuances it takes on in the individual per-son, are influenced by
the modeling and socialization (communication of expectations, direct instruction,
corrective feedback, reward and punishment) provided by “significant others” in
the person’s social environment. Along with family members and close friends,
teachers are significant others in the lives of their students, and thus in a position
to influence the students’ motivational development. (Brophy, 2004:17)
(1/5) Because I can improve my speaking English and…only
satisfied me when I did it in a good way., (3/5) Because we get something
interest… and then the lecturers give our motivation, and then (tip) how
we can speak well… the lecturer is very funny., (4/5) Because I like the
lecturers’ pronunciation. It is really nice to listen. Even I don’t
understand. And also I wanted to be like my lecturer also., (6/5)…I seen
the lecturer teach about English speaking and they always
speaking…that’s why, I got motivate from her and also I like it, (8/5) …we
interested about her pronunciation, her experiences because the lecturer
of speaking subject is the one of our lecturer in English department who
get the college in outside or abroad…, (9/5)… because the lecturer give
the example and the students get time to speak by using English, get the
new vocabulary from the lecturer., (10/5)…we don’t think about
grammar…because before it our lecturer said that we don’t think about
grammar more, we just speak up. So the students who don’t know
grammar, they can answer, and speak up, (11/5) All of subjects, I like only
speaking subject because…speaking subject also take us to brief/brave to
communication with foreign people, and then senior, and our lecturer,
(2/9c) …if they speak full English we can get many vocabulary and maybe
it’s very advantageous for us. And if we don’t understand what they are
saying, we can ask for them, I think they will be explain for us to make us
understand about what they are saying., (3/9c) If English teachers or
lecturers speak English each other, It’s good because they can make us
think wow our lecturers is very good in English, and then we must same as
they are, and then we can oh…our lecturers can speak English why we
cannot speak English. Because they teach to us English so we can
take/speak like them., (4/9c) It’s nice, it’s good. It can help the students of
English study program because if the teacher of the lecturers speak
English, it will influence to the students. So the students will speak English
with the lecturers each other, (6/9c) I think that’s very good because they
invite us to speak with them and when they speak English with me and with
my friends especially English department … it means they show to the
students to follow them without Indonesian and also they will make all of
the place is English speaking area, (8/9c) I think so great and fabulous
because it is making our experiences in English will fluently and I think, it
is the consciousness from them, they have to serve us because that is their
obligation because they have to teach us firstly from outside, so they will
teach inside and the practicing between inside and outside have to be
balance, (9/9c)…that’s good. That can motivate the students because they
say our teacher speak English, we must also speak English. If our teacher
speak English, and then for the other students that doesn’t know what the
teachers mean, they will think, if always like this, I cannot understand, it
means I must study hard, (10/9c) …the teacher have to use English first
before the students use, (11/9c) …if they always invite the students to
speak English/to use English, do not use Bahasa, and the students always
practice their listening then that make our habit, and then we have
motivate to learning a lot of vocabulary and then we improve our speaking
with our lecturer, (12/9c) …if English keep speak with the students or the
same lecture. I think it will be motivated the students. The students will
speak English without the lecture force them to speak English because the
lecture speak in English program or inside of campus, (1/14) I think that
the first, the process must be start from the teacher like the teacher guided
about learning in English, like ask them in English, the environment in
English so the students will copy or imitate the teachers like ask what the
teacher do, ask what the teacher ask to them. Yes! Start from the teacher
and then go to the students and the students applying it by themselves,
(2/14) I think the teacher should be use full English in the class, can
bilingual but I hope the most in English. And they have to invite us to
speak up, (3/14) I think because maybe I want to be a teacher. And then I
must know about that. If I want to teach some class use English, firstly
must master the material first and then use full English in the classroom. If
my students don’t understand English, I translate. If I use full English and
then I just tell the little from Indonesian. Most language that I used is
English and they must bring dictionary and then open, and find what
words I mean. So they can get vocabulary, pronunciation, and then also
they can practice their listening skill, (4/14) I think we must apply rules
first. Like the example, If I teach English, I will make my own rules. No
speaking Bahasa only English in the class and also outside if they know
about the word in English, they can ask me in English like example, “Ms,
What is in English ‘Sleep’?” So I can write the word, and read and ask
them to repeat, (6/14) The first one is when the process English, it means,
we want to teach them English. It means we will become an example, I
mean the paragon when we want to teach them about English, we have to
explain them, give the example what is English itself. So that’s why, by
using English they will know about English and the important one and
speaking English is the important one because when we teach about
English. It means when we speak they know about English and speaking
itself, (7/14) Always use English speaking and practice with teacher and
students also, (8/14) We have focus in conversation and we criticize the
conversation at all. So the teacher will ask what your opinion to this
conversation to be better because many conversation would be blank or
is/will has mistake in the step of the statement that they give so the
conversation will be mistaken in the grammar so the teacher will ask us
about the mistake in the conversation. So we will be criticize, where is the
mistake and the wrongness in the conversation that we made or find,
(9/14) I think if it is about speak we need to practice, that’s in my mind,
and we need to practice how to speak English. If the teacher already speak
English in front of the class, even it is combine, we as a student also have
motivation, oh…our teacher is good in English, I want to be like my
teacher, (10/14) I think that I will make the discussing, make the students
explain what they discuss to the other friend, it means they have to
improve speaking skill, after explanation, I will apply it, I will ask to them
to apply to the other friends, to speak up to the other friend and then the
other friend will respond it, I will be facilitator, I will guide them, I will
listen carefully what they say, and there is mistake, I will make it right.
And then if they don’t apply, I will remind them to apply it or I will change
it like the first strategy, maybe by using games or interesting for them,
(11/14) I have imitate from my friends, seldom I memorize vocabulary but
I only to imitate to my friend if they speak up in English, and then I don’t
know, I asked them, what’s the meaning “difficult” example, and then they
answer “difficult” in Bahasa is Sulit. And this I imitate for their speaking.
The ways to learn English are listening and speaking, so my friends and
my lecturers must English with me, and I can listen and speak it, (12/14)
The teacher ask to the students make the conversation, give the assignment
to the students and then tomorrow she will asked to collect it. I think the
teacher should give the example how to learn English easily from her or
his experience when she study about English before and we have to
understand where do we get language, from imitation or from learning
process. What is more faster, we catch, we get vocabulary and then we
speak, (1/17) The first thing that they need to show that that students that
always speak English inside and outside the classroom. I mean that always
talk with them in English outside the classroom, give them warning if they
spoke Bahasa because if the teacher do it like that it means that the
students will also follow them because they make rules like they also did
by themselves, the rules also include them. It will be a role model for the
students to the teachers, (2/17) Speaking English, most English speaking,
if full English can, but if we cannot understand, we can ask them, (3/17)
Maybe they want to give me some examples from their experience about
English, and then try to say to us the way they practice their English, and
when we get wrong in English, they give some examples to pronounce like
“paper” if you talk paper with wrong pronunciation, they will not
understand. Outside the classroom, if it is outside maybe the lecturers just
give some examples to talk together with our friends/all English students
in outside to improve our English, (4/17) The first one, they must speak
English whether inside or outside the classroom. The second, make a rules
“Do not speak Bahasa outside or inside the classroom even with your
friends and also with the teachers or lecturers”, (5/17) Of course,
speaking English full because they are speaking English is very good, and
then my lecture speaking English, I listen and then I to be motivation,
(6/17) Of course, they have to push us like, they always speaking all of the
area when they come in the campus. It means, they use English full if that
words is difficult they have to try to explain about Indonesian first but
especially in the campus, they always make English inside and outside the
classroom, (7/17) the teacher have the rule or the teacher or the lecturer
start from them. Everywhere they use English… when they meet us as the
students, they use English, (8/17) The weakness of English teacher or
English lecturer in our campus is rare to speak with the other students, so
to motivate us in English, so they have to speak firstly, and then they have
to motivate us about their achievement that they have around speaking,
maybe in debating that they have joined before, (9/17) Talk with us by
using English, if it is want to be good example right. If in the class, give
the punishment… if they speak Bahasa, if outside, just speak with the
students by using English, (10/17) …they always speak English to the
students, the students will feel, they care them, and they will speak English
too to the other friends like that., (11/17) The first our leader of English
program and education have to communicate with our internal E.S.A. The
head of English study program make to communication with our leader of
E.S.A, English study program made one program that is example,
“English Speaking Area”. And then students must speak English but now
the or the head of English study program didn’t make one program to
make students clever to speak English. They only teach us and then just let
it. So, I think the lecturer must give example if they teach us they must
speak English which their students and then they must make the rules, all
of the lecturer to make students clever in English, (12/17) I think that is
the best models because the teacher as the inspirator or motivator, she or
he should become role model in order that the students think that Wow!
the teacher careful about us, and then the teacher ask the students to do
something, the students will do it.
