EXPLORING THE FACTORS AFFECTING

STUDENTS’ ENGLISH SPEAKING FLUENCY

THESIS

Submitted By:

SELVIA LESTARI

The Student of Department of English Language Education

The Faculty of Education and Teacher Training
Reg. No: 231324396

FACULTY OF EDUCATION AND TEACHER TRAINING

AR-RANIRY STATE ISLAMIC UNIVERSITY
BANDA ACEH
2017/2018
 ACKNOWLEDGEMENT

Alhamdulillah, praise is due to Allah, the Most Exalted; the Lord of the

universe Who created all creatures in the world Who has given me spirit, health,

and chance to finish my thesis. Peace and salutation to the Noble Prophet

Muhammad (peace be upon him) whom together with his family and companions

has struggled whole heartedly to guide his ummah to the right path.

First of all, I would like to express my sincere and deep gratitude to both

my supervisors Dr. Jarjani, S.Ag., S.S, M.Sc., M.S. and Mulia, M.Ed, for their

valuable time, worthy advises and overall guidance during my writing process in

this thesis and have helped me furnishing my thesis into better shape and

grammatical structure. I am extremely grateful to be supervised by both of them,

if there is a word more honored than thank you very much, I will choose it to

express my respects.

My special thanks obviously goes to the most important people in my life

my father, Jemarin and my mother, Sariati, for their du’a, patience and, sacrifies.

They are the greatest motivators in my life. Without them, I might not be able to

go through this all. My hearties thanks were also directed to my beloved brother,

Fauzy Candra for his support and endless love.

iii
 I would to express my gratitude to Dr. Muhammad AR, M. Ed as my

academic advisor and all of the lecturers, both English Department and non-

English Department lecturers; and the staff of Faculty of Education and Teacher

Training UIN Ar-Raniry who helped and guided me during my study in English

Department of UIN Ar-Raniry.

I owe a great gratitude to the students who participated in the data

collection during completed my research. Without their cooperation and

assistance, my research would not have been possible.

In addition, I am especially thankful to those who helped me sincerely and

gave valuable advice which worth so much to me: Sastra Purnama, Melky Sedek

Sitepu, S.E, Nia Zahara, Kumalawati, Risna Merysa, Siti Zuhra, Farah Hanum,

Nanda Aspuri and all of my friends whom I cannot mention names, who have

been stayed with me in sadness and happiness during completing this thesis who

have supported me to finish this. May Allah bless you all forever.

Finally, I hope that this thesis will be useful information for readers.

However, I realize that this thesis is far from being perfect. Moreover, any

criticisms, ideas, and suggestions for the improvement of this thesis are greatly

appreciated.

Banda Aceh, September 17, 2017

Selvia Lestari

iv
 ABSTRACT

Name : Selvia Lestari

Student Id : 231324396
Faculty/Major : Education and Teacher Training/ English
Education
Thesis Title : Exploring The Factors Affecting Students’
English Speaking Fluency
Advisor I : Dr. Jarjani, S.Ag, S.S, M.Sc, MS
Advisor II : Mulia, M.Ed
Keywords : Speaking competence, speaking fluency, factors

This qualitative study was carried out to explore the factors that impact students’
speaking fluency and their efforts to develop their fluency. 28 students studying at
English Department in Tarbiyah Faculty participated in this study. To do so,
classroom observation checklists and semi-structure interviews were employed as
the data collection instruments. Classroom observations were conducted in fourth
meetings, whereas interviews were conducted with students who usually
participated actively when classroom process. The purpose of class observation
conducted were to know the students activities in the real when teaching and
learning process. The interview is very important to find factors that affect
students’ speaking fluency.The results of interview and classroom observation
revealed that there are two main categories that affect the students’ English
speaking fluency: linguistic and affective factors. The linguistic factors are (1)
students’ vocabulary (2) their grammar knowledge, whereas the affective factors
include (1) the students enjoyment of speaking (2) students’ motivation to master
English speaking (3)supports from the people around them (4) willing to study to
abroad (5) being able to communicate with foreigners. In conclusion, this is in
line with many previous research findings (e.g., Hidayat & Herawati, 2012;
Derakhsan, Khalili, & Behesti, 2016; Wang, 2004).

v
 TABLE OF CONTENTS

Page
DECLARATION OF ORIGINALITY ........................................................... i
APPROVAL LETTER .................................................................................... ii
ACKNOWLEDGEMENT................................................................................ iii
ABSTRACT ....................................................................................................... v
LIST OF CONTENTS ...................................................................................... vi
LIST OF TABLES ............................................................................................ vii
LIST OF APPENDICES .................................................................................. viii

