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THE FEELINGS OF SMK SANJAYA PAKEM STUDENTS

ABOUT SPEAKING IN ENGLISH

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Antonius Nicko Hefra Djanurombang

Student Number: 101214039

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i



A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By



ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015


ii

A Sarjana Pendidikan Final Paper on



By



Approved by

Advisor

Concilianus Laos Mbato, M.A., Ed.D

13 July 2015


iv

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this final paper, which I have written, does not contain the

work or parts of other people, except those cited in the quotations and references,

as a scientific paper should.

Yogyakarta, 30 July 2015

The Writer,


101214039


v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN KAMPUS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Antonius Nicko Hefra Djanurombang

Nomor Mahasiswa : 101214039

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:



beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,

mendistribusikan secara terbatas dan mempublikasikannya di internet atau media

lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun

memberi royalti kepada saya selama tetap mencantumkan nama saya sebagai

penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 30 Juli 2015

Yang menyatakan,



vi

ABSTRACT

Djanurombang, Antonius Nicko Hefra. (2015). The Feelings of SMK Sanjaya

Pakem Students About Speaking in English. Yogyakarta: English Language

Education Study Program, Department of Language and Arts Education, Faculty of

Teachers Training and Education, Sanata Dharma University.

In learning English, there are four skills that must be mastered, such as

listening, speaking, reading and writing. One of those skills that should be

considered to have a communication in English is speaking. In speaking, someone

should pay attention to some cognitive matters, such as pronunciation, vocabulary,

and structure. The problem is the affective sector is often forgotten. Then, the

researcher conducted two formulated questions to identify the feelings of students

in speaking English.

This research investigated the feelings of SMK Sanjaya Pakem Students and

the factors influenced the students’ feelings about speaking in English. It considered

two questions: (1) What are the students’ feelings about speaking in English? and

(2) What factors influence students’ feelings about speaking English? The setting

of this research was in SMK Sanjaya Pakem which was located on Jalan Kaliurang

Km. 17. The participants were the students of SMK Sanjaya Pakem.

This research was a mixed-method research. In this research, there were two

data that were the quantitative data and the qualitative data. The quantitative data

was from the questionnaire. The quantitative data was analyzed by calculating the

percentage of the students’ answers in the questionnaire. Then, the qualitative data

came from the interview section with five students. The participants for interview

section were chosen randomly. Thus, this study used random sample. The

qualitative data was analyzed by transcribing the recorded data then identifying the

major themes from the whole answers of the participants.

This research indicated that there were a lot of students in SMK Sanjaya

Pakem who still felt uncomfortable to speak in English. Some of the students felt

afraid to speak in English because they were fear to make mistakes. Another finding

was the students felt shy of speaking English. They were not confident to speak

with others using English. Those feelings were emerge because they were

influenced by some factors. Those factors were culture which exist in the school

and society around the students; the environment around the students, such as

friends, teacher, media and the application of learning process in the classroom or

outside classroom, which did not support them to speak English and the less self-

confidence of the students because of nervous, afraid and the other negative

thinking in speaking English.

Keywords: Feelings, Speaking, Feelings in Speaking.


vii

ABSTRAK

Djanurombang, Antonius Nicko Hefra. (2015). The Feelings of SMK SANJAYA

PAKEM Students About Speaking in English. Yogyakarta: Pendidikan Bahasa

Inggris, Jurusan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan,

Universitas Sanata Dharma.

Dalam mempelajari Bahasa Inggris, ada empat keahlian yang harus

dikuasai, yaitu mendengar, berbicara, membaca, dan menulis. Salah satu keahlian

yang harus diperhatikan untuk berkomunikasi dalam Bahasa Inggris adalah

berbicara. Dalam berbicara, seseorang harus memperhatikan beberapa hal

kognitif seperti, pengucapan, kosakata dan struktur. Permasalahannya adalah,

sektor afektif dalam pembelajaran sering dilupakan. Oleh karena itu peneliti

membangun dua rumusan masalah untuk mengetahui perasaan murid dalam

berbicara Bahasa Inggris.

Penelitian ini menginvestigasi perasaan-perasaan para murid di SMK

Sanjaya Pakem dan faktor-faktor yang mempengaruhi perasaan-perasan tersebut

tentang berbicara dalam Bahasa Inggris. Ini mempertimbangkan 2 pertanyaan: (1)

Apa perasaan perasaan para murid dalam berbicara bahasa Inggris? dan (2) apa

saja faktor-faktor yang mempengaruhi perasaan perasaan para murid dalam

berbicara bahasa Inggris? Peneltian ini dilaksanakan di SMK Sanjaya Pakem yang

berlokasi Jalan Kaliurang Km. 17. Pesertanya adalah siswa-siswi SMK Sanjaya

Pakem.

Penelitian ini adalah penelitian mixed-method. Dalam penelitian ini, ada

dua data yaitu data kuantitatif dan data kualitatif. Data kuantitatif berasal dari

kuesioner. Data kuantitatif ini dianalisis dengan cara menghitung persentase dari

jawaban siswa dalam kuesioner. Kemudian, data kualitatif didapatkan dari sesi

wawancara dengan beberapa siswa. Partisipan dari sesi wawancara ini dipilih

secara acak. Dengan demikian, penelitian ini menggunakan sampel acak. Data

kualitatif dianalisis dengan cara menulis penjelasan dari data rekaman kemudian

menemukan tema besar dari semua jawaban peserta.

Penelitian ini mengindikasikan bahwa ada banyak murid di SMK Sanjaya

Pakem yang masih merasa tidak nyaman untuk berbicara dalam bahasa Inggris.

Beberapa murid merasa takut untuk berbicara dalam bahasa Inggris karena

mereka takut membuat kesalahan. Penemuan lainnya adalah para murid merasa

malu untuk berbicara dalam bahasa Inggris. Mereka tidak percaya diri untuk

berbicara dalam bahasa Inggris dengan orang lain. Perasaan-perasaan itu muncul

karena dipengaruhi oleh beberapa faktor. Faktor faktor tersebut adalah budaya

yang hidup di sekolah maupun di lingkungan sosial para murid; lingkungan sekitar

para murid seprerti teman, guru dan penerapan dari proses belajar di dalam

maupun luar kelas yang tidak mendukung para murid untuk berbicara dalam

bahasa Inggris dan rasa kurang percaya diri para murid karena gugup, takut dan

beberapa pemikiran negative untuk berbicara dalam bahasa Inggris.

Kata kunci: Feelings, Speaking, Feelings in Speaking.


viii

Dedication Page

“Kesuksesanmu Tak Bisa Dibandingkan Dengan Orang Lain,

Melainkan Dibandingkan Dengan Dirimu Sebelumnya.”