6. Environment
In order to help achieve the shift in attitudes and behavior that is essential
if society is to become sustainable, people who seek to promote this objective
need to take a strong stand on language. (Fill & Mühlhäusler, 2001: 113)
Learners’ places in the world are multiple, changing, sometimes
conflicting, and influenced by the power relations in individual interactions and in
society more widely. This influence may result in the desire to assimilate, adapt,
or reject. As individuals construct their identities, they position themselves
through their language (and nonverbal behavior), that is, they use language to let
others know who they are and what their sociocultural allegiances are. (Murray &
Christison, 2011:5)
In an environment where a language is used for communication each other
can influence all people are in to know, to understand, and also speak the
language, but there is exception that for people who keep or preserve what they
have, believe, and do will not be affected by the people in the environment.
Therefore, especially for English as a foreign language should be applied
by English students with their lecturers inside and outside the classroom in order
to become true English students, to keep their identity distinguishing them from
non English students or other study programs of Khairun university, and
preserving their English language at English study program; although there are a
lot of study programs at the campus. Those are also stated by English students
which have a negative impact and a positive impact. Firstly negative impact
influenced students speak English at English study program:
(1/9e) …our first language because first language is our language
every day. But English/foreign language, not all the people will knewn
English Foreign language, (3-12/9e) Indonesian or local language
(Malayu Ternate/Ternate language), because I’m from Ternate. And then I
learned from my mother from people around me. So I think after listening,
I try to pronounce this what that I get people around me. Maybe they say
that ‘Ho BoloHang’ and then I say mother, what is this, what is the
meaning from, (2-11/9g) Indonesian or local language (Axxxx) but here I
adapt the language here so I communicate with this local language,
(12/9g) Indonesian, because I have reason why I use more Indonesian
than English. In faculty of teacher training and education, the minority is
English and the mayority is the other program who use Indonesian. So
when we meet the other program, we keep communication with them using
Indonesian.
Secondly, the positive impact that will influence the students speak
English at English study program:
(1/9g) For me, maybe fifty fifty because almost the half time in my
life I am teaching English also at the course. So in that course we need to
speak English a lot. So if at the campus, sometimes I use Indonesian
language to some of my friends and some of my friends also I talk in
English but at my home I usually talk in English with my brother also
because my brother learns English too but my parents no, so just say fifty
fifty, (1/9c) It’s best for the students…if the condition all in English…,
(4/9c) It’s nice, it’s good. It can help the students of English study
program because if the teacher of the lecturers speak English, it will
influence to the students. So the students will speak English with the
lecturers each other, (6/9c)…they show to the students to follow them
without Indonesian and also they will make all of the place is English
speaking area, (11/9c) …if they always invite the students to speak
English/to use English, do not use Bahasa, and the students always
practice their listening then that make our habit, and then we have
motivate to learning a lot of vocabulary and then we improve our speaking
with our lecturer.
7. Learning Community
Community is a factor which has the important role whether makes the
students to speak English or to speak their mother tongue, their first language or
their local language as the following theories:
There are different kinds of communities, and not all conversations lead to
useful learning. The point, however, is that although people vary in how much
they like to learn and work together, the brain/mind is social. Learning in the real
world has always been a partially social process. (Caine & Caine, 2010:21)
A learning community features a social context in which students feel
comfortable asking questions, seeking help, and responding to questions when
unsure of the answer. Members share the belief that “We’re all learning together,”
so confusion and mistakes are understood as natural parts of the learning process.
(Brophy, 2004:28)
Language is a social science which people learn in the social context and
interact each other whether they learn it in the real life or online. But all works
have either negative influence or positive influence to the students as like the
English students who stated those problems below:
(1/15) I don’t know why their reason because when they already
able to speak English but when suddenly I talk in English, they reply in
Bahasa because maybe they feel comfortable to do that outside the class,
(2/15) If they don’t respond me in English. I’m not happy because I
speaking them with English. So I think if they’re English program too. I
think, they can answer or respond me with English too. Even I don’t
understand but I hope they can respond me in English. So I can ask if I
don’t understand, (3/15) I’m very disappointed and then I think they lazy
to speak English or they have a bad speaking, so they cannot respond my
speaking…, (4/15) I feel upset because when I trying to speak English with
them. Because I know they can speak English but when they respond, they
will respond in Bahasa. It’s really…I really want to hit them if they don’t
want to respond in English. I will pinch him or her, (5/15) I think I don’t
care for my friend speaking and not speaking English, but I speaking
English because my responsibility myself to learn, (6/15) I really
disappointed because they knew about English but they don’t care us
about invite them to speak English. We need to apply English speaking but
they do not responds, it means they want to forbid us to speak English.
Even they know about English but they don’t care, I don’t believe, they are
English department. They must move from English department, (7/15) I
still use English although they don’t respond me with English because I
would like to improve my speaking skill. But if a lot of/some of them use
Indonesian language, maybe I invite them also, (8/15) I’m so disappointed
because firstly as English students we have to talk English with each
other, and when you are/know about English exactly, so you have to
practice with us, don’t waste your time or don’t be stingy to the other
student, yeah…because that is the obligation to serve to the other students
and to make/to improve your English, you have to speak with the other
students although maybe the one or the man is best in English, don’t be
shy because that is make you improve your English anymore, (9/15)
…Maybe they already good in English, so if it is only speak every day by
using English, they are lazy to speak English at campus because maybe
they only want speak English like in debate, or others, and then they will
show they speaking in that event, (10/15) I don’t care about it. I will
always try it. I don’t care about them but sometimes I need their answer,
and I will always ask to them until I got their answer by them in English
because all of us as English program…, (11/15) I think that if I speak
English which my friends, they know about English, but I speak and I try
my English or I practice my English, they always respond in Bahasa, so if
I meet them every day in the campus, I’m lazy to invite them because if I
invite them to speak English, they respond in Bahasa. I think, they are shy
or something like that, (12/15) I think they have no responsibility of their
program or their major, they just want to get certificate of graduation
when they run, start learning process until last semester and they
graduate, they just need certificate, they don’t want. And I think that is
bad. So they have to be motivator for the others, so if we speak English, we
try to practice our English with them, and they don’t want to respond. I
think they show their careless to the other, (11/8) I saw my friends, only
talk nonsense, and then I go to them and invite them to speak English, and
they respond in Bahasa, so I’m lazy to talk with them…, (2/3) I speak
English with my classmate. Beside my classmate, I speak with the other
that have the same study program English with me. (1/9f) I usually…listen
English talking…a lot in my course, (7/3) I speak English with my friends
in English study program, (10/9f)…when in the other friends or other
place, outside the campus like in boarding house, friends’ boarding house
when we meet, sometimes we use English, (1/9j) I join English Training
Center. I’m working there and also study there a lot. And oh no club but
just say that with my friends we are studying together, usually we study
with speaking mix with Indonesian language because not of my friends
already able to master speaking English yet. If in the course, I talk always.
It must there. Because there in that place, we couldn’t speak Bahasa
Indonesia because that is English Institution. It must speak English there
to help us to speak English well., (2, 3/9j) I’m not join English speaking
community, (4, 9, 1/9j) I join one course place. There we speak English
with our friends; the teacher or the students. Because there’s the rules if
we using Bahasa we will pay one thousand per word, (11, 5-7, 10/9j) I
have join in is Allergy community, there I always speak English because
Allergy community teach us to use full English if we in the class, we use
full English but outside we use speak Bahasa and then we teach also use
English, (8/9j) Study club in English student association, (12/9j) I make
one club. I don’t give the name for club. There are four students inside, I
am as the teacher. I teach them every Tuesday and Thursday. Last time
ago, I join to English Sharing Club because English Sharing Club divide
two part inside, that is grammar class, and speaking class. And we
practice English over there.