CHAPTER I: INTRODUCTION
A. Background of Study …………………………………………… 1
B. Research Questions ……………………………………………… 3
C. The Objectives of the Study……………………………………... 4
D. The Significance of the Study …………………………………. 4
E. Terminology................................................................................... 5

CHAPTER II: LITERATURE REVIEW

A. Conception of Speaking................................................................. 6
B. Speaking Fluency........................................................................... 11
C. Factors Influencing Speaking Fluency .......................................... 12
D. Elements of English Speaking Fluency ......................................... 13
E. The Classroom Activities and Speaking Fluency .......................... 15
F. Research on English Speaking Fluency......................................... 17
G. Concluding Remarks...................................................................... 21

CHAPTER III: RESEARCH METHODOLOGY

A. Research Design ............................................................................ 22
B. Participants..................................................................................... 22
C. Method of Data Collection………………………………………. 23
D. Method of Data Analysis ............................................................... 26

CHAPTER IV: FINDINGS AND DISCUSSION

A. Research Findings .................................................................. 30
B. Discussion...................................................................................... 46

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion ..................................................................................... 50
B. Suggestion ..................................................................................... 51

REFERENCES ................................................................................................... 53
APENDICES ....................................................................................................... 57
AUTOBIOGRAPHY ......................................................................................... 58

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 LIST OF TABLES

Table 4. 1 Configuration of Students’ participation ........................................... 29

Table 4. 2 Students’ Interest in English Speaking .............................................. 39
Table 4. 3 Students’ Motivation to Learn English .............................................. 41
Table 4. 4 Students’ Motivation to Learn English .............................................. 41
Table 4. 5 Factor Influence Students’ fluency .................................................... 43
Table 4. 6 Factor Influence Students’ fluency .................................................... 43
Table 4. 7 Factor Influence Students’ fluency .................................................... 44
Table 4. 8 Students efforts to develop their English speaking fluency............... 45

vii
 LIST OF APPENDICES

I. Recommendation of Conducting Research from Faculty of Education and

Teacher Training UIN Ar-Raniry
II. Recommendation Letter of Conducting Research from Faculty of Education
and Teacher Training UIN Ar-Raniry
III. Observation Checklist
IV. Interview Guide
V. Transcript of Interview
VI. Autobiography

viii
 CHAPTER I
INTRODUCTION

This study was designed to explore the factors that influence speaking

fluency of the students studying at English Language Department of Ar-Raniry

State Islamic University. Therefore, this chapter presents the rationale of the

importance of conducting research in this topic, research questions, the aims of

research, and the contributions it can be made.

A. Background of Study

Speaking is the way to express ideas, thoughts, and feelings orally. It is

among the most important skills in English learning. However, other skills, such

as listening, reading, and writing need to be taught all together (Oradee, 2012).

This is understandable because in fact that in interaction we need to involve more

than one skill, ranging from listening to the speaker reacting to what the speaker

said and so forth. Even, fluency in speaking is a crucial component that need to

pay attention by learners and teachers.

Especially for the students teachers of the English Language Department,

the Faculty of Education and Teacher Training, English speaking fluency is

indispensable. This is so because, firstly, they need to use English orally daily as a

role model for their students. It is necessary for them to be competent in using

English in order to be able to interact with students during the teaching and

learning. Secondly, they need to design classroom activities that supports to

develop their fluency when using English orally.

1
 2

However it is customary to observe that not all learners who study

English, can speak fluently. This may be due to several factors, such as they have

not enough knowledge of English, especially in speaking. That is why speakers

need to prepare what to say and how to say it well to make listeners understand

the meaning clearly (McMillan, 1987). Before expressing ideas, the speakers have

to consider what they are going to talk. Another problem is that in some countries

where English is not first or second language, learners are not frequently exposed

to English usage (Muamaroh, 2013). As such, they cannot use it automatically in

speaking.

Furthermore, students face different factors that affect their speaking

ability indicated in several studies. For example, Tuan and Mai (2015) found that

bad performance of student in speaking was affected by some factors such as: lack

of student motivation, the use of mother tongue in learning process, lack of

vocabulary, the participation during teaching activities. Hamad (2013) explained

that there were some negative factors that affect students’ speaking skills. They

were in line: the use of mother tongue in teaching affect students’ proficiency,

students afraid to use English in front of public, less the use of English in

discussion activities, curriculum less contain exercise of speaking, teachers do not

give support and time for students, and speaking section less than listening.