– Jaya Setiabudi (The Power of Kepepet) –

“Kamu Calon Konglomerat Ya? Kamu Harus Rajin Belajar Dan

Membaca, Tapi Jangan Ditelan Sendiri. Berbagilah Dengan Teman-

Teman Yang Tak Dapat Pendidikan.”

– Wiji Thukul –

This Final Paper is dedicated to

My beloved family


ix

ACKNOWLEDGEMENTS

First of all, I would like to deliver my greatest gratitude to my Lord, Jesus

Christ. Everything written in this paper has come from His love and wonderful

miracles.

Secondly, my special gratitude is addressed to my beloved advisor,

Concilianus Laos Mbato, M.A., Ed.D., for his kindness, guidance, patience, and

support that given to me. I thank him for giving feedback on my paper and giving

his time to share information, knowledge, motivation, experience, and everything

to support me in writing this paper. Everything happened in this paper appeared

from his advises and suggestions which were really helpful. This paper would not

be better without his suggestions and feedbacks.

Then, my deepest gratitude also goes to all of PBI lectures and staff,

especially for Caecilia Tutyandari, S.Pd., M.Pd. and Drs. Barli Bram, M.Ed.,

Ph.D., who has guided and supported me along my journey in PBI. I have learned

many things from them.

My special thank also goes to the teacher in SMK Sanjaya Pakem for giving

me chance to conduct my research. Everything that has come from them was the

special experience for me. I also thank my participants, all of the students in SMK

Sanjaya Pakem, who gave me a chance to do the observation and worked well

together.

Besides, my special thank goes to my fuckingtastic partner in everything,

Veronica Retno Pujihastuti, who always struggle together with me. Her support


x

and motivation made me strong in every problem I faced during writing this final

paper.

Then, I would like to thank my friends, Cornelius Yoga, Agustinus

Grahito, Arya Dewangga, Paulus Robertus Kurniawan Gaguk, Cristoforus

Febri Diputra, Sesarius Selapino Hardani, Antonius Beni Purnawan, Yosef

Suryo Hernugroho, Ana Maria Ina, and Fanny Amelia, who always give a big

support by sharing or inspiring each other. Those guys are really special.

I also would like to deliver my special thanks to all of the members of PBI

A 2010, July Oral Defense Team, Begundals-26, Ijo Royo-Royo Executive

Apartment, and Piknik Ceria. They are my places to learn, share, tell, and grow.

They make me full.

The most special gratitude is dedicated to my sporty and wonderful father,

Fransiskus Djanurombang, S.Pd., and my patient and awesome mother, Caecilia

Henny Trimartuti, S.Pd., and also my tomboy sister, Agnes Dhea Hefra

Djanurombang. I thank them for the prayers that never stop for me, for unlimited

patient and love to me, for all of the suggestions, advice, financials, facilities that

have been given to me. I cannot say anything, but I just realize that I am blessed

because I have them.

I would like to thank everybody who cannot be mentioned one by one. I

thank them for everything given to me. I am lucky having you in my life. May God

be with us forever!



xi

TABLE OF CONTENTS

Page

TITLE PAGE ............................................................................................. i

APPROVAL PAGE ................................................................................... ii

APRROVAL PAGE (2) ............................................................................. iii

STATEMENT OF WORK’S ORIGINALITY ......................................... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ...................... v

ABSTRACT ................................................................................................ vi

ABSTRAK ..................................................................................................... vii

DEDICATION PAGE ................................................................................ viii

ACKNOWLEDGEMENT .......................................................................... ix

TABLE OF CONTENTS ........................................................................... xi

LIST OF APPENDICES ............................................................................ xii

CHAPTER I. INTRODUCTION

1.1 Research Background ............................................... 1

1.2 Research Method ...................................................... 7

CHAPTER II. DISCUSSION

2.1 Review of Related Literature .................................... 12

2.1.1 Feelings ................................................................... 12

2.1.1.1 Feelings Influence Learning ................................ 13

2.1.2 Speaking ................................................................. 15

2.2 Findings .................................................................... 16

2.2.1 The Feelings of SMK Sanjaya Pakem Students in

Speaking English ..................................................... 17

2.2.2 Factors that Influence SMK Sanjaya Pakem

Students’ Feelings in Speaking English .................. 20

CHAPTER III. CONCLUSIONS AND RECOMMENDATIONS

3.1 Conclusions .............................................................. 23

3.2 Recommendations ..................................................... 25

REFERENCES ........................................................................................... 27

APPENDICES ............................................................................................ 29


xii

LIST OF APPENDECIS

Appendix Page

APPENDIX 1 : The Questionnaire Guiding Result ................................... 30

APPENDIX 2 : The Questionnaire Result .................................................. 37

APPENDIX 3 : Interview Guiding Questions ............................................ 41

APPENDIX 4 : Interview Transcripts ........................................................ 43

APPENDIX 5 : The Detailed Conclusion of Interview Result ................... 49


1

CHAPTER 1

INTRODUCTION

This chapter presents the research background and the research method.

Firstly, the research background elaborates the reason why this study was

conducted. Secondly, the research method explains the method that was used to

conduct this study.

1.1 Research Background

A Language becomes an important element of human life. People use a

language to communicate with others. Whenever and wherever people are alive,

they always deal with language. Every common activity which exists in human life

always puts a language as a tool to interconnect with others.

One of the languages that is widely used in this world is English. Pope

(2002) says that English has been widely used as a foreign and second language

often we trade and commerce in mind, since sixteenth century (p. 31). It means that

as a foreign or second language, English is one of the languages which is able to

connect people around the world. Then, the effect of this fact can make people are

easy to intercommunicate with other people even so they do not learn about their

interlocutor’s first language.

Nowadays, the need of English is increasing and it has brought an influence

to some sphere of life such as education and work field. In the education and work


2

field, English requests as one of the requirements. The importance of English in the

work field can be seen that many institutions require English as a considered

element in the institutions or companies. For the example, when we are looking for

some job vacancies, ‘good command in English’ is the most important soft-skill

requirement. It also occurs in education sector. When someone wants to continue

his/her study to the next level especially he/she takes his/her study in the department

of foreign affairs, somebody must master English. Therefore, by using English

he/she can have communication with other people who come from other countries.

In Indonesia, English is recognized as one of foreign languages. It means

that English is learned by every grade of student at school. The aim of learning

English at school is to make the students be able to listen, speak, read and write in

English. To equip and support the students in learning English, the Indonesian

government puts English as one of the compulsory subjects. Pope (2002) explains

that making English as school subject is the way how English is studied (para. 29).

The seriousness of Indonesian government to encourage Indonesian students in

learning English is also presented by bringing English as one of the subjects tested

in the National Examination. It evidences that the government has more attention

to make Indonesian students be able to master English in listening, speaking,

reading and writing skills in order to mold human resources who are able to

compete with the other students who come from the other countries.