New technologies have radically expanded the opportunities for people to
communicate, and with that has come an explosion in the use of different types of
online communities, ranging from closed groups to discussion forums to loosely
bounded social networks such as those on Facebook. (Caine & Caine, 2010:26)
there are a lot of social which people can practice their English online especially
for the spoken English. It is stated by one of the students at English department
how he communicate online with his friends in the group.
(8/9j) …Beside “Facebook” we have “Line and What’s up”. So we
have the group and then we want to talk with the other and giving
information. We have to use English and English is the first because the
group names is English Center Group, but just record our video. That’s
what’s up system, (1-7, 9-12/9j)…About online community especially for
English speaking, I don’t have it.
8. Discipline or Punishment
Suspension is a punishment that some school systems use when all else
fails. (Larson, 1992)
Punishment must also be considered based on situation and condition
inside or outside the environment, whether the punishment applied can affect
people to get a better change not only inside but also outside the environment.
Therefore, especially for employees need the regulation in their company,
students need the regulation in their school, university students need the
regulation in their campus, and whoever is needed to obey the regulation.
Whatever has to be applied must notice the influence on the students whether
influence negatively or positively. There are a fact of punishment applied that can
influence all students and all teachers in the community to speak English,
students’ responses of punishment that will be applied at English study program
and their effectiveness and efficiency, and the students’ suggestions of applying
full English speaking area at English study program in the campus. Those are
stated below:
a. A Fact of Effective and Efficient Discipline on the Community of
Practice
(1, 4, 9/9j) …English Training Center. I’m working there and also
study there a lot…If in the course, I talk always. It must there. Because
there in that place, we couldn’t speak Bahasa Indonesia because that is
English Institution. So we couldn’t speak Bahasa Indonesian. It must
speak English there to help us to speak English well. If you speak Bahasa,
you must pay one thousand as the punishment. It is for the students but for
the teachers; ten thousand so different price, (4, 9,/9j) I join one course
place. There we speak English with our friends; the teacher or the
students. Because there’s the rules if we using Bahasa we will pay one
thousand per word,
b. The Students’ Responses of Discipline Application and their
Effectiveness and Efficiency
(1/18)…actually our department, I mean that E.S.A (English
Student Association) have made it already ‘English Speaking Area’ only
around our class. In here, the rules only on the third floor around our
class but in fact not happened too, and they don’t give punishment and
others so they think that oh! Not obliged for us to do but if it is make in the
campus. It’s better because it’s a good one. It means that we are English
department, we must able to speak English and learn not as a burden but
as a support us to speak English and master in English. If they give a
punishment; pay one thousand if you speak Bahasa like my course or
others or maybe give a bad score, probably it’s a good one. We are
studying English so it’s a must for us to know how to speak English.
Useless if we are an English department but couldn’t speak English. (1/20)
It will be efficient because we’re doing that disciplinary. It means that the
students will do the rules, they will be very afraid if they didn’t do when
they didn’t realize that they are already capable in English so. So It’s
effective and efficient, (2/18) I think, it’s good idea if make the students to
more active to improve their English for better. We have program to speak
full English in this area on the third floor. They have attached but
someone took it off. Second point, achieving a bad score ‘E’ is better if
just pay, it’s really easy to them and it’s not to make them to study hard.
It’s not affective for them. Inside we cannot speak Indonesian, so we have
to bring dictionary. We may ask in English what we don’t know in
Indonesian. (2/20) I think it’s effective to improve their English especially
in second point “Give the bad score ‘E’”. It will make them to scare,
afraid, so they will be study hard to speak English more and more and it
practice and make them English better. So it’s really effective and
efficient, (3/18) It is good. We make full English speaking area because
English department ever do like that on third floor not at the campus. And
then just pay a fine; pay one thousand for one word. (3/20) Maybe we
should do full English area and then if they use other language like speak
Bahasa, they will pay one thousand for one word. It’s effective and
efficient, (4/18) It’s good. It means, we cannot speak Bahasa with our
friends or with the teachers but if they have the rules like this, I want not
only the students follow the rules but also the teachers/the lecturers
because it’s useless if only the students follow the rules, but the teachers
break the rules. So the teacher must speak English to give examples or to
be the models, (4/20) It can be, but the problem is college is not like
course place or junior or senior high school. Because we ever applied the
rules before, they write the rules, and then they attach there “This is
English Speaking Area”, but they didn’t put the punishment, and the
problems is only maybe two or three days and one of the problems is the
lecturer because the lecturers do not apply and support it, (5/18) Very
important for students speaking English, speaking area…, (6/18) Actually,
when they want us to make English speaking area, it means they have to
make some rules, if they don’t make some rules how can the students will
apply their English especially when they do not make the rule, they have to
know and the students know what their program itself… they don’t care
about English… not to study about speaking, not only speaking right but
English the other, master the other knowledge. So for speaking, that is
must use the punishment and also the rules, (6/20) It’s really important for
the students because if they don’t know how to speaking English. It means
they are not English department. The rules or disciplines will we get then
by them, (7/18) I agree with that punishment, we can get bad score and
maybe, pay with the money; the student, 1000 and if the lecturer, 5000 one
word. , (7/20) To get the bad score, that is the punishment effect and
efficient, (8/18) Actually, it is very incredible. Because that is my program,
I have torn the regulation on the paper that I attached because I’m very
disappointed because they have broke my sticker, so I will give punishment
to them, you have to pay for a word, maybe a thousand rupiahs, so it is
effectively to create or to punish them, to speak English fluently every day.
(8/20) Actually, when we give the punishment, it will not effective for them
because the speaking is depend on ourself, when they do not conscious or
conscious about English, they will not know or master in English, so I will
suggest them its depend on themselves. But when we want to apply full
English speaking area in this campus, we have to make the stronger
punishment like they will have the bigger risk in our funding system,
maybe they have to pay more for it. It will spend their money when they
speak Indonesian. So they will speak English, (9/18) That’s good for
English department. I agree with the rule that apply in English department
because we have the motivation to study harder to read a lot of
vocabulary, and then I think that is a good idea. (9/20) If it is already we
put like that, and then we already put the punishment, I think that it’s
really effective for the students, (10/18) I think it is good… when they
don’t use English, they will pay it, and then it is good, it will make the
students always keep their speaking English and the next time, they will
feel how about their ability in speaking English, their ability in speaking
English will good in the next time when they always try to apply speaking
English area. They have to always speak English, with it, they will keep
their speaking English. So better paying a fine, because they will not speak
Indonesian when they know the teacher apply it, because why? Because
every student in the campus, they don’t want take out their money, they
don’t want to do it because it is very difficult for them, (10/20) The
effective and the efficient, I think the teacher make something like; paying
a fine, achieving bad score to make the students more using English
outside the classroom, and then the teacher should make the others
activity to improve their speaking skill. So the punishments are effective
and efficient to make the students applying full English speaking area in
the campus at English study program, (11/18) I think if we have speaking
area the lecturer have commitment if the students speak Bahasa, the
lecturer must give to the students punishment example, pay one word; one
thousand. So the students have pressure to speak English. So the lecturer
and the students will keep speaking English at English study program.
(11/20) The students know English itself. So the regulation or rules can
make the students apply full English speaking area, (12/18) My opinion
about that if English program apply full English speaking area or the head
of English program discuss with the other lecture to apply full English
area like give the punishment to the students, it will make the student force
theirself to speak English and directly English speaking area will be
applied. (12/20) It’s really effective and efficient like I said just now. Give
them bad score outside and inside the classroom. So they will keep
speaking English.
c. The Students’ Suggestions of Discipline Application
(1/19 Pay! Not only pay because we know that most of our students
are a renting room student. So if we ask them to pay one thousand even
one thousand they will say that as prestigious for them so as a good one to
make them speak English from that, and give a bad score probably it’s
better. So but our lecturer are not around for us every time. But if it is they
saw it. Maybe they couldn’t do like that. And that’s good. Only that, I
don’t know other rules, (2/19) Maybe we can use the two of the point
before that we have to make speaking area inside the campus. Speaking
English especially for English students and then speak English everywhere
in the campus. If non English students speak Indonesian with them, better
they respond them in Bahasa, but if English students respond in English.
