Desfitranita, Students’ Rules and Practices: How to Speak…

AL-TA’LIM JOURNAL, 24 (1), 2017, (19-28)

(Print ISSN 1410-7546 Online ISSN 2355-7893)

Available online at http://journal.tarbiyahiainib.ac.id/index.php/attalim

Students’ Rules and Practices: How to Speak English Fluently?

th th th
Received:19 December 2016; Revised: 24 January 2017; Accepted: 31 March 2017
Permalink/DOI: http://dx.doi.org/10.15548/jt.v24i1.253

Desfitranita Abstract: This study aims to investigate students‘ rules and

Sekolah Tinggi Agama Islam Negeri Curup, practices in how they maintain speaking fluency. Six students
Indonesia were the participants in this research that met the criteria. They
E-mail: [email protected] were interviewed individually as the part of qualitative approach
in research by using digital tape recorder. In-depth investigation
was aimed at searching their rules and practices in maintaining
fluency in speaking. The findings show that the participants
skipped grammar rules but not the English tenses in speaking.
Vocabulary learning starts from understanding words and phrases
in context. Translation occurred when they met unfamiliar topic.
Movie is mentioned as the perfect English language input. Last,
the internet is the useful media to self-expose into rich English
environments; it is easy and cheap to access. It is expected that
the research contribute to the English language learning, speaking
fluency in particular.
Keywords: Speaking fluency, speaking rules, English language learning.

How to Cite: Desfitranita. (2017). Students‘ rules and practices: how to speak English fluently?. Al-Ta Lim
Journal, 24(1). doi: http://dx.doi.org/10.15548/jt.v24i1.253

INTRODUCTION It is truism that speaking ability is the

most prestigious skills in English language.
Acquiring second or foreign language Unlike other skills, when speaking in English,
is many people dream in this world. English someone has to think fast, respond quickly, no
language is one of the popular languages that hassle and little hesitation. This, sometimes,
learned and taught either in formal or what make people consider speaking skill is
informal education. In Indonesia particularly, more problematic and harder than other skills.
many people spend a lot of money merely to Moreover, people seem to easily justify
study English. They believe that being able to someone ability when they talk in English.
talk in English will bring benefits in life. One Once you are unable or many pauses in
and the most obvious are for communicating communication, it is likely that you are not
with people around the globe. This will ease good at English. It will be different when you
the international access and good for personal read or write in English that provides more
networking. Another is to get jobs easily time to arrange and develop good
because nowadays most companies require comprehension and composition. (Hirsch,
English proficiency regardless one‘s area of 2003)
interests or professionalism. Thus, English
has become the primary need for people to According to Sawir (2005) success in
widen opportunities in work and life. language acquisition is influenced by many
interrelated factors. These include the social

19

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 Desfitranita, Students’ Rules and Practices: How to Speak … | 20

context of the learning, cultural beliefs about other subjects. Among the four skills,
language learning, the status of the target speaking in English looks noticeably weaker
language, and the processes of language to other skills. Seeing this situation, the
learning itself. (August, Shanahan, & researcher found some students that are good
Escamilla, 2009); (Ehrman, Leaver, & at speaking in English. They are able to
Oxford, 2003). Walqui (2006) argued for the maintain fluency, less hesitation and risk-
importance of contextual factors in second taker. Thus, a moment to communicate with
language learning. Factors such as language them is a happy hour. These kind of students
(language distance, native language are hardly found at English study program.
proficiency, and language attitude), learner The researcher was interested in investigating
(diverse needs and goals, role models, and how the students learn English language, how
support) and learning process (learning styles, they improve their speaking skills and how
motivation, and classroom interaction) need they maintain fluency in communication. The
to be considered. This points to the researcher believes that the students have
importance of formal instruction and personal, independent and individual ways to
classroom practices in shaping learners improve their speaking skills. My aim was to
second language learning (Masgoret & understand the students‘ rules in improving
Gardner, 2003); (Mondada & Doehler, 2004); their speaking skills; speaking fluency in
(Borg, 2003). However, while most students particular. Therefore, this research intended to
seem to lose efforts in English speaking share the finding of this study to other
ability, some students at State College of students and teachers as an input to improve
Higher College (STAIN) Curup show an their learning and teaching speaking skills.
outstanding performance. The researcher gave
them TOEFL IBT test sample in speaking and Based on the description in the
they responded to the tasks and questions identification of the problems, I came up with
hastily. The students also maintained fluency two research questions that needed further
in speaking with little mistakes. This fourth exploration. The research questions:
semester students can also talk about a topic 1. What rules do students apply to improve
longer and well structured. I am certain that fluency in English speaking?
the students have developed their own way of 2. How do the students practice the rules in
learning in improving speaking ability, their learning contexts?
fluency in particular.
METHOD
The successful of language learning
depends on many things. However, based on This research adopts the qualitative
the researcher experience in teaching the approach. As Mills & Gay (2015) defines
students, she observed that it is likely ‗qualitative research seeks to probe deeply
classroom activities and interactions do not into the research setting in order to obtain
contribute much to the students‘ learning understandings about the way things are, why
skills progress. The students do not show they are that way. It also involved collecting,
significant improvement throughout the arranging and interpreting non-numerical
teaching and learning process. The information. The data in this research was
assumption is that, individual and verbal responses that were taken from the
independent learning seem to support more to interview. It focused on the natural setting of
students‘ successful language learning. In the students‘ individual contexts. The
fact, the students have 90 minutes in a week research was a case study in a sense that only
from speaking class that will probably has a investigating some students at fourth semester
little effect on improving speaking ability. in English Department STAIN Curup. Case
study is ―an empirical inquiry that
In English study program at STAIN investigates a contemporary phenomenon
Curup, English skills are emphasized than any within its real-life context, especially when