Through learning English, there are four skills that must be developed.

They are listening, speaking, reading and writing skills. These four skills are learned

in order to make the students be able to communicate with others using English,


3

whether it is in the oral or written form. One of those skills that becomes main

public consideration is speaking. Nunan (2003) states that many people feel that

speaking English as a new language is harder than the other skills (p. 48). He

realizes that speaking English is not utterly used by people in every country. For

example in Indonesia, people are accustomed to use their mother tongue than the

other foreign languages. Because of this habit, some Indonesian people have

difficulties to speak in foreign language such as English. English is realized as an

unfamiliar language by some Indonesia people especially they who have low-

education. It also becomes the basic reason why English has discussed as one of the

focuses for the government in Indonesia.

Goh and Burn (2012) notes that an individual’s communicative competence

is his/her ability to use language effectively in actual communication (p. 51). This

argument explains that the speaker who wants to speak English must have many

vocabularies and master the English grammar. Then, the speaker has to be able to

pronounce the English words well, so that the communication becomes more

interactive. All of these processes belong to our preparation of cognitive aspect in

speaking English. Bloom, Engelhart, Furst, Hill, and Krathwohl (1956) mentions

that there are three domains of educational activities, they are cognitive, affective

and psychomotor. In the cognitive domain, the main focus is mental skill

(knowledge). That is the reason why cognitive aspects really need more attention

in a learning process.

The domains of educational activities also think about attitude of the

students in the class (Bloom at al., 1956). Attitude is a part of affective domains,


4

where one of the focuses of this domain is on the feeling or emotional aspects of

the students. The emotional of students will influence them in learning. This aspect

is rarely noticed in the learning process. Eyler and Giles (1999) made the

distinguishing between emotion (the precursor) and reason (the goal) (p. 185). Eyler

and Giles (1999) also confirm that students need considerable emotional support

when they work in settings that are new to them; it needs to be a safe space where

they know that their feelings and insights will be respected and appreciated (p. 185).

This arguments encourages that the teacher or the facilitator should not only care

about the cognitive or psychomotor spheres of the students, but they also should

respect to the students’ feelings,

Relating to the explanation about feelings which also play the important role

in learning, the researcher reflects an experience when the researcher had a teaching

practice in SMK Sanjaya Pakem. The researcher noticed that almost all of the

students over there, were afraid to speak English. Some of them told to the

researcher that speaking English was very difficult. Some of them paid less

attention to speak English because they minded that they did not need to speak

English fluently so far. So, they just learned, followed the curriculum, but did less

practice in speaking English. The researcher had an experience that really excited

to be presented based on the phenomenon happened in the English class. When the

teacher asked a question using English to the whole class, all of them answered it

surely. Then, the teacher asked the same question to a student. The student did not

answer it because she was afraid to make any mistakes when she had to answer of

the teacher’s question in English. This fact happened almost in every class.


5

Based on the experience occurred, the researcher identified that there was a

dread of speaking English in that class. They always had difficulties in producing a

sentence even a simple sentence in English. Whereas, most of the students had

learned English since they were in the junior high school. The English teacher

informed that he had applied some techniques to support the students, but they were

still shiest to speak English.

From this experience, the researcher conducted a research about the SMK

Sanjaya Pakem student’s feelings in speaking English. The researcher deemed that

it was not only about the cognitive problems, it was also about the English teacher

who had less attention to the students’ feelings in speaking English. Besides, the

researcher had read some PBI’s students thesis and final papers, but the researcher

obtained that there was no a thesis or a final talking about feelings. That was why

the researcher accomplished an observation to this topic and summarized the topic

in a mind-mapping which focused on the feelings of the students in learning

process.

By identifying the feelings of the students, the researcher show that feelings

as an affective side which were rarely cared by the teacher, turn out to be the things

that play the important role to influence students in speaking English. The teacher

should also focus on students’ feelings, in order to decide an appropriate technique

which would be the best way to be presented whether it is in the classroom or

outside classroom. Dealing with students’ feelings is going to gain students’ interact

and during the lesson in the class. Then, it will carry out the positive opinion about


6

speaking English. The students will speak English courageously or in other hand,

they will be confident to speak English.

Because of the background which was clarified, the researcher formulated

two research problems. The first question was “What are the students’ feelings

about speaking English?” and the second question was “What factors influence

students’ feelings about speaking English?”

From both of the formulated questions, the researcher established the

research objectives. The first research objective was to identify the students’

feelings about speaking English. Another objective of this study was to identify the

factors which influence students’ feeling about speaking English.

The researcher hopes that this study will be useful for the education

elements (students and teachers). The findings of this research are expected to be

able to give contributions to the English teacher to consider on SMK Sajanya Pakem

students’ feelings about speaking English. For the researcher, the experience in

observing and identifying the whole answer of two formulated questions will be the

best experience. This experience also gains the researcher’s comprehension on the

affective domain in learning especially about students’ feelings in learning process.

In the conduction process of this study, the researcher mentions the

definition of terms in order to clarify the concepts of this study and to avoid

misinterpretation. Feelings in this study are comprehended as one of some aspects

in affective domain that should be considered in learning. Feelings influence the

students in their learning process (in this case speaking English). Emotions and

feelings are often thought of as being one and the same. Prinz (2005) defines that


7

according to one strand in folk psychology, emotions are feelings; they are

phenomenally conscious mental episodes (p. 9). He explains that sometimes,

feelings are defined as a conscious emotion (p. 10). Those statements can be

understood that feelings and emotion are the same. They have close relation one

and another. So, as the definition of terms the researcher stated that feelings and

emotion are the same. They are interchangeably.

The researcher also focuses in speaking skill in this study. Speaking is an

interactive process of constructing meaning that involves producing and receiving

and processing information (Brown, 1994; Burns & Joyce, 1997). In this case, its

form and meaning are depended on the context in which it occurs, including the

participants themselves, the participants’ collective experiences, the physical

environment, and the purposes for speaking. Speaking is a practical skill in learning

language. Speaking happens in the real time. It means that when someone speaks

to others, he/she cannot edit or revise the speech as he/she can do in the writing or

reading. Speaking can be concluded as an active process when people express what

are in their minds.

1.2 Research Method

This research was classified as a mixed method research. According to Ary,

Jacob and Soresen (2010), mixed method research was a new methodology in which

the same study uses both quantitative and qualitative approaches. The goal of this

research was the findings might be more dependable and it provided a more

complete explanation of the research problems than either method alone could


8

provide (p.23). The researcher chose this method because this study obliged the

quantitative data (from the questionnaire) and the qualitative data (from the

interview section). Mixed method research was used to provide the most complete

information on identifying the answers from both of the research problems. By

using mixed method, the data which were collected could be clearer. The

quantitative data presented the percentage of students’ answers included in the

eighteen statements of the questionnaire. The data from the questionnaire were not

enough. The researcher managed an interview section which was pondered as the

qualitative data. From this part, the researcher transcribed the data collected into a

descriptive data. Then, all of the data were combined to be analyzed together in the

discussion relating to the basic theories stated in the review of the related literature.