My suggestion, if they don’t want to speak English, what they are saying
‘Don’t listen!’, (3/19) My suggestion…paying a fine, (4/19) Giving bad
score if they don’t want to speak English. Actually I agree with the
punishment with pay if they speak Bahasa, but I think if the punishment
only pay if they speak Bahasa is not effective; because they will think that
they have a lot of money, so they will speak all the time they want. After
they speak Bahasa, they can pay, right, (6/19) We only need about the
payment/the pay. If they speak Indonesian in this area, they have to pay
right. I ever make/I ever meet in the course place when they speak
Indonesian. They will pay in this campus, it will be good for the students’
speaking, (7/19) To clean the bathroom on the third floor because there is
make them shy, (8/19) Like you have to pay, maybe like you memorize
some words to report us, maybe you have mistake to speak Indonesian one
word, you have to pay with five words in English in the community… But
for the lecturers, actually they have to speak, when they don’t speak
English, they have to pay us. Maybe, about the success of the program, so
they have to pay us, maybe about our fund, so it will help our program to
the next for make the announcement, make the information to the other
students, (9/19) we already attached it the rule but I don’t know exactly
who take it off, that’s the rule of we already read, that is “English
Speaking Area”, the punishment like the bad score, put the box for paying
one thousand if they speak Bahasa, (10/19) They have to pay. I have no
idea/ my own suggestion, (11/19) I suggest for the head of English
education study program have to clever to show the students. I give to
suggestion for English study program make the punishment, to give
punishment to the students example if they speak Bahasa, pay one
thousand for student and for lecturer, ten thousand examples like that, and
inside the lecturer must to speak full English, even I don’t understand
because the lecturer have the strategy how they speak full English and
then the students understand, (12/19) The first is about score, get bad
score when they speak Indonesian. Because the students if we just give
simple punishment, they don’t care, and they think that I just get the
punishment like that, I don’t speak, never mind I will pass my subject if the
lecture apply keeping speaking area at campus. If the students don’t want
to speak English, get bad score like “E”, the students will force theirself to
speak English and they think that if I don’t speak English, I never pass this
subject, I never graduate forever. I that is the most effective discipline that
should be applied.
9. School System
Every classroom activity should have a specific linguistic purpose. All
natural language use has a purpose, to give information, to express emotion, to
advance an argument, etc. (Lewis & Hill, 1992:28-29)
Students learning a foreign language follow a syllabus; this may be
defined by a ministry of education, by the school, or by the textbook being
followed. The concept of level becomes much more difficult. Here are some of the
factors which make language ‘difficult’:
1. The occurrence of a lot of words the reader or listener does not know.
2. Reading a text which is written in complex rather than simple sentences.
3. Reading a text written in a particular style — newspaper headlines,
official letters, scientific reports.
4. Listening to a non-standard or unfamiliar accent.
5. The density of new language or new ideas.
6. The length of the text, either written or spoken.
(Lewis & Hill, 1992:26)
Most modem textbooks are based on “the communicative approach”. The
emphasis is on the fact that language is not used in a vacuum but by one person to
another in order to communicate a message. (Lewis & Hill, 1992:23)
The teachers should teach based on the students’ needs and how they make
the students to solve their problem of learning especially for English learning, so
the teacher must not only focus on the syllabus but also focus more on the
students’ interest and abilities of productive skills through receptive skills.
Those are stated by the students as their problems in learning English in
the schools:
(5, 11/11) I not learn English in junior and senior high school. And
I don’t know, I passed national exam for English subject because as I
know (1-10), (A-Z) number and alphabet from self study not form teacher,
(1/13) The difficulties to me to speak English at school is not too many
friends that replying in English when we are talking, so when we are
talking and then they just say, Yeah! “Just talk in Bahasa, we don’t
understand. So it’s get difficulties and we are trying to help them but they
don’t want it, (2/13) It’s vocabulary because in junior or senior high
school, I don’t have many vocabulary so it makes me in difficult to
speaking. We rarely speak outside the class because my friends and I
always use the local language, most use local language in outside…,
(3/13) Because I never study about English, so it make me feel shy or not
confident or crazy maybe until I’m crazy because I don’t understand about
what they say, and then when they give me some text full English, I looked
at the text and then wow…it’s very difficult and then I want to take my
dictionary. And then I cannot to translate all of the words from this text.
And then I give up and give back to my teacher and then I get bad score
from English because I’m lazy to study English in junior high school…,
(4/13)…because I know only a little bit about English at the time. So it’s
really difficult if we speak English at school and no-one wants to speak
English at school. Yeah…it’s like only some word, we know the meaning
but we rarely use it. It can be never, (5, 11/13) No English Teachers,
(6/13) Because we have a lot of subjects. So that’s why, we do not focus in
one subject especially of English for example like; in English, we do not
focus because we have a lot of subjects like mathematics and also the
others. Because I no have more vocabulary, So that’s why, I speak with my
teacher and my friends, that is difficult. But when I only made some for
example like Introduction ourselves, that is easy because I have always
make it in the junior high school, (7/13) Pronunciation only, (8/13)
Actually, vocabulary it is a very difficult or the one difficultness that I have
when I was in senior high school, and the mental block because mental
blog talking about our psychology, so we was shy when we meet the other
students, and we have to talk with them with English…, (9/13) The difficult
one because we never practice English, we only learn the material,
(10/13) …the vocabulary, and when we outside speak English we always
think about grammar, the most students feel difficult when they try to
speak English by using grammar, and we don’t confident when we try to
speak English because we are afraid when we try to speak English with
the other friend or teacher, (12/13) Because I don’t know about the
characteristic or the structure in Grammar about English. That is the
difficulties that I face when learn about English, (1/11) Mostly they are
talking about like making a lot of in writing especially we need to know
about; almost junior and senior same subject for me because all of the
questions around the advertisement, about kind of text and others; how to
write down a kind of text, how to know usually a lot in reading section,
(2/11) We learned reading text, and sometimes in speaking my teacher
always ask me and my friend make the conversation/short conversation
and then and we practice in front of the class in senior high school. And in
senior high school we still learned about text but about procedure text like
that so we always practice in front of the class, practice with English, We
memorized and then tell, and in class we discuss about some issues that
still new issues, (3/11) In junior high school, they used Indonesian
language but if they read the text with English because of the text in
English. In senior high school, sometimes they used English, and
sometimes they used Indonesian language because most of students cannot
understand, better than they used Indonesian language like that. We
learned tenses, make some sentence, translation also, answer a question,
make a conversation with friends, and memorize the conversation, so
speaking was not natural anymore, (4/11) In junior high school, Only
wrote on the whiteboard, and ask us to write down, we read, we find the
meaning. In senior high school, It’s better than junior high school, My
English teacher sometimes she used the tape, she let us to listen with the
native speakers said. And after that, she usually ask to stand up in front of
the class, and ask us to introduce ourselves, or tell about our own
experience, or she will ask something and then we can answer, (6/11) He
is English teachers and He is alumnis of Khairun university also. Only
taught English in senior high school. And junior high school, he is English
department also. In junior high school, he only gave us about the
words/vocabularies and he ask to us to memorize, and then we practice in
front of the class or mention word by word, and we introduce ourselves in
English. In senior high school, I studied more than junior high school. In
senior high school, the teacher always make us to learn about Tenses and
then we practice about speaking. My teacher always teach us about Tenses
and also he push us to understand about Tenses. He do not make us to
speaking, he only make us to read the text, (7/11) In junior and senior high
schools, they ask us to make assignment, listen when they read it. So
maybe that’s only formality in senior and junior high school, (9/11)…In
junior high school, I remember he only taught vocabulary. And in senior
high school, we read text, the title is about Tea, and then of course simple
present and simple past tense, that’s always, (10/11)…but in junior high
school, I forgot. She only taught English in senior high school. She taught
us about story, and then how we translate the story, and then we have to
explain it in front of the class. Always translate and translate from first till
third grade, (12/11) English teachers… she graduated from Khairun
university, They teach like the other school. They just give the book and
then ask the students to read the conversation after that make conclusion,
and then we collect our task to the teacher and then finished learning
process in junior and senior high school, (2/12)…we don’t too much
understand, understand about English very well, so sometimes they speak
with English and sometimes they translate into Indonesian. So we
understand about that material. Speaking outside; sometimes it happen in
senior high school but in junior high school just in the class, outside ‘No’.