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21 | Volume 24, Number 1, February, 2017, Page 8-28

the boundaries between phenomenon and 1. How do you put grammar rules in relation
context are not clearly evident‖. The to speaking skills? (Don‘t study grammar)
advantage of a case study is that it can gain 2. How do you treat new vocabularies when
in-depth data and more focus to small sample starting to speak? (Start from phrase not
population. According to Neale, Thapa, & vocabulary)
Boyce (2006) sates that case study provides 3. Do you always translate when you want to
much more detailed information than what is speak in English?
available through other methods‖, because it 4. Do you listen and repeat English
focuses on single person or group with the conversation? How this might help your
same bounded system. Besides, it allows one speaking ability? (Listen and try to speak)
to present data collected from multiple 5. How do you expose yourself into English
methods (i.e., surveys, interviews, document language? What is the best input that you
review, and observation) to provide the use to improve your speaking skill?
complete story. In addition, it permits a (correct materials)
researcher to reveal the way a multiplicity of
factors have interacted to produce the unique Data Analysis
character of the entity that is the subject of the
study. Thus, case study is able to present The data first transcribed and
detail data about particular subject where the simplified into the analysis as I can identify
uniqueness might occur. the specific issues corresponding to the
investigation. I also employed categorization
Participant Selection or coding process. This process magnified the
themes that occurred during the data analysis.
This study was carried out in STAIN In details, according to Tailor the following
Curup in English study program room. The were some stages that I employed in
participants were chosen through procedures analyzing the data:
as follow: First, all students at fourth semester a. Get to know data
were identified in class to examine their The first thing was get to know
English speaking skills. Second, the students the qualitative data. Actually, during the
then tested through interviewing. Third, some data collection, not all data were
students then were selected based on their qualitative. Sometimes, the provided
performance in speaking ability; speaking information did not add meaning at all. In
fluency in particular. this research, open-ended interview by
using interview guide sometimes made
Data Collection and Instruments the students answers came out from what
the research needed. Even though it was
Each participant was interviewed qualitative data, sometimes it was not
individually in the classroom in STAIN necessary to put in the analysis. In this
Curup. The participants were asked to give research, I certainly realize that some
response in relation to researcher interview students spoke topics that out of the
guide about their rules and practices in boundaries that was the research
improving speaking fluency. The interview questions. However, I strived to put the
guide was structured and open ended. During students responses kept on track.
the interview session, the researcher Sometimes, this caused difficulties due to
sometimes randomly asks questions to limited time allocations.
maintain natural setting. To avoid disturbance
like writing notes while interviewing, the b. Focus the analysis
researcher used digital voice recorder to help The next step was focusing on the
him. The voice recorder was also used for analysis to the research questions.
transcription and further analysis. Although qualitative research questions
could change during the analysis, the key