In Indonesia’s educational context, speaking is also emphasized in

learning. It becomes one daily activities of students, regrettably most of students

faced anxieties when speaking English for the oral communicative purposes is

concerned (Haidara, 2016). They face difficulties when speak English, such as
 3

when producing the words and could not think of anything to say. English is

decided as the main foreign language which given more importance than any

language that taught in Indonesia (Haidara, 2016). To help students increase their

speaking skills researcher necessary to find solutions to overcome students’

difficulties in speaking ability.

A study has been carried out on what factors that positively affect students

English speaking fluency. It was conducted by Hidayat and Herawati (2012) the

results show that there are three factors influence students’ speaking fluency,

including enjoyable learning process, good self motivation, and good support

from their friends.

Even though many students have carried out on the English speaking

competency students have, less on attention PBI students’ competency has been

paid. This study was done to fill in the gap by focusing on the factors that

exploring contribute to shaping students good competency in English speaking.

B. Research Questions

This study is guided by the following research questions: What are the

factors that shape students’ good English speaking competencies in speaking

English?

Two sub-questions were derived from this question, including:

1. To what extent did the classroom activities support students to speak

English fluently?
 4

2. What were the factors that influence students’ fluency to speak English

during learning process of Department Language Education at UIN Ar-

Raniry?

C. The Aim of Study

The objective of this research was to understand factors that affect students’

problem in speaking English.

1. To find out the extent to which the classroom activities support students to

speak English fluently.

2. To explore the factors that affect students’ fluency to speak English during

learning process of Department Language Education at UIN Ar-Raniry.

D. Significance of the Study

The significance of this research may improve student’s English speaking

fluency in teaching and learning process at Department of English Language

Education. It can help the students to know the factors that affect their speaking

fluency, so they can prepare in order to have a good ability in speaking. It can

present new knowledge regarding the factors that affect student’s speaking ability.

From this new knowledge students could raise the awareness of factors affecting

their speaking ability to improve and increase student’s competency.

For teacher and Department of English Language Education, to improve

student’s speaking skills is very significant. The result of this research expected to

give positive input to English teacher in teaching especially speaking skill.

 5

Teachers are occuring factors that influence students’ ability. In addition it can

help teachers to focus on the problem and will try to disscuss it specifically in

order to find out solution for improvement.

E. Terminology

Some terms need to be clarified their meaning for this research, including

factors affecting speaking fluency.

1. Factors

“Factor is one that actively contributes to the production of a result”

(Merriam-Webster, online dictionary). In brief, factor is something that give an

effect to the others. Factor is always related with something that will be a result.

In the other hand, to make students easy and understand of speaking lesson, it is

essential for the guiders to investigate factors that affect the student’s speaking

fluency in teaching and learning process.

2. Speaking

Nirmawati (2015, p. 2) defined that “Speaking is productive skill of

language learning. It involves communicative performance, and other important

elements, such as, pronunciation, intonation, grammar, vocabulary, etc. They

should be taught in any language learning to make the learners be able to use the

target language to communicate.”

Speaking is the speakers of each languages, mother tongue and the second

language talk language as the outcome of their speaking skill (Hamerca, 2009).

Meaningful and useful sentences are required to make into some decisions to
 6

impact listeners utterance. Students as the speaker in speaking class, sometimes

they are aware of choosing the words, stylistic perform, and the rhythm or tone to

convey the definition of messages that their present to the listeners.

 CHAPTER II
LITERATURE REVIEW

Since this research is concerned with the factors affecting students’

speaking competency, this chapter reviews literature pertaining to English

speaking, relevant theories, and previous research findings on English speaking.

A. Conceptions of Speaking and Fluency

1. English speaking

Speaking is a process of sharing thoughts and ideas with the other

people orally. Speaking is not only about producing the words but also the use of

language to relay meanings that other people can make sense of them (Cameron,

2001). As supported by Nunan (1991), speaking is one skill that require different

abilities directly which often develop at different rates. Torky (2006) defines

speaking as a way to produce the sound that created signals to produce differential

verbal responses in a listener. It related to the combining sounds systematically to

create meaningful sentences, speakers and listeners exchanged the messages

orally.

Moreover, speaking is one process to create a conversation with the

other people. It can be questioned, answer, opinions, making request, and speech

that delivered verbally. Speaking is the process of structuring the ideas verbally

and non-verbal symbols in different contexts based on the aim of conversation

(Chaney, 1998). From this definitions, it can be concluded that English speaking

7
 8

is the ability to convey messages that including ideas, thoughts, and feelings

orally, its purpose is to create communication with the other people.