Outside the class in senior high school, My teacher always sometimes
speaking English if she meet us so just say, ‘Hello, what are you going?
with English, (3/12)…I don’t understand because I don’t know what is the
way to speak English and then I just say “Yes/No”. In senior high school,
because I get English in junior high school before so I cannot understand
what my teacher say to me but just a little word like I ever listened before
like ‘How are you? When they give us some motivation, (6/12) In senior
high school, he always teach English when he come firstly, when he the
first class, when he come to the class, he always speak English but a little,
(9/16) If it is in junior, my English teacher sometimes speak English, he
combined, with Indonesian, in senior high school, almost never, (9/12) If it
is in junior, my English teacher sometimes speak English, he combined,
with Indonesian, in senior high school, almost never, (10/12) It is no more
use English full but combine it; In English and Indonesia, like greeting
and ask us to repeat. So she combine it when she read the some text. But
outside no speaking, (12/12) They never speak English with me or with us.
Teachers should make clear to their students that in a practice which
concentrates on accuracy all important mistakes will be corrected. And In fluency
practices teachers must not correct every mistake, and indeed must positively
encourage students to use all means at their disposal to get their message across. If
this involves using their hands, drawing, making up new words, etc. this is all to
the good. (Lewis & Hill, 1992:36) statements below stated that the students got
English teacher to teach them, and one of the student was happy trained his
mentality to speak inside and sometimes outside the classroom, and to be able to
join in the debating championship in Khairun university. Those are stated as
follows:
(1-4, 6-10, 12/11) English teachers in junior and senior high
school and Only English he teach, (8/11) …firstly my teachers exactly she
was taught us about how to be the man with the mental to speak English.
They will give the vocabulary, so with the vocabulary we have to
memorize, exactly we have to memorize because that is the first thing we
have to do and the next we have to practice, we will practice outside, for
example the under of the trees because the trees give our some air, maybe
some air to talk, we can talk the other enjoy. In senior high school, I was
joined debating championship in Khairun university, so that is the first
experience, the first experience that I passed before it would motivate it
me to be better man in English like now, from debating championship, I
can take anything that I want in English, (8/12) They would talk to me
directly, and when they meet me, they always use English because the first
they have to practice with us, so we can be mastered in English. So with
that method, they have to practice every day to motivate us to be better in
English.
10. The Students’ Implication
Teacher can impact negatively or positively especially for learning and
speaking English when the teacher does not speak English, respond in English, or
speak Indonesian as his first language means giving a negative effect to his
students while the students speak English or need English speaking to become as
like as their teacher or when he always speaks English with all English students
and with the teachers means giving a positive effect which makes the students to
speak and to keep speaking English because of their teacher as a role model, based
on the theory below stated that:
How teachers provide feedback can influence their learning. For example,
teachers often, in taking the role of empowering learners and expecting them to
become autonomous learners, relinquish the role of coach. Perhaps they do not
want to discourage some learners and so provide generic feedback on their
performance, feedback that learners are not able to act on. Or, teachers focus on
their role as monitor of progress and accentuate the negative, rather than the
positive, and so discourage learners. (Murray & Christison, 2011:50)
English teachers always speak English each other and with English
students that has the strongest influence to their students to practice their spoken
English fluently, their pronunciation, their listening, to get new vocabulary, to be
motivated to speak English with the lecturers, to show the other students that we
are from English department, etc. Those are stated by respondent I through XII
especially for the twenty first question.
(1/21) If they speak English one another. That’s good because it
means that the teacher or the lecture also want to the student ability in
speaking English and they are testing them and then students also talk
with the lecturer to fix themselves so that’s a good one to do, (2/21) It’s
good if the lecturer can speaking English each other and with the students.
I think it’s good. It will improve our English speaking because we listen
their speaking and get new vocabulary, pronunciation too. The way they
speak like dialect, accents that they use in speaking. So it’s very benefit for
us, (3/21) It’s very good because they use full English because they ask to
me or ask us to the students in English, the students will respond in
English also but in Indonesian, the students will respond in Indonesian
like that. They must become role models for their students, (4/21) If really
good solution, It’s a good solution. Because If the lecturers speak English,
and also the students, speak English with the students. It will be make
students of English department will be good in English, they will not speak
Bahasa again with the lecturers. So it will be really effective, it can help
the students of English itself, (5/21) : I looking my lecture always speaking
English, so I must speaking English, (6/21) Oh! I think that is very good. I
really agree about it because when they know about English, the other
friends, actually the other department they will know oh…they are English
department because we always make English speaking area all of us
wherever we are. So that’s why, that’s really good for us especially in the
campus, (7/21) If they use English when they speak, I very agree, but if
they use Indonesian or speak Bahasa. I disagree because that is not
English department or English study program, (8/21) Actually, I will be
very happy and I will think, it’s so adorable because every student will
speak English and the lecturer also, so I think the communicate will be
fluently, and will be opened the way or the gate to the affective or efficient
learning process in our campus, especially in the class because as
speaking is the first or the first identity that the English student has and
the lecturer also, so maybe there escape or the way out to make or to
create our department will be best. So every mission and vision of our
department will be succeed when the teacher and the lecturer and the
students will speak English everyday or one another, (9/21) I think that is
good to build our speaking ability in English, if we are speak with our
lecture by using English. That is can practice our speaking itself, and then
we can practice our confidence to speak English to our lecturers, we don’t
think about that is I afraid, the bad grammar or not because if it is we
speak like this and then the lecturer; oh…that must like this. I think that’s
really we have a lot of advantageous if we applying full English in this
area especially English department, (10/21) I think it’s really good for
them, for the students too, when they always speak English, they can
improve their ability in speaking English. and I think that if the teacher
speak English too, it is the motivation for the students too because when
the students speak English with their friends, it is usually happen in their
daily activity. But they speak English with the lecturer, I think never, so, if
the students speak English with the teacher, they feel something interesting
in their mind because it is never happen before, so the students will get
some vocabulary, the information from the teachers, (11/21) Oh My God,
It’s very, very good if the lecturer and students communication in English
in other place and English area, (12/21) I think that is wonderful, amazing
if English students and the lecturers keep speaking each other in the
campus. It will show our identity of English program, better or the best
than other program.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The data analysis explained that the English students’ problems in
applying full English speaking area at English Study Program in the Teacher and
Education Faculty of Khairun University are badly affected by some causal
factors as follows:
1. Affective Factor
There are a positive impact and a negative impact but both impacts depend
on each other. Even a positive impact can be similar to a negative impact when it
does not work socially. Therefore when some of the English students speak
English in the campus at English study program, they have some difficulty of
speaking English which demotivates them because it causes reluctance, anxiety,
nervousness, worry, shyness, no self confidence, fear, carelessness, indifference,
laziness, etc because of other English students or non-English students say them
arrogant, grammar errors, pronunciation mistakes, imperfect spoken English,
other English friends do not speak English with them, non-English students watch
them speaking English, other English friends do not understand what they speak
in English, so they combine with Indonesian or just speak in Indonesian to enjoy
each other, etc.
2. Sociocultural Factors
The English students get the problem when they speak English with their
friends, juniors, and seniors at English study program in the campus because of
little practice of their spoken English, so the problem faced by the students is the
combination of two languages for instance; when they speak English, they
combine with their mother tongue or first language. It always happens to them
because of lots of speaking mother tongue or first language and listening to it.