This study was conducted in SMK Sanjaya Pakem. The school was located

on Jalan Kaliurang Km. 17. The class observation was done while the researcher

did the teaching practice period on July-December 2013. To make sure that the

phenomenon still existed, the researcher did the second class observation in the last

of May to the beginning of June 2015. The distribution of questionnaire was done

in the middle of June 2015. After that, the researcher started to analyze all of the

results of the questionnaire and the interview.

The reason in choosing the school was because the researcher had already

done the teaching practice at the school. In addition, the researcher understood the

condition of the school, the students’ characteristics, and also the learning process

run in the class. The other reason was the English teacher often had discussion with

the researcher to organize the strategies to help the students in learning English.


9

Afterwards, the researcher made an observation of the students’ feelings. From the

result of the observation, the researcher suggested the English teacher about the

appropriate way to help the students in learning English especially in speaking

English.

The participants of this study were all of the SMK Sanjaya Pakem students.

The researcher selected the students from every grade randomly to fill the

questionnaires. To gain more detail information, the researcher also conducted

interview to five students who were taken randomly. Then, the data of the interview

section turned out to be the additional data to clarify the statements written in the

questionnaire.

According to Fraenkel and Wallen (1993), the word ‘sample’ refers to the

group of people on which the information needed is gained (para. 79). In this study,

the researcher used simple random sampling. Johnson and Christensen (2014) state

that a simple random sampling is formally defined as a sample drown by a

procedure in which every member of the population has an equal chance of being

selected (p. 251). It meant that the sample of the populations was taken randomly

and everybody had the same chance to be chosen.

For the instrument and data gathering techniques, the researcher used

questionnaire and interview. Gall, Gall and Borg (2007) state that questionnaires

are printed forms that ask the same question of all individuals in the sample and for

which respondents record their answer in verbal form. The researcher distributed

the questionnaires to forty-five students. There were twenty-two questions that

should be answered. The questions consisted of eighteen close-ended questions.


10

The questions were adapted from Mbato (2013, p. 210) research then it was

developed by the researcher. Mbato (2013) had ever used this questionnaire to

identify the feelings of the students in reading to support the students’ self-

regulation using metacognitive approach. Next, the researcher adapted some

statements which were able to support this study. The questionnaire also consisted

of four open-ended questions. In the close-ended questions (in the questionnaire

was mentioned as Part 1), the participants answered the questions based on the

statement provided, while in the open-ended (in the questionnaire was mentioned

as Part 2) questions, the participants stated their opinion freely related to the

question. The researcher asked three open-ended questions. The questionnaire

helped the researcher in identifying students’ feelings in speaking in English.

Besides, the researcher also used interview as the tool to gain more

information. Gall, Gall and Borg (2007) also note that interview is oral questions

which are asked by the interviewer and the research participants give the oral

responses. The interview section was conducted to five students. Then, the

interview result added more information about factors that influenced the students’

feelings in learning.

As the data analysis technique, there were several ways to analyze the data.

Firstly, the data collected from questionnaire were analyzed by counting the number

of responses and it had divided by the number of respondents. The first step was

recapitulating the data. The second step was finding the percentage through the

formula. The formula was presented as follow.


11

𝑛 : The number of responds

𝑁 : Total respondents

After calculating the data, the researcher started to analyze the result of the data.

From the data collected result, numeric data was transformed into descriptive data.

The detailed data result of the questionnaire can be seen in the Appendix 2.

The other data collected was derived from the interview. The researcher made

the transcript of the recorded data. The next step was the researcher summarized

the data based on the major themes identified in the data. it was supported by The

Instructional Assessment Resources (IAR) Web site (2011) which states that ‘It can

be helpful, once themes emerge, to express a key observation you have to future

respondents to get their viewpoint’ (IAR, 2011, retrieved on July 10, 2015). The

detailed conclusion of the interview result can be seen in the Appendix 5.

𝑛

𝑁× 100%


12

CHAPTER II

DISSCUSION

This chapter displays the review of related literature and the findings.

Firstly, the review of related literature explains all of the theories used in this study.

Secondly, the findings are aimed to discuss all of the findings in this research.

2.1 Review of Related Literature

This section aims to mention and to explain the theories used to support this

study. The theories come from some author which define the theories belong to

their research done before. The researcher divides this section into two main sub-

chapters. They are feelings and speaking. In the feelings, it is elaborated to feelings

which influence the learning process. Then, in the speaking, it is talking about the

speaking influenced by feelings.

2.1.1 Feelings

According to Pettinelli (2015), feelings are like sensations, when you touch

something you get a feeling (p. 10). A feeling is a sensation that has been checked

against previous experiences and labeled. It is personal and biographical because

every person has a distinct set of previous sensations from which to draw when

interpreting and labeling their feelings (Shouse, 2005). The researcher concludes

that feelings happen when someone feels something directly and it is deeper.


13

Deeper means that feelings can be described more detail than emotions because you

can have a specific feeling for anything, each feeling is unique and might not have

a name (Pettinelli, 2015, p. 10).

The feelings have the goal. Banyan (2003) explains that feelings have a

purpose far more important in helping us create enjoyable and meaningful lives yet

(p. 7). Banyan (2003) also added an explanation on the goal of feelings:

I believe the answer to the question “What are feelings for?”

should be common knowledge to every helping professional,

teacher, minister, manager and parent. Why? Because our

feelings are nature’s built-in guidance system. This system is

designed to let us know which of our needs aren’t being

fulfilled and motivate us to take the actions necessary to

fulfill them. When we ignore our feelings, our basic needs

remain unmet. Our lives become filled with frustration and

stress and eventually depression (p. 7).

Based on that explanation, the researcher draws the conclusion that feelings are

something that allow someone to follow or to do whatever he or she wants to follow

or to do. It comes from the experience that occurs in someone’s life.

2.1.1.1 Feelings Influence Learning

In a learning process, affective domains also play the important role. As the

researcher has explained in the introduction, feelings are a part of points that should

be paid attention. Feelings which are raised because of someone’s experiences, are

really important in education. Our emotional intelligence has the potential to

influence our way of thinking. The example is mentioned by Boekaerts (1993) and

Oatly & Nundy (1996) as cited by Hammond, Orcutt, Strobel, Lit and Martin (2003,


14

p. 90). They say that students learn and perform more successful when they feel

secure, happy, and excited about the subject matter. Hammond et al. (2003) add

that the students are overly excited or enthusiastic, they might work carelessly or

quickly rather than working methodically or carefully (p. 90). Hammond et al.