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 Desfitranita, Students’ Rules and Practices: How to Speak … | 22

question will help where to get started. Then, to what starting points the other
There are two common approaches to get students should step up to better in
the focus in analyzing. At first focus by English language learning.
topic, time or event and another way is
focus by case, individual and group. The RESULTS AND DISCUSSION
key words in this research were students‘
rules, speaking fluency and English In this part, I divided into two:
language learning. Thus, I used these research findings and discussion. In the
keywords as the analysis starting points. findings, I presented the result from interview
that I got from six participants. The
c. Categorize information participants were highly selected based on the
The information in the data then determined criteria. They were good and
categorized in to components such as fluent at English speaking skills. Each
ideas, concepts, behaviors, interaction, participant was interviewed individually in
and incidents that be organized in to the classroom to maintain privacy. The
coherent categories. The focus of the responses were recorded by using digital
categories depended on the purpose of the recorder and transcribed. In the discussion
research. There were two categories section, I tried to find the theme upon the
found in this research namely: correlation with my research questions. This
1. Finding out students rules in language explained in detail the analysis about the area
learning of students‘ rules and practices in language
2. Describing students practices in learning, fluency in particular.
maintaining speaking fluency
d. Identify patterns and connection within Participant A
and between categories.
The first participant, when questioned
After making categories of the
about grammar, views that grammar has two
data, the next step was identifying
sides in effect. First, it ensures the talk is
patterns and connection between those
understood by the opponents. She does not
categories to find themes. The categories
like to make mistakes in grammar because she
were identified from smaller part; within
doubts that grammatical mistakes will only
two categories, among categories, and the
create bog down in communication. She
relationship of all categories. There were
mentions a statement ‗how can someone
five patterns in this research that is:
understand my talk if I use wrong grammar‘.
1. Grammar is ignored but necessary
She is certain that accuracy in grammar is the
2. Phrases help and dictionary assist
former of successful communication. Second,
3. Need Translation for particular aims
grammar is also a problem when the target is
4. Movie is the best language input
fluency in speaking. She agrees that some
5. Internet is my life
grammatical rules put burden in her head;
e. Interpretation particularly the tenses. It is not very easy to
The last step was making transform tenses rules in communication,
interpretation of the themes. It should mainly when she has to think the present
lead to researcher finding in his research tense and the past tense at the same time. She
because of data categorization. The also realizes that her first language affects the
result would be describing the purpose of way she uses grammar in English. However,
the research questions. Sometimes, new to maintain fluency, she admits that ‗simple‘
finding which out of the research grammar such as be, plural/ singular,
questions was found. Finally, I auxiliaries are ignored because it does not
interpreted in area that the students really change meaning when mistakes occur.
offered in order to be fluent in speaking.

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23 | Volume 24, Number 1, February, 2017, Page 8-28

Moreover, she agrees that learning toward friends‘ competences, she always
vocabularies should start from understanding compares what she gets from University with
phrase. She thinks that phrases have exact the movies. She admits that the situation at
meaning that words sometimes do not have. the Universities does not improve her
Words meaning are multiple when it is speaking skills. Class is her only opportunity
inserted into different sentences. Thus, she to practice speaking ability.
prefers to memorize phrases to words in order
to fast speaking. She mentions dictionary as Participant C
the helper for ‗emergency‘ unfamiliar words;
guessing is her first strategy. Talking about Unlike the last two participants, C has
language input, she usually watches western her own view about grammar rules. Although
movies by closing the subtitle. Interestingly, she agrees that grammar slow down
she also watch Korean movie with English communication, she proposes context focus as
subtitle because she feels understand better the tip to maintain fluency in speaking. She
the contextual use of English language says that when the ideas come across then
through the movies. To get the English rich nobody pays attention to grammar mistakes.
environment, she joins University English Grammar rules are the ingredients and we as
club (Elicos) which is held twice a week. the speaker is the chef. It depends on us how
Regular practice with the chosen friend is to arrange vocabularies to create sentences to
conducted in and out classrooms. Sometimes, make others understand. Furthermore, before
when she has opportunities, having a small she starts talking, she usually translates into
conversation with lecturers is also useful to English. However, translation involves in the
improve speaking ability. process of ideas arrangements and not words.
A formal topic (academic) needs more time to
Participant B think and translate because she realizes that
her vocabularies are limited. When she is in
Participant B has similar perspectives an informal situation (with friends) and with
about rules in grammar. She agrees that familiar topics, translation is never
grammar is important in communication. It committed. Movie is her best source to enrich
helps speakers and opponents understand each language input. While watching movie,
other. ‗Talking without grammar is like a usually she is assisted with dictionary; open
journey without map‘ she says. However, and close to get meaning. Practicing with
generally speaking, by focusing on grammar friends, she thinks; help her to submerge into
accuracy she is sure that fluency is a dream. rich English situation. She never sets
She tends to forget some grammatical rules particular time to practice; spontaneous after
when she is in a situation of spontaneous class is preferable.
conversation. A thing that she cannot do is
that mistakes in English tenses as she Participant D
considers it as the significant point in all
English language learning. In addition, Grammar rule is not her concern when
vocabularies learning to her are not she tries to speak in English. The most
problematic. She studies phrases in a important thing is that she wants to ensure
particular situation then memorize it for that the conversation goes smoothly. She
further use. Understanding phrases is better to states that when she communicates, nobody
understand contextual use of the language. really pays attention to her grammatical
mistakes. As long as the listener understand
Besides, it is easily to remember what she means, skipping some correct
because the consistency of the meaning. In grammar is not a big deal. However, she does
choosing language input, she relies on not like to make mistakes in English tenses
western movies as the trusted source of because of her belief that tenses mean
English language. Despite her disregard