Additionally, English as a means of communication has been misunderstood by
the most English students which they believe that a language is learned by
memorizing the vocabulary, reading a lot of books, studying grammar rules, and
practicing pronunciation..
3. Age or Maturational Constrains
All languages have their own dialects especially English as a foreign
language in Indonesian. So all the English students are always influenced their
English pronunciation by their mother tongue or first language’ dialects use
spontaneously.
4. Aural Medium
Listening to English teachers’ spoken English all the time in the campus at
English study program has a good impact to the English students to imitate their
English teachers as role models, to practice their listening skill, to create it as their
habit, to learn a lot of vocabulary, to improve their speaking skill, etc if the
teachers always speak English in the campus, but it happens to the contrary.
5. Professional versus Academic
In this case, the lecturers seldom speak English with the students even in
the classroom, and it happens when getting speaking subjects, outside the
classroom, sometimes either the English students speak English with them but
they respond in Indonesian or the English students speak English with them and
they just respond in English for a while but after that they change speaking
Indonesian and keep speaking Indonesian. Sometimes, they just ask the students
for speaking English each other to improve the students’ English but in the
campus, the lecturers do not care the students’ speaking ability or keep it properly.
it’s only in the classroom about speaking subjects or the subjects related to
speaking English. Moreover, the lecturers also have favoritism to who is clever,
joins an English competition or makes them proud.
In addition, The English students wish English lecturers become their role
models, motivators for speaking English in the campus or everywhere they meet,
so they will think that the lecturers care them.
6. Environment
Speaking English has lots of problem at English study program in Teacher
and Education Faculty of Khairun University especially for English students and
lecturers because of the minority is English study program and the majority are
other study programs. So the English students are impacted to speak Indonesian
and keep speaking Indonesian every day. Meanwhile, the English study program
has not been able to show its identity as an English major, to distinguish English
study program from other study programs especially for Indonesian study
program, to keep spoken English, and to preserve the English language in the
campus of Teacher and Education Faculty even though English is as a foreign
language in Indonesian.
7. Learning Community
The English study program is a community of study, but it has not been a
community of practice yet because the English students still speak Indonesian
each other even they can speak English or respond in English when other English
students want to practice their English with them but they just respond in
Indonesian. It made the students who want to practice their spoken English with
them are disappointed, upset, etc, for online community, most the English
students do not have online community especially for practicing their spoken
English. On the contrary, most the students had ever joined an English speaking
community outside the campus where in the group (Allergy) they were forbidden
speaking Indonesian inside the group, English speaking class at English Sharing
Club inside the campus, the students always practiced their spoken English, some
of the students have joined an English course (ETC) in Toboko where English is
only spoken, the other English students do not join any English speaking
community, and one of the English students has the community online for
speaking English but he records his video and puts into the group for sharing
information and others.
8. Discipline/Punishment
Without law or regulation, people cannot live together in a house, in an
environment, in a country, and even in the world. Therefore English study
program is as a house or as an environment for English students and lecturers, one
of the rules that can make English students and lecturers to be united to feel who
they are, what their identity is, where they are in, which distinguishes them from,
and what can keep them in the English study program. The first is applying
English speaking area at English study program in the campus, the second is to
make some disciplines not only for English students but also for English lecturers
obeying the rules to speak English as their identity in the campus, studying hard
and to keep speaking English in order that the students and also English lecturers
who disobey the rules will get the discipline or punishment. On the contrary,
English student association has ever made it, but it failed because of no supporting
discipline from English lecturers and English study program.
9. School System
Experience is the best teacher and the best teacher is full of experience.
The English students who rarely speak English at the campus may be affected by
what they experienced in the past at the schools because most the English teachers
taught the students English more theoretical orientation than practical orientation
and the students were focused most on studying kinds of texts, reading texts,
making a dialog by memorizing or reading the dialog, much less on speaking
English, and speaking most mother tongue or first language. Therefore students
got a lot of difficulty like having least vocabularies, rare pronunciation practice,
rare spoken English practice, moreover, the two students could pass the national
exam especially for English subject without studying English at the schools
because of no English teachers. In this case, then the English teacher at the
schools must not only have English knowledge, English bachelor diploma or
English master diploma but also have English skills especially for productive
skills such as: Speaking and Writing.
B. Suggestion
Applying full English speaking area has a lot of strategies but in this
research, the researcher just specifies some strategies in applying full English
speaking area. For applying full English speaking area is needed to know and to
understand the motivational words below.
Creativity can solve almost any problem. The creative act, the defeat of habit by
originality, overcomes everything.
George Lois
He states that to solve the problem is the defeat of habit to become
creative. In other words, to succeed and to reach the goals, people need to take a
new and better action and not to maintain the old habits worsening the reached
goals.
You don’t need to be in a foreign country to learn the language. You can
do it from the comfort of your home or local community.” It means that wherever
we are, we may make a group to practice spoken English even if we are in the
countryside where there is a formal education or non-formal education. All efforts
depend on the strategies of speaking English used. Here, there are strategies for
students to be able to speak English. ( Lewis, 2014:48)
1. To The Students
a. Learning a Useless English
Learning English is not only to be able to know vocabulary, grammar
rules and pronunciation and to pass a test, but also to communicate English
especially for speaking English. In addition to students who just learn English
theoretically without practicing it same as someone who wants to swim in the
pool by mastering lots of books about swimming, then going to the pool and jump
into the water. Will he swim or sink? It is a big question that has to be asked
yourself. So focusing on how much English you need to practice and
remembering that all theories never exist if nobody practices at all.
b. Speaking English as a Foreign Language
As it has been stated by Nunan (2003:55), “Making mistake is a natural
part of learning a new language”. And Albert Einstein also said, “The man never
made mistake, never learn new things. Think that speaking English is neither
speaking Indonesian Language nor local language. Basically, speaking English is
not same as speaking your own language. That’s why you need to practice a lot.
So, do not be afraid of making mistake.
c. You Are Not Alone
According to David (in www.EXLenglish.com, 2010:1), “Most English
students want to be able to develop their listening skill so that they can understand
what others are saying…and they want to be able to develop their speaking
abilities so that they can express themselves freely and automatically without
embarrassing pauses or stumbling over their words.” Therefore, many English
learners have the similar problem, the most problem they got in speaking is the
fear of making mistake and the people listening to them will not understand. The
problems should make English learners to be motivated to practice every day, to
help each other in order to solve their problem in speaking English and keeping
speaking the language.
d. Finding Your Purposes of Learning English
It is stated by Lewis and Hill (1992:9), that English is useful because:
1. You can talk to lots of new people
2. You can use English when you are travelling.
3. You can understand films and TV programmes
4. You can understand pop songs.
5. It helps you to get a good job.
6. You need it if you want to study at university.
7. People do business in English all over the world.
8. You can understand more about the world if you can read English and
American magazines and newspaper.
9. It’s the international language for most people.
10. You can read English literature in the original language.
Do you learn English for getting a good job? Or what is it learnt for?
Language learning has various purposes but it is determined by the learners
themselves. Therefore, English learners must decide what goal should be reached
with learning the language. So the learners are more inspired and motivated by
their own purposes.
e. Listening to English
According to Lewis and Hill (1992:38), “Think of your first language, you
learned it without any effort, with nobody asking you to repeat or formally
correcting you. In the most obvious way possible, you mastered a very difficult
skill. You learned to speak your own language simply by listening to it. Second
language learning is not as different as people sometimes pretend again. The best
way to learn is through good listening.” It means that learning English should
learn how to listen like a baby, to imitate like a baby and to speak like a baby. It
does not mean to become a baby for listening, repeating, imitating, and speaking
but the way babies listened to acquire speaking. For understanding what this
means, having flashback how you learned to speak when you were still a baby or
a child. Did you acquire your mother tongue by reading lots of books or studying
grammar? The researcher believes that what you did is not like what you do now.