(2003) also confirm that emotions such as anger, anxiety, and sadness have the

potential to distract students’ learning efforts by interfering with their ability to

attend to the tasks at hand (p. 90). Emotions can interfere with students’ learning in

several ways; including 1) limiting the capacity to balance emotional issues with

schoolwork, 2) creating anxiety specifically about schoolwork, and 3) triggering

emotional responses to classroom events (Hammond et al., 2003, p. 90). They

present that in learning, feelings (the conscious emotion) play the important role in

influencing the student.

2.1.1.1.1 Feelings or Emotions Make a Limitation in Balancing Emotional

Issues With School-Work

Ellis, Ottaway, Varner, Becker, & Moore (1997a); Ellis, Ottaway, Varner,

Becker, & Moore (1997b); Hertel and Rude (1991) as cited by Hammond et al.

(2003) explain that when our emotions are heightened, we use up our intellectual

resources (p. 90). Some students may have difficulty in learning because their

minds are cluttered with distracting thoughts and memories. If the students’ minds

are cluttered, they cannot concentrate well in their school-work. The cluttered

things can be caused by fear, shyness, or uncomfortable feelings when they are in

the learning process. All of the feelings cluttered can make the students are not


15

focus on the learning. The influence of this problem impacts the students’ feelings

then it also disturb the students in the learning process.

2.1.1.1.2 Feelings Can Create the Anxiety in the Schoolwork

Dobson & Dobson (1981) and Cole (1991) as cited by Hammond et al.

(2003) stated that a second way in which feelings can interfere with learning occurs

when students are anxious about their schoolwork (p. 91). The students, who are

depressed or anxious about learning, often do not feel competent academically.

They can lose their confident aspect. Afterward, the students might withdraw from

classroom activities in order to avoid appearing incompetent in the classroom.

2.1.1.1.3 Feelings Trigger the Emotional Responses to Classroom Events

Graham (1997) and Weiner (1994) as cited by Hammond et al. (2003) say

that the students can become upset by classroom events—a failed test, a negative

comment from the teacher or a peer—and react in a way that impedes further

learning. These reactions may play out in different ways, depending on what the

student attributes the problem to (p. 91). The students can built negative responses.

They can also become frustrated to the point of feeling helpless or incompetent.

2.1.2 Speaking

Speaking is one of productive skills. According to Nunan (2003), “speaking

is the productive aural/oral skill. It consists of producing systematic verbal

utterance to convey meaning.” (p. 48). Burns & Joyce (1997) explain that speaking


16

is an interactive process of constructing meaning that involves producing and

receiving and processing information. Thus, speaking can be concluded as an oral

skill to produce information.

Eckard & Kearny (1981), Florez (1999) and Howarth (2001) as cited by

Torky (2006), define that speaking as a two–way process involving a true

communication of ideas, information or feelings (p. 33). Feelings, once again, take

the important role and they also happen in the speaking matters. In speaking,

feelings should also be deemed to expound students’ problems especially in

everything which cause them having difficulties.

Based on the theories, the researcher concludes that speaking is also

influenced by feelings. Students can speak fluently because they feel comfortable

when they are speaking. On the contrary, they will feel uncomfortable in speaking

when they are depressed. The depression can be caused by fear or shyness. León

and Cely (2010) explains that when students speak with confidence, they can

interact better in real daily situations (p. 15). They also states that speaking is a skill

which mostly affected by shyness and fear of being humiliated (p. 20).

2.2 Findings

This section is aimed to present and to explore the research findings. The first

finding presents the feelings of SMK Sanjaya Pakem students in speaking English.

The second part appears the factors influence SMK Sanjaya Pakem students’

feelings in speaking English.


17

2.2.1 The Feelings of SMK Sanjaya Pakem Students in Speaking English

This section was conducted to answer the first research problem. The first

question in the research problem talks about “What are the students’ feelings about

speaking English?”. The data, which were collected from the questionnaire related

to this formulated question, helped the researcher to identify the best conclusion of

this study.

Based on the interview data (it can be seen in the Appendix 4 and 5), the

researcher identified that there were two major feelings influenced the students in

speaking English. The feelings were fear and shy. The fear of the students appeared

when they made some mistakes in speaking English. In the interview transcript data

(Appendix 4), most of the students stated that they were afraid in making some

mistakes in speaking English. The mistakes were the misunderstanding of the

English grammar and the pronunciation. The students said that the difficulties in

speaking English were because of the limited vocabulary they had. They also did

not know how to pronounce some words in English. Another feeling was shy. Based

on the interview data, the researcher identified that the students were shy because

when they spoke in English, some friends pretended that they were pedantic. They

were judged as an arrogant people when they spoke English. Because of those

problems, the students felt uncomfortable in speaking English. This fact was

supported by the result of the questionnaire data (it can be seen in the Appendix 2).

The questionnaire result presented that 35.18% of the students assumed that they

were not sure whether they felt comfortable in speaking English. The 33.33% of

the students assumed that they disagreed that they were comfortable in speaking


18

English. It meant that they were uncomfortable in speaking English. Then, the

16.67% of the students agreed that they felt comfortable in speaking English.

Another finding was the students were afraid when they had to ask their

English teacher in English. The questionnaire result declared that 35.18% of the

students assumed that they did not have a courage to ask their teacher in English in

the class. There were five of fifty-four students or 9.25% of the students assumed

that they were brave to ask their teacher in English. Based on the interview result,

the researcher identified the same themes with the questionnaire result. The students

were nervous when they were given an English question by the teacher. They had

to take some minutes to deal with the question. Sometimes, they answered the

question in English but unfortunately, they almost used Bahasa Indonesia even

Javanese language to answer the question. The students frequently did not give an

answer. Then the researcher also asked the studnets about the teacher’s response

toward the students’ behavior. The students told that the teacher did not do anything

and always tolerated the students’ rejoinder. It made the student did less practice in

speaking English. This fact made the students felt comfortable with their afraid and

shy feelings and they could not developed their English speaking skill.

The next finding was the students were still undecided of their feelings. It

was proved by the questionnaire result. The result showed that 50.00% of the

students were undecided to speak English to the English teacher. The undecided

result presented that actually some of the students still spoke English to the English

teacher but it happened infrequently. The 31.48% of the students chose not to speak

English to the English teacher. The researcher analyzed that when the students had


19

to speak to older people or someone who was better than them in English, they were

not confident. On the other hand, when the students had to make conversation with

their classmate, they would be more confident because they could explore their

English skills. They were not nervous in making some mistakes. They just flew on

their English although they made some mistakes in speaking English. The

researcher identified that the students could explore themselves in speaking English

when their interlocutors had the same level.