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 Desfitranita, Students’ Rules and Practices: How to Speak … | 24

everything in English. Moreover, she gains Furthermore, when she meets new
vocabularies many from articles she reads. It vocabulary, she usually tries to interpret the
is not exactly about phrases but she knows meaning before consulting to dictionary. She
how to use words into appropriate context said that at this time, dictionary is the most
based on the readings. Translating from first reliable source of meaning accuracy. She
language is sometime engaged in her head often translates before speaking in English;
and she really does like it. Most often, she just she does it only if she has to. More formal and
gives a shot on what she wants to say. Later, academic topic is her reason to translate
she will find ways to make the conversation before speaking. It is difficult topic so she
keep on the go. In addition, her main source needs time to think about the appropriate
of language input is from Internet. YouTube vocabularies, tenses and grammar. To
is mentioned as a reliable media to learn dissolve into English language environment,
English. Usually, while watching video clip she counts on social media. Join into chat
from YouTube, she directly imitates because room is her strategy to meet native speakers.
she really loves it. Here, she finds the best opportunity to
improve both vocabularies and grammar. She
Participant E said that usually the native speakers correct
her grammatical mistakes and suggest new
Fluency is important but not vocabularies.
everything in speaking she said. It means that
she wishes to be fluent but does not want to In this part of discussion, I restate my
make many mistakes. She tells about her research objectives: finding what students
experience when had an opportunity to talk rules in maintaining speaking fluency and
with native speaker. At that time, she describing how these rules applied in students
neglected English tenses and said thing in the daily activities. Throughout the findings from
past by using present tense. The native the interview, I found that most students‘
speaker got confused and eventually she response is alike in the sense they are in the
focuses on tenses accuracy ever since. In same semester, best friends and girls. This
addition, vocabulary to her is meaningless if probably creates bias in the research, but I
she cannot use it in the appropriate context. tried to minimize it by keeping individual
When she knows unfamiliar vocabulary, she courses. Besides, prior to the interview, the
usually does not memorize it individually but students were told that their privacy is kept
applies the vocabulary either in writing or in confidential and no responses will reflect their
speaking. She thinks that this method works grades at University. In this research, I
best for her to improve her vocabularies. scrutinized the findings in five themes:
Talking with friends is also another way she
1. Grammar is ignored but necessary
implements to get rich English. Usually, her
Theories have suggested that to
friends and she choose an easy topic to target
improve speaking fluency, language
fluency in speaking.
learner should not pay attention too much
toward grammar rules. It will only create
Participant F more time of processing thus slowing
down as the consequence. A language
This last participant has very different
learner will learn best by using the
views about grammar in speaking fluency.
language in the real communication.
She says that grammar accuracy in speaking
Many recommend that grammar rules
does not bar her fluency bur it helps her
should be positioned as a guiding map
confidence to speak. The more confident
and not as an instruction. However, the
someone the more fluent he can speak. She
participants in this research seem do not
thinks that grammar rule is not the problem
totally agree with this concept. They
but students anxiety and confidence is matter.
think that grammar is important and