Actually, you should be like a baby or a child in learning a language because the
language which you use now is the result of lots of listening, imitating, and
speaking then you learn to understand the arrangement of the words, the meaning
of the words such as: synonyms, antonym, homophone, homograph, and so on,
and the politeness of word usage in order to acquire productive skills; spoken
language, written language and body language (gesture) through a formal
education or a non formal education well. Imagine that what language is used now
if you did not learn the language like a baby or you learned the language like an
adult.
f. Repeating, Imitating, and Speaking English
Repetition has other benefits, too: it allows students to improve on what
they did before. They can think about how to re-word things or just get a feel for
how it sounds. (Harmer, 2007:346) Therefore repetition is really needed to train
listening, imitation, and speaking. As an old Russian proverb states that repetition
is the mother of all learning process. So do lots of repetition in listening,
imitation, and speaking to master of practical spoken English!
g. Self Speaking
If you need to practice before a big event, like a parents’ evening at school
or a business presentation, practice always helps. You can rehearse the
conversation in your head or front of a mirror. But if you’re feeling brave, why
not record yourself? Making a short video of your conversation or presentation on
your smartphone or computer is a great way to see how you really sound when
speaking English. You can compare your pronunciation to that of native speakers
on TV shows. (Bhandari, 2015:9) Speaking ourselves does not mean craziness or
madness but to practice English before speaking with other people. So to practice
spoken English, you may also evaluate how well you speak English by self
recording.
Remember! Never just speak and record yourself without practicing your
speaking skill with other people.
h. Thinking only in English
To speak English, people need to think from source language into target
language to express what they want to speak but it cannot help them to speak
English because of noticing something and thinking in the first language which
their first language or mother tongue cannot help students to speak English easily
and naturally. So what you notice around you should be known its English word,
its pronunciation, and its sentence, listening something in their first language use
is useless except translating it into English language. What you need is not
thinking the source language but thinking the target language such as: Ideas,
information, opinion, meaning, etc. Thinking in English means when you look at
the object and you get the English words of the object in your mind to express
your ideas and feeling.
i. Fluency and Accuracy
Fluency is the first goal. It means being able to communicate you ideas
without having to stop and think too much about what you are going to say. And
accuracy is the second goal. It means that you speak without errors of grammar
and vocabulary. Many people are very complicated to speak because of starting
from accuracy not fluency. They have forgotten the way that they learned since
they were babies. If they learned a language by studying grammar rules, they
would not speak the language automatically and instantly. In order to achieve the
fluency of speaking, stop thinking the grammar rules and after that English may
be continued with speaking accurately. Speaking accurately means you learn the
grammar from step by step practice. In other words, practicing grammar rules is
learning once and speaking thrice.
j. Pride of Speaking English
Speaking English is great. You do not need to be shy, afraid, and all
negative feelings. Sometimes, you will be told as an arrogant man because of
speaking English inside and outside the campus or as a crazy man because of
speaking with yourself. In fact, you only need to practice your English fluently
and accurately. So you must ignore your friends or whoever do not care your
efforts to be able to speak English if they do not really need your help.
k. Speak English with Non-Native and Native Speaker
1. Speak with Your Closest Friend
A closest friend is a friend who is always with you, always gives you
suggestion, supports you, and helps you to solve any trouble. So you need starting
to speak English with a closest friend. A closest friend is needed when you are
afraid and shy to practice speaking English.
2. Speak with Your English Friends
Many people can speak English nowadays, so whoever can be your
partner to practice your English especially your classmate, your English friends at
English study program and even English friends out of English study program
wherever and whenever you meet them.
3. Speak with English Tourists
Many English tourists come to this country; Indonesia for a lot of purposes
such as: Research, business, travelling, etc. their coming gives you a lot of
chances to practice, never waste whenever you meet them. In order that you may
evaluate how well you understand their spoken English and respond them.
l. Become an Active Listener
Listening is one of receptive skills to acquire speaking skill. You may
listen from basic listening to advanced listening. It should be done every time.
Listening in this modern era is really easy because there have been a lot of
sophisticated technologies such as: hand phone, computer, and so on. Which you
can listen English; English music, lecture, speech, interview, dialog, debate, etc,
can imitate native English speakers’ pronunciation, and speak like them.
m. Help Your Listener
Speaking English needs to be varied into students’ levels. When you speak
English to your English friends must be considered how well they can understand
what you mean. However speaking English to your friend who is still a beginner
or in a low level, you should speak slowly, clearly, and simply to help them
understanding your spoken English. Sometimes, demonstration, bilingualism are
needed to make the listeners understand what you as a speaker means but not
speaking your source language or local language too much than speaking your
target language or foreign language. Speaking English with your listeners are
needed to rehearse their listening proficiency, correcting your listeners’
pronunciation after finishing English speaking is better than before finishing it,
and motivating your listeners by speaking English with them without speaking
their local language.
n. Ignorance
What you don’t know must be admitted in order to be helped and told.
Never show that you are a perfect person without lack of English. So you are easy
to be helped.
o. Consistency
Consistency is needed to keep speaking English, never think that you look
so arrogant when you speak English, never speak a language that you speak every
day with English students, never ignore English students but care them by full
English speaking, never let your English friends and whoever can speak English
changing your English to be your everyday language or local language, and never
forget to make English as your local language at English department. In the
campus, you must speak English only, but outside the campus, whatever language
may be used is not a problem at all.
p. Reading
Reading can build second language vocabulary, conversational
proficiency, and writing ability as well as reading proficiency. (Burt, Peyton, &
Adams, 2003:36) Reading lots of English books, novels, newspaper, magazines,
etc makes you to have lots of idea to speak, to have a lot of vocabulary, and the
better English sentence arrangement, even pronunciation practice you have when
you read aloud.
2. To the Teacher
Teacher is a facilitator, a counselor, an atmosphere creator, a role model, a
motivator, a cognitive builder, and a manager. (Suyanto & Jihad, 2013:2) They
are detailed as the following:
a. Teacher as a Facilitator
An English teacher is one who facilitates the English students in order to
apply their spoken English either inside classroom or outside classroom.
b. Teacher as a Counselor
Counseling is needed by English students to solve their problems in
learning English, especially their spoken English. As an English teacher should
give a lot of advice, praise, suggestion, and constructive criticism.
c. Teacher as an Atmosphere Creator
Teaching English speaking and other English subjects is to make students
know and understand English to be practiced in their daily communication
especially at English study program or outside the classroom. Sometimes, it is not
achieved by the teacher because of students’ difficult situation in learning English.
The teacher should change the situation of teaching and learning process to be
relaxed, enthusiastic and fun in order that; the students can speak English like
Indonesian because the teacher has provided the good condition so that they can
learn and practice their English and spoken English anytime and anywhere
independently.
d. Teacher as a Role Model
Paragon is the best way to be. In teaching Spoken English and other
English subjects the teachers must give a good example to his or her students of
how he or she speaks English. Therefore, if the students always speak Indonesian
while learning English speaking or other English subjects, it must be from their
teachers.
e. Teacher as a Motivator
Motivation is great. One of the best ways being a great teacher is to
encourage your students speaking English in their daily communication. It is
really difficult to build the students’ confidence in speaking English while the
teacher speaks Indonesian Language. As a teacher, the English should be
encouraged by the teacher. It is not only created to motivate among the students,
but also created to motivate teacher themselves in speaking English inside the
classroom as well as outside the classroom.
f. Teacher as a Cognitive Builder
English language learning process should be taught for the students’ needs
achievement. On the contrary, the students are taught based on educational
curriculum design to achieve their goals although the educational curriculum may
not be inappropriate in different situation. In other words, English learning is a
process to use the language properly, for instance teaching English speaking is to
speak English with the students, teaching vocabulary is to teach the students word
usage in speaking and writing, teaching pronunciation is to teach how every word
pronounced, teaching grammar is to teach grammar usage in written and spoken
English, etcetera. In other words, English must be taught not theoretically only but
also practically.
g. Teacher as a Manager
To control the students’ English learning activities especially for applying
full English speaking at English study program, the students need to be led and
guided to speak constantly. Classroom management and full English speaking
area determine how the teacher and students culture their spoken English.
Disciplinary action (Score punishment and Fine “Paying for disobedience”) may
be applied by the teachers to the students for the bad score like “E”, and for the
fine payment among the students and the English lecturers when they speak their
daily language or local language each other at English study program in teacher
and education faculty of Khairun University in order to apply spoken English
well.