The students also felt shy to speak English. They were shy when they were

asked to answer the question from the English teacher in English. The researcher

recognized this fact from the interview section. The students wanted to speak

English to answer the teacher’s question, but they were shy if the answer was not

appropriate. They assumed that it was better to answer the question in Bahasa

Indonesia. In the interview result, the shyness was caused by the people around the

students who laughed at them when they made mistakes in speaking English. A

student told that he was shy at that time. This experience made him depressed and

decided to do not speak English. Another example was caused by the bad

experience a student had. When he tried to speak English, his friend felt that he was

arrogant. He was deemed to be a pedantic person. Speaking English became a

strange thing to do. It made him and other students felt shy to speak English. It

happened in the classroom and also outside the classroom. This problems made the

students felt uncomfortable in speaking English.

The researcher also identified that the students did not use English to

communicate with the teacher or his/her classmates during the English class. The


20

questionnaire result was described that 48.14% of the students assumed that they

did not use English to communicate with others during the English class. They were

more comfortable to use Javanese language or Bahasa Indonesia. Therefore,

English was often used in writing, reading and listening tasks.

Both of the feelings identified in this research really supported the theory

that was mentioned as the basic theory of this study. León and Cely (2010) who

explained that students needed confident and comfortable way to speak (para. 15).

When they were not confident, they could not interact better in the real situation. It

also occurred in this research. When the students could not be in their comfortable

side to speak English, they really could not explore themselves to speak English

well. Another theory which was conducted by Ellis at al. (1997) and Hertel (1991)

as cited by Hammond et al. (2003) also supported this findings. The students could

not concentrate well when their mind was cluttered. The students who were in the

cluttered-condition that was caused by a bad experience could not feel comfortable

to speak. Because of that feelings, the students were shy even afraid of getting the

same experience.

2.2.2 Factors that Influence SMK Sanjaya Pakem Students’ Feelings in

Speaking English

This section was conducted to answer the second research problem: “What

factors influence students’ feelings about speaking English?”. In order to report the

findings from this section, the researcher analyzed the interview and questionnaire


21

data. Both of the data collected helped the researcher to identify the factors

influenced to the students’ feelings to speak English.

Based on the interview data, the students assumed that there were some

factors influenced to their feelings to speak English. One of the factors was

environment. The environment of the students influenced them to build their

feelings in speaking English. One of the students confirmed that there was no

appropriate partner to speak English became the factors hampered him to speak

English. The student wanted to speak English, but he/she did not have a partner to

hold an English conversation. Hence, that student chose not to speak English in the

class. The other factor was because of the class situation did not encourage the

students to be able to speak English. As the researcher had explained in the

introduction that English was used based on the situation. English class was not

effective enough to help the students to speak English because the students were

more comfortable using Bahasa Indonesia or Javanese language. The English

teacher did not has the specific rules to make the students accustomed with English

in the speaking sphere. Then, the teacher also did not build the comfortable

environment by speaking or explaining the materials in Bahasa Indonesia even

Javanese language.

The next finding was the researcher also identified that culture also became

the factor influencing the students’ feelings. Culture that existed at school made the

students felt shy or fear. A student in the interview section claimed that he was not

confident to speak English because his classmates yelled at him. The gibes made

him felt unconfident to speak English. He was judged arrogant when he spoke


22

English outside the class. This culture also existed in the students’ environment.

Most of the students at that school judged that the English users were pedantic

because they spoke in foreign language. This condition influenced the students’

mental to speak in foreign language such as English.

Based on the interview, the students voiced that they practiced to speak

English rarely. The students confirmed that they just practiced to speak English

when it was needed. Actually, it contended with the result of the question number

1 (one) in the questionnaire. In the questionnaire, the students answered that English

was really important. There were 51.85% of the students who agreed of this

statement. Unfortunately, it was not supported by the practice activity in the class

or outside the class. They did less practice but they expected to have good English

skills. Then, all of it influenced the students’ self-confidence.

All of the findings in this research really supported all of the theory. Feelings

really played the important role in the speaking. Someone could speak better than

others because he/she enjoyed their performance. Boekaerts (1993) and Oatly &

Nundy (1996) as cited by Hammond et al. (2003) mind in their journal that students’

performance can be more successfully when they are happy and excited about the

matter (p. 90). The researcher argued that if the students enjoyed in the English

class, then the situation around them was friendly, they could improve their English

speaking skill. They could use games or role-play which were able to support them

in speaking English.


23

CHAPTER 3

CONCLUSIONS AND RECOMMENDATIONS

This chapter consists of the conclusions and the recommendations. In the

first section, the researcher intends to conclude the findings of this research. In the

second section, the researcher presents some recommendations related to this

research.

3.1 Conclusions

This section was aimed to summarize the major findings in this research.

The research focused on the feelings of SMK Sanjaya Pakem students about

speaking English and also the factors influenced to the students’ feelings in

speaking English. This research intended to identify all of the students’ feelings in

speaking English and also kind of factors influenced to their feelings in speaking

English.

The researcher identified that most of the students in SMK Sanjaya Pakem

were still uncomfortable when they spoke in English. The big problem was caused

by the environment, culture, and also themselves as individual. The feelings that

existed around them were fear and shyness.

Most of the students felt fear and shy to speak English. The main problems

were they were not confident and also fear of making some mistakes in speaking

English. The fear and shyness of the students could be seen in English class


24

atmosphere. The students only used English when the teacher asked them to speak

English. Some of the students still answered the question in Bahasa Indonesia. In

the English class, the students often used Bahasa Indonesia even Javanese language

to communicate with their classmates. Some of them still thought that English is

one of the hard subjects whereas we knew that in every grade of education, English

was one of the compulsory subjects that would be tested in the National

Examination.

Another finding was about the factors that influenced the students’ feelings

to speak English. The atmosphere around them became one of the factors. The

students had limited support such as the partner in speaking English. They stated

that sometimes the English teacher used Bahasa Indonesia during the teaching and

learning process. When the teacher used English, unfortunately, they could not

understand about the teacher’s clues or information. They had difficulties in

listening to the speaker who spoke English especially someone who was able to

spoke English fluently. The low supporting condition created fear or shy feelings

when they were required to speak English.

The culture also turned out to be one of the factors that guided the students’

feelings in learning. Sometimes, most of the students still thought that someone

who spoke in English was arrogant. This occurred because they were not

accustomed to speak English in the class and outside the class. The situation formed

the way of thinking that when someone spoke English, he/she would be judged as

an “arrogant” person.


25

As the conclusion, the researcher stated that SMK Sanjaya Pakem students

were still fear and shy to speak English because of some factors such as the

environment around them, the culture that was exist in the school and their own

self-confidence.

3.2 Recommendations

The researcher proposes some recommendations that will be beneficial for

the teacher and the future researchers. In this recommendations, the researcher

elaborates some problems happened during doing this research. The researcher also

mentions some solutions which are expected to help the future researchers who

have the same interest related to this topic.