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25 | Volume 24, Number 1, February, 2017, Page 8-28

contribute to speaking fluency. How learner should be aware of which grammar

someone can speak fluently if he is not rules are noticeably affect meaning and which
sure how to arrange words into one is fine for skipping. The knowledge will
meaningful sentences without good help speaking fluency for future efforts.
grammar.
2. Phrases help, dictionary assist
I think grammar support fluency Learning vocabularies from
because I think fluency cannot come phrase is believed better than
without good grammar. How can understanding single vocabulary. Phrase is
others understand our talk if we use useful when we want to speak ‗automatic‘
wrong grammar? If people don‘t English; less effort to think about what
understand then it is not fluency for vocabularies are going to use when talking.
me. For example, a phrase ‗please come in‘
(Data source: Interview with participant A) means asking someone to get into the
room. It is easy to remember and use in
Grammatical rules for the conversation. In contrast, when we try to
participants are not a burden to maintain understand word per word then the
speaking fluency. In fact, it helps to meaning is not easy to interpret. In this
improve both accuracy and fluency. concept, the participants start from phrase
However, the participants admitted that in rather than words to understand vocabulary
communication they sometimes skipped meaning. They said that lack of vocabulary
grammar rules. They mentioned it as is common problem in speaking. It is
‗simple‘ grammar (plural/ singular, s/-es, difficult to speak fluently if they have
be and auxiliaries) and ‗hard grammar limited vocabulary; hesitation and pauses
(Tenses of time). The last mentioned is are the result. However, phrase is different
usually stated as the burden in speaking in the sense that it is not a combination of
fluency. words. It is interpreted as a single word
with its own meaning and use.
Actually, I really don‘t care
about grammar when I talk Sometimes I feel stuck with my
because I think the most important vocabulary and stop speaking. This
thing is other speakers can time I don‘t think about fluency
understand what I mean. But, it is because my focus is to find the
only for simple grammar I do that. vocabulary. Usually I try everything
For difficult grammar like tenses, I by using my body language or first
must make it right. language to maintain the
(Data source: Interview with participant C) conversation. But phrase. I like
phrase because it is easy and usually
At this point, I conclude that grammar
use in conversation. I feel it is just
is not a ghost in speaking fluency. It has two
come out without thinking too much.
states for both benefits and disadvantages.
(Data source: Interview with participant D)
Good grammar maintains fluency because
both speakers can understand the meaning.
In addition, some participants still rely
Thus, someone should understand those
on dictionary to enrich their vocabularies.
random vocabularies if it is not composed
Although it looks the old method, dictionary
correctly into good grammar (good tenses). If
is very useful as the trusted source of words
no one understand how it is possible to
meaning. The participants think that
maintain fluency in communication.
dictionary is the very first move to understand
However, skipping some grammatical rules
vocabulary. Next, they see the application of
also brings benefits for fluency. Therefore, to
the vocabulary through phrase, simple
maintain fluency in speaking, language
sentence and complex sentence. It creates

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 Desfitranita, Students’ Rules and Practices: How to Speak … | 26

rehearsal to plant the vocabularies in mind; as the correct input. Some students
a result, it will be automatically used in sometimes get bad input (e.g. bad
speaking. pronunciation) from the beginning of
language learning. It usually continues
3. Need Translation for Particular Aims over time and difficult to change. Thus,
Translating from first language good language input is advised to be
into target language is common in granted since in the first place to ensure
language learning. Most students do this better future learning. One of the reliable
at the beginning of learning especially in sources of ‗original‘ language input is
writing up paragraph. Nevertheless, doing from movies. Many language learners
translation in speaking is not good for love watching movies and take advantage
fluency. It is because the process in the from it. They can learn new vocabularies
brain takes longer to compose first and know how to use it in the appropriate
language to target language. The idea is contexts. Usually movies are equipped
to think in the target language and speak with English subtitle. For the participants,
up. This is where fluency achieved. The movies are the primary source of
participants admitted that they sometimes language input. They watch, listen and
translate from their first language before imitate the actors to practice their
start talking. They translate because the English. They are certain by doing this
topic is unfamiliar. For example, topic method they can see the real example of
about politics, science and engineering real English.
are beyond their knowledge. However,
when they have daily conversation and It does not mean that I don‘t trust
light discussion about people, they never my friends of my lecturer.
translate and talk spontaneously. A Sometimes I find it just different
difficult topic does not block the and I always compare with
participants from fluency but merely slow movies. Eventually, I trust
them down a little bit. movies as the good English and
It depends on the topic whether I use it in conversation. But I never
translate or not. I don‘t really like correct my friends‘ mistakes
about politics and science…that‘s because I am afraid they will
why I don‘t know what I want to argue with me.
say. I have to think about idea first (Data source: Interview with participant E)
before I discuss with my friends.
(Data source: Interview with participant C) 5. Internet is my life
Nowadays, the students can have
It is not about I can speak easy access into internet. No matter how
fluently or not… usually I never isolated an area, internet connection is
think too long if the topic is everywhere and cheap to purchase. This
familiar to me. Translating is not benefits both teachers and students in
the words or sentences but the learning. The internet provides almost
idea. What make me longer and everything we need. Text, video and
loose fluency is. I have to raise audio are feasible to all people around the
some ideas first before I can talk world. The most popular today is about
fluently. social media where everybody can
(Data source: Interview with participant D) introduce and know each other through
internet. To submerge into rich English
4. Movie is the best language input environment, the participants make use
Language input is very crucial in the Internet. They join the groups to meet
language learning. It is also not only and chat with native speakers from all
about the amount of input but also about around the world. This media helps them