Table 3.1. To Applying Full English Speaking Area at English Study
Program of Khairun University Suggestion
FULL ENGLISH SPEAKING AREA AT TEACHER TRAINING AND EDUCATION
FACULTY OF KHAIRUN UNIVERSITY
ENGLISH TEACHERS AND STUDENTS
No
Inside the Classroom Outside the Classroom
Disciplinary Action Students’
Semesters Application Instruction
Students’
Semesters Application Instruction
1 1st – 2nd
Semester Bilingualism I
More English
Speaking, Less
Indonesian
Interpretation
1st – 2nd
Semester Bilingualism II
Most English
Speaking,
Lesser
Indonesian
Interpretation
Fine Payment,
Bad Score ‘E’
Achievement of Certain
Subjects such as:
Speaking Subjects &
Teaching Subjects,
Suspension,
&
Bad Score ‘E’
Achievement of All
Subjects in a Semester
2 3rd – 4th
Semester Bilingualism II
Most English
Speaking, Lesser
Indonesian
Interpretation
3rd – 4th
Semester Full English I
More
Demonstratio
n, Body
Language,
Synonyms,
Antonym,
Paraphrase
Use
3 5th – 6th
Semester Full English I
More Teaching Aids
Use, Demonstration,
Body Language,
Synonyms, Antonym,
Paraphrase Use
5th – 6th
Semester Full English II
Most
Terminology/
terms,
Synonyms,
Antonym,
Paraphrase
Use
4 7th – 8th
Semester Full English II
Most
Terminology/terms,
Synonyms, Antonym,
Paraphrase Use
7th – 8th
Semester Full English II
Most
Terminology/
terms,
Synonyms,
Antonym,
Paraphrase
Use
LEARNING AND TEACHING PROCESS OF SPEAKING SUBJECTS FOR FUTURE
ENGLISH TEACHERS IN THE CLASSROOM
No Semester Speaking Subject Instruction
1 First Semester Pre Speaking/
Basic Conversation Daily Conversation
2 Second Semester Speaking I Describing People or Things, Dialog, Role
Play, Etcetera
3 Third Semester Speaking II
English Discussion: Problems & Strategies
of How to Speak and Keep Speaking
English
(What English Speaking Problems Are, How
to Solve the Problems, How to Keep
Speaking English While Indonesian and
Local Language or Mother Tongue Are Kept
their Preservation)
4 Fourth Semester Speaking III
Spoken English Fluency and Accuracy
(Speaking with Better English Grammar,
Pronunciation, and Usage)
5 Fifth Semester Public Speaking &
Debating
How to Speak English in the Public or Make
a Speech and
How to Debate in English
6 Sixth Semester Speaking Proficiency &
Teaching Speaking
How to Become A Proficient English
Speaker and How to Teach Speaking For All
Levels and All Purposes
Table 4.2. To Learning and Teaching Process of Speaking Subjects for
Future English Teachers Suggestion
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APPENDIX I
RESEARCH INSTRUMENT
VERBAL QUESTION LIST:
1. What importance do you speak English?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
2. What English skill do you think to be mastered before other English skills?
Please Explain!
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
3. Whom do you speak English when you meet at English study program? Please
Explain!
………………………………………………………………………………………
………………………………………………………………………………………
4. What speaking subject have you passed, and the materials have you learnt and
how did you learn it?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
.
5. What makes/made you enjoy learning Speaking subject?
………………………………………………………………………………………
………………………………………………………………………………………
6. How often does/did your English teacher teach speaking subject by speaking
full English during teaching and learning process in the classroom?
………………………………………………………………………………………
…………………………………………………………
7. How often do your English teachers speak English with you outside the
classroom? Please explain!
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
8. How do you practice your English outside the classroom?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
9. Factors hampering you to speak English inside the classroom and outside the
classroom at English study program.
a. How do you feel while non-English students watch you speaking English
or say to you arrogant because of speaking English?
………………...........………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
b. Why must English students speak English at English study program while
English is not the only one of study program at campus?
………………...........………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
c. What do you think if English teachers always speak English at English
study program? Please Explain!
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
d. What will you do if your English teachers will punish every English
student speaking Indonesian with their English friends at English study
program by giving a bad score ‘E’?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
e. Which one is easier to learn and to speak; English or your first language?
Please Explain!
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………….
f. What do you always listen to English? Where and when?
………………………………………………………………………………………
………………………………………………………………………………………
g. What most used language do you speak every day?
………………………………………………………………………………………
…………………………………………………………………
h. What first language or second language words and dialects do you usually
use in speaking English?
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………………………
i. How do you feel when you speak English in the classroom and outside the
classroom?
………………………………………………………………………………………
………………………………………………………………………………………
j. What English speaking community or club do you join? What about
Online Community?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
k.What makes you speak English at English study program? Please explain!
………………………………………………………………………………………
………………………………………………………………………………………
10. Where and how do you usually practice your English outside the campus?
………………………………………………………………………………………
………………………………………………………………………………………
11. Who taught you English, how many subjects did he/she teach you, and how
did your English teacher teach you at junior and senior high school?
………………………………………………………………………………………
………………………………………………………………………………………
12. How did your English teacher speak English with you?
………………………………………………………………………………………
………………………………………………………………………………………
………….
13. What difficulties affected you to speak English at school?
………………………………………………………………………………………
………………………………………………………………………………………
14. What do you think of how spoken English learning process should be?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………………………………………………………………
15. What do you think if English friends do not respond you in English while you
speak English with them at English study program although they can speak
English? Why?
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………….
16. How do your teachers care your English speaking ability and keep it well?
………………………………………………………………………………………
………………………………………………………………………………………
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17. What should English teachers do to become role models for making their
students to be able to speak English inside and outside the classroom?
………………………………………………………………………………………
………………………………………………………………………………………
…………………………………………………………………
18. What is your opinion of applying full English speaking area by using some
disciplines, for instance paying a fine or achieving a bad score for speaking
Indonesian?
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
..........................................................................................................
19. What disciplines do you suggest to keep speaking English at English study
program?
………………………………………………………………………………………
…………………………………………………………………………………….
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20. How effective and efficient do the disciplines make students to apply full
English speaking outside the classroom at English study program?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
21. What do you think if English students and their lecturers speak English in the
campus one another? Please Explain!
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
APPENDIX II
RESEARCH DOCUMENTATION
CURRICULUM VITAE
The Researcher, Ahmaddin Tuguis, was born on July 07, 1994 in Sanana at Fatcey of North Sulabesi subdistrict . He is the second son from four siblings of Abd. Khair Tuguis, and Aisia Sapsuha. He entered elementary school at SDN 4 in 1999, but moved to SD Alhilal Sanana in the fourth grade, and graduated in 2005. After that, he continued schooling at MTS Negeri Fatcey Sanana and graduated in 2008. And then
he entered Senior High School at MAN Sanana in 2008, in the first grade he learned about Microsoft offices 2007 at Alyusrah (the computer course) in 2009 for four months, and graduated in 2011. At the same year, he registered and got tested in Khairun University to become an English student, he passed the test and was accepted to be the English student at English Study Program of Teacher Training and Education Faculty. During being the English student from seventh through tenth semesters, he joined and taught English at English Training Center (ETC) one of popular English courses in Ternate of North Moluccas, he had taught English for different levels and grades from basic through advanced levels and elementary school (SD) from third grade until sixth grade, junior and senior high schools (SMP & SMA) from first grade until third grade, general students (university students, civil servants, employees, and some more professions), private course at ETC including a lecturer, a banker, an army, and an employee, he had also participated as one of two representatives of ETC for two day training and one day training about empowering cooperative family unit and non-formal education unit in two different months held by Education Department, and he had also been one of two proctors for two times at the advocates profession test held by Law Faculty of Khairun University Ternate on October 24th, 2015 and on May 21st, 2016. Finally, this thesis is as the one of graduation requirement for Scholar degree (S-1) entitled: Exploring Students’ Problem in Applying Full English Speaking Area at English Study Program of Khairun University.