3.2.1 For Teacher

For the teacher, the researcher would like to suggest the teacher to build an

interactional speaking method in the English class. The teacher should make the

students accustomed to speak English. The speaking can be gained by giving them

appropriate method such as role-play, conversation or drama. The method can help

the students to improve their self-confidence when they speak English. In other

words, the feelings of the students should be considered. There are some

approximation methods that can be applied such as discussing and sharing

experience in the class. By having the interactive method, the students will consider

that English is really fun and they can enjoy the learning.


26

3.2.2 For Future Researchers

For the future researchers, the researcher suggests that the next observation

should be more detail, such as the time-management which should be considered,

the relation between the observer and the resources, the process during the

observation (questionnaire guidelines and interview guidelines), and the

consistency during this observation. Based on the researcher’s experience, this

research is better if it is done twice in a year. It is aimed to make sure that every

year there is an improvement depends on the students’ feelings about learning

English. This research also can help the future researchers in giving some

suggestions to the English teacher to set the appropriate teaching technique

accepted depends on the students’ feelings. The future researchers also should use

the appropriate theories to make the result data stronger. The interview section

should be done in order to collect the additional data. By doing interview section,

the future researchers show a close-relation with the informant which will help them

to collect the data easily.


27

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(1956). Taxonomy of educational objectives, handbook I: The cognitive

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Goh, C.C.M. & Burns, A. (2012). Teaching speaking: A holistic approach. New

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http://www.utexas.edu/

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Johnson, R. B. & Christensen, L. (2014). Educational research: Quantitative,

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skills through games in a colombian public school. Profile Issues in

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d75d-4705-bfba-d4e005811de3@132/The-Psychology-Of-Emotions-Fee

Pope, R. (2002). The English studies book: An introduction to language, literature

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http://www.thesis.bilkent.edu.tr/0002848

29

APPENDICIES


30

APPENDIX

1 (The Questionnaire Guiding Questions)


31

Respondent 1


32


33


34

Respondent 2


35


36


37

APPENDIX

2 (The Questionnaire Result)


38

The Questionnaire Result

Number Questions Responses Number Percentage

1 English is important Strongly Disagree 1 1,85%

Disagree - -

Undecided 2 3,70%

Agree 28 51,85%

Strongly Agree 23 42,60%

2 I have an ability in using Strongly Disagree 2 3,70%

English well Disagree 21 38,89%

Undecided 26 48,18%

Agree 5 9,25%

Strongly Agree - -

3 I can speak English well Strongly Disagree 2 3,70%

Disagree 15 27,78%

Undecided 24 44,44%

Agree 23 42,60%

Strongly Agree - -

4 English is the easy Strongly Disagree 8 14,81%

lesson for me Disagree 19 35,18%

Undecided 20 37,03%

Agree 6 11,11%


5 I always use Strongly Disagree 14 25,92%

English to communicate Disagree 26 48,14%

with others in Undecided 13 24,07%

English class Agree 1 1,85%

Strongly Agree - -

6 I rarely speak English Strongly Disagree 6 11,11%

Disagree 6 11,11%

Undecided 17 31,48%

Agree 19 35,18%


7 In the school, all of the Strongly Disagree 4 7,40%

English materials help Disagree - -

me to gain my ability Undecided 14 25,92%

in speaking English Agree 22 40,74%


8 Class atmosphere Strongly Disagree 6 11,11%

support me when I Disagree 14 25,92%

am speaking English Undecided 21 38,89%


39

Agree 13 24,07%

Strongly Agree - -

9 I am not shy to speak Strongly Disagree 2 3,70%

in English with my Disagree 8 14,81%

friends at school Undecided 27 50,00%

Agree 13 24,07%


10 I am comfortable in Strongly Disagree 7 12,96%

speaking English Disagree 18 33,33%

Undecided 19 35,18%

Agree 9 16,67%


11 English lesson is not Strongly Disagree 4 7,40%

the fear lesson Disagree 4 7,40%

Undecided 19 35,18%

Agree 20 37,03%


12 I like to speak English Strongly Disagree 8 14,81%

when I speak with my Disagree 17 31,48%

teacher Undecided 27 50,00%

Agree 1 1,85%


13 I feel confident when Strongly Disagree 7 12,96%

I speak English Disagree 18 33,33%

Undecided 21 38,89%

Agree 6 11,11%


14 I am not fear to make Strongly Disagree 4 7,40%

some mistakes when I Disagree 8 14,81%

am speaking English Undecided 22 40,74%

Agree 17 31,48%


15 I like to speak English Strongly Disagree 9 16,67%

with my friends in Disagree 18 33,33%

English lesson Undecided 21 38,89%

Agree 6 11,11%

Strongly Agree - -

16 In English lesson, I am Strongly Disagree 9 16,67%

brave to ask to my Disagree 19 35,18%

teacher by using English Undecided 20 37,03%


40

Agree 5 9,25%


17 I am not shy to speak in Strongly Disagree 4 7,40%

English with my teacher Disagree 16 29,62%

at school Undecided 27 50,00%

Agree 5 9,25%


18 I am brave when I am Strongly Disagree 3 5,56%

requested to practice a Disagree 9 16,67%

conversation in English Undecided 21 38,89%

Agree 18 33,33%



41

APPENDIX

3 (Interview Guiding Questions)


42

The Interview Guideline for students

1. Apa yang menjadi kesulitan anda dalam berbicara bahasa

Inggris?

2. Apa yang anda rasakan ketika diminta berbicara dalam bahasa

Inggris?

3. Hal apa saja yang sudah mendukung anda agar mampu

berbicara dalam bahasa Inggris?

4. Apakah lingkungan sekitar anda (sekolah/rumah) sudah

mendukung anda ketika anda berbicara dalam bahasa Inggris?


43

APPENDIX

4 (Interview Transcripts)


44

Respondent 1

No. Pertanyaan Jawaban

1. Apa yang menjadi kesulitan

anda dalam berbicara bahasa

Inggris?

Kalau menurut saya sendiri yang

menjadi kesulitan dalam berbicara

bahasa Inggris yaitu pelafalannya.

Setelah itu, kesulitannya tidak ada

teman/partner yang untuk diajak

ngomong bahasa Inggris. Terus sama

kosakatanya, kurang.

2. Apa yang anda rasakan ketika

diminta berbicara dalam bahasa

Inggris?

Kalau menurut saya sendiri, dengan

kemampuan saya ketika saya diminta

untuk berbicara bahasa Inggris itu ada

perasaan takut juga. Kenapa takut,

karena walaupun terkadang saya tidak

sepenuhnya bias berbicara dalam

bahasa Inggris tapi takut pelafalannya

salah, terus S-P-O-K nya itu juga belum

bisa menguasai.

Tapi, saya tidak pernah malu untuk

berbicara dalam bahasa Inggris.