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27 | Volume 24, Number 1, February, 2017, Page 8-28

to see through the real usage of English found five themes that answered my research
language. In addition, internet also question: what rules the students applied and
provides multimedia of learning. Audio how they implemented it in maintaining
and video is accessible by click away. For fluency in speaking:
example, YouTube, as the popular video 1. Grammar is ignored but necessary
streaming program, presents thousands 2. Phrases help and dictionary assist
video collections. The participants can 3. Need Translation for particular aims
access through their Smartphone or 4. Movie is the best language input
laptop at ease. It has become participant 5. Internet is my life.
daily need, as they feel lost when having
no access toward Internet. Based on the findings, I concluded that
the participants in this research agreed that
When I chat with some friends grammar slowed down the process of
from US, they usually encourage speaking. However, they notified that
me to use English all the time. grammar is still important to make an
Although I don‘t feel confident but understanding thus output in speaking
the native speakers always give fluency. To learn vocabulary, the participants
feedback on my mistakes. Here, I preferred memorizing and practicing phrases
can know how to use English in to words group. Dictionary is also preferred,
real situation. I get something that but it is just positioned as secondary way of
sometimes I cannot have in class. vocabulary learning. Translation is normal for
(Data source: Interview with participant F) the participants because they need time to
think about the unfamiliar topic. They need
I feel crazy when I cannot access time to raise ideas but not to translate
the internet for one day. Yes..I use sentences. Watching movies was mentioned
it for social media but I also need as the best tool for language input. The
YouTube. I think YouTube help participants said that movie is the example of
me improve my English. The real English that the can trust. Finally, to
video in English I usually watch submerge into rich English environment, the
and repeat. Especially the participants relied on the Internet. As this
pronunciation and vocabularies. I media is easily accessible and getting cheaper
just can‘t live without it. nowadays, the participants loved it. They
(Data source: Interview with participant D). exposed themselves through chat rooms and
video streaming which is believed to improve
CONCLUSION AND their speaking fluency.
RECOMMENDATION
This research, definitely, beyond the
The very first phenomena I wrote in expectation for its contribution toward
background are about students‘ problems to English language learning. Speaking fluency
maintain speaking fluency. Many students, in in particular as I have raised it. However, I
fact, wish to speak like native speakers; be began the study by carefully identifying
fluent. However, there is so many problems phenomena in my own institution and did the
that they cannot overcome. My assumption is investigation based on the empirical
that these students are capable but they just do approach. The findings are expected to
not know how to make it happen. I found contribute for my own students and the area
some students at English study program that of English language learning, particularly in
are good at English; they are fluent speaker of improving speaking ability. Final statement, I
English. The students were identified of do realize that during the research there were
having their own rules to maintain speaking some limitations due to my limited capacity
fluency. They also committed the rules into as a researcher. The participants in this
daily practices. Throughout this research I research were all woman, in the same class

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 Desfitranita, Students’ Rules and Practices: How to Speak … | 28

and my own students. There is a probability language learning: a meta–analysis of

of subjective perspectives in interview studies conducted by Gardner and
session. I suggest, for further research, try to associates. Language Learning, 53(1),
see factors like genders, age and power 123–163.
distance as the components to deep
investigation in the area of English language Mills, G. E., & Gay, L. R. (2015).
learning. Educational research: Competencies
for analysis and applications. Pearson.
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