3. Hal apa saja yang sudah

mendukung anda agar mampu


Hal hal yang bias mendukung saya

dalam bahasa Inggris yaitu lagu yang

berbahasa Inggris, video dan film yang

berbahasa Inggris, partner (kadang

guru, kadang teman dikelas) tapi kalo di

rumah jarang karena tidak ada yang

mampu berbahasa Inggris dengan baik.

4. Apakah lingkungan sekitar anda

(sekolah/rumah) sudah

mendukung anda ketika anda


Kalo lingkungan sekitarku masih belum

bisa mendukung, karena kebanyakan

menggunakan Bahasa Indonesia,

sehingga belum bisa membantu saya

untuk berbicara dalam bahasa Inggris.


45

Respondent 2




Inggris?

Pola kalimatnya terus sama

kosakatanya, mas.



Inggris?

Senang, karena senang bahasa Inggris.

Terus kalo ada yang minta ngomong

pake bahasa Inggirs gitu, ya oke ayo,

tapi ya aku tidak terlalu fluent buat

ngomong bahasa Inggris, tapi ya oke.

Aku seneng kok.

Tapi kadang takut juga, mas. Takut

salah gitu. Misalnya harusnya ngomong

ini eh ternyata yang dimaksud itu, dan

sebaliknya.

Malu juga kadang, mas. Malunya ya

karena takut salah gitu.




Belajar banyak kosakata, terus suka

reading, terus nonton film (sebisa

mungkin sih nggak pake subtitle). Aku

juga suka pop barat. Waktu aku mau

nyanyi, biasanya cari artinya dulu apa.

Terus, games juga. Sebenarnya bahasa

Inggris itu fun banget, mas.





Cukup mendukung sih kalo di rumah,

Karena ada kakak aku yang kuliah di

PBI UNY. Jadi dia suka ngajak

conversation pake bahasa Inggris gitu.

Kalo di kelas sih masih kurang mas.

Karena partnernya cuma sama guru aja.

Itu pun kadang-kadang.


46

Respondent 3




Inggris?

Kalo buat aku sendiri secara pribadi, itu

biasanya untuk pengucapan dalam

vocabularynya. Terus untuk pelafalan

yang benar itu seperti apa itu yang

masih sulit.



Inggris?

Pertama sih deg-degan karena pas

ngomong itu bener atau enggak ya.

Disisi lain juga aku seneng. Tapi aku

juga takut salah.

Tapi aku gak malu, karena aku malah

merasa bangga bisa ngomong pake

bahasa Inggris.




Biasanya buku, kayak novel. Kebetulan

aku suka hal hal yang berbau luar

angkasa. Nah, di internet itu biasanya

pake bahasa Inggris tulisannya. Jadi

kosakata yang aku nggak tahu aku tulis,

terus aku cari artinya. Film juga, musik

juga, pokoknya ada kosakata bahasa

Inggris yang baru, aku terjemahin.





Kalo menurut aku masih belum ya.

Karena kita masih sering kebawa logat

jawanya kita. Masih sulit untuk

lingkungan sekitarku membantu aku

ngomong pake bahasa Inggris.


47

Respondent 4




Inggris?

Kosakatanya kurang, jadi sulit untuk

berbicara dalam bahasa Inggris.



Inggris?

Malu dan takut salah, mas. Takut

salahnya itu nanti takutnya di ketawain,

mas. Kan jadi malu.




Aku sih lebih seringnya dengerin lagu

barat gitu, mas. Tapi gak aku terjamahin

kata katanya. Tapi ntar lama-lama juga

tahu kok.





Kalo menurut aku, belum mendukung

sih mas. Karena belum ada temen. Guru

juga belum mendukung untuk ngomong

bahasa Inggris.


48

Respondent 5




Inggris?

Dari tulisannya dan cara bacanya beda,

itu sulit mas. Kadang suka salah.

Nyusun kalimatnya juga, kosakata juga.



Inggris?

Grogi mas, nanti takut salah. Malu

banget juga mas, malu dibilang sok

sama temen temen karena ngomong

pake bahasa Inggris.

Kadang seneng juga sih mas, Cuma

kadang juga takut salah.




Bercanda pake bahasa Inggris di kelas,

terus kayak true story gitu kayak ikut

ikut Bayu SKAK gitu. Musik dan film

juga suka, tapi gak terlalu mas.





Belum mas. Jarang ada partner sih mas.

Ada, tapi gak banyak. Kalo di rumah

lebih sering pake bahasa Jawa. Di kelas

bahasa Inggris juga. Kalo ngomong

pake bahasa Inggris itu aneh mas. Jadi

takut di bilang sok gaya ngomong pake

bahasa Inggris.


49

APPENDIX

5 (The Detailed Conclusion of Interview Result)


50

The Detailed Conclusion of Interview Result

There were five students who had been interviewed by the researcher. All

of the interviewees were chosen randomly. The researcher asked four questions.

The questions were about the students’ feelings and also factors that influence their

feelings in speaking English.

The first question were conducted to find kinds of the difficulties that were

faced by the students in speaking English. Most of the students answered that the

problems were about vocabulary and the pronunciation. Both of this problems

became main problems which influenced their feelings in speaking English. Then,

in the second question, the students presented that because of the problems, they

were afraid and sometimes they were shy to speak English. The fear of the students

was about making any mistakes in speaking English. Then, they felt shy to speak

English because sometimes the people around the students would laugh at them

when they made mistakes in speaking English. Sometimes, at school, when the

student tried to speak English, his/her friend felt that he/she was arrogant. It made

the students felt afraid and sometime they felt shy to speak English. It happened in

the class and also outside the class. This problems made the students felt

uncomfortable in speaking English.

The third question was about some factors that influenced the students’

feelings in speaking English. Based on the interview result depended on question

number 3, the students mentioned some activities that helped them to speak English.

They could sing a song, watching movie or video, and sometime reading a novel.


51

Those activities were not enough for them. The students stated that they rarely made

a practice conversation. In the class, the students used Indonesian Language even

Javanese language frequently. In the fourth question, the students explained that the

environment around them had not encouraged them to speak English. There was no

partner and the culture factor built their paradigm to be afraid and shy in speaking

English.

Based on the interview result, the researcher concluded that all of the

interviewees felt afraid and shy in speaking English. There were some factors that

influenced the students’ feelings. The first was Culture factor. Speaking English

became the strange activity for the students. It was caused by the situation around

the learning process in the class. The second factor was environment. The

environment around the students had not supported them to speak English. Doing

less practice to speak English and the limited partner in speaking English became

the problems of environment factor. The last factor that influenced students’

feelings to speak English came from the awareness of the students to learn to speak

English. They chose to be passive in the English class because they felt

uncomfortable when they made any mistakes in speaking English.


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