2. Characteristics of speaking

The speaker needs to avoid misunderstanding when conveying the

messages to the listener, its purposes to make the messages delivered clearly.

When the speakers want to speak fluently, they have to know the appropriate

situation when start to make conversation (Harmer, 2007, p. 343). Luoma (2004),

divided elements of speaking into five kinds: range, accuracy, fluency, interaction,

and coherence. As supported by Mazouzi (2013), achievement of fluency and

accuracy of students should be equivalence, because both of this elements help

students to develop their communicative ability.

Fluency in speaking describes the speakers’ skills to report the idea of

speaker suddenly. It is the skill of speaker to speak understandably and create

listeners’ interest. Hedge (2000), argued that fluency is the speaker’s competence

to answer clearly by uniting between words and phrases, saying sound distinctly,

and use of stress and tone.

Next characteristic is accuracy, it needs to control the structure that

speaker used. The function of accuracy shows the speaker’s ability to choose the

correct pattern of sentence based on conversation condition. Learners have to

focus on appropriate and the comprehensiveness of language form that includes

grammatical, structures, vocabulary, and pronunciation (Mazouzi, 2013).

 9

3. Basic types of speaking

Brown (2003, p. 141) describes six categories of speaking skill area.

Those six categories are as follows:

a. Imitative

Kinds of speakers’ speaking performance in their ability to

produce good pronunciation, intonation, stress words, and focusing on

some particular elements of language.

b. Intensive

The students’ speaking performance that is practicing some

phonological and grammatical aspects of language. Usually teacher

sets students in group works, for example in reading comprehension

lesson. They will read in partner, reading information, reading articles,

and many others.

c. Responsive

This speaking is a part of replies to teacher or student-initiated

questions or comments, giving instructions and directions in teaching

and learning process.

d. Transactional (dialogue)

Transactional speaking goals are presenting and conveying the

important information. For example, conversation in pair works,

both of the speakers exchanging the new information.

 10

e. Interactive (dialogue)

The aim of interpersonal speaking is to build the social

relationship among the speaker with the others when explain idea

and opinion. That performance includes interview, role play,

discussions, debate and so on.

f. Extensive (monologue)

Teacher gives students extended monologues in the form of oral

reports, summaries, and story telling and short speeches.

4. Function of speaking

There are many functions of speaking in human attitude. “The

functions of speaking are classified into three; they are talk as interaction, talk as

the transaction, and talk as performance. Each of these speech activities is quite

distinct in term of form and function and requires different teaching approaches

(Richard, 2008).”

a. Talk as interaction

Talk as interaction means conversation between two or more

people in a while. They exchange their ideas, feelings, and many

others. “Such exchanges may be either casual or more formal,

depending on the circumstances (Richard, 2008: 22).” Based on

Richard statement, talk as interaction goals are to create social

function, show attitude of relationships, show value of conversation,

etc.
 11

b. Talk as transaction

The speaker produces some words that result sentences is talk as

transaction. Main goal of it is to make value of the information

received and sent well between speaker and listener.

c. Talk as performance

Talk as performance usually refers to someone who works as the

public speakers, such as: teacher, lecturer, and motivator. They

planned as well they can before reporting information to the

audiences.

B. Speaking Fluency

Speaking English fluently is among the targets of learning a foreign

language, such as English. Speaking fluency is the main point of communicative

language teaching and learning process. Students who study English as a foreign

language always put high priority on this skills. They are expected to be able to

communicate with the other people in the real situation and condition orally. So

they have to master speaking fluency because it is an important goal of speaking

lesson. Fluency defines as an ability of the speaker to speak naturally without a

doubt. Richards et al (2002: 204) described speaking fluency as “the features

which give the speech the qualities of being natural and normal, including the

native-like use of pausing, rhythm, intonation, stress, the rate of speaking, and use

of interjections and interruptions.”

 12

Speaking fluency skills were considered as delivering messages in normal

speed without awkward words, exchanging the ideas clearly and understandable

way, and the using of simple words that aims to make listeners understand

(Zhang, 2009). Speaker reports the messages naturally in normal to create

understanable of the listener. Skehan (2009) defined fluency as the ability to result

from the speech at normal speed without pausing. Fluency is the comprehension

and unity of delivering messages (Nation & Newton, 2009, p. 151).

C. Factors Influencing Speaking Fluency

Speaking happened spontaneously and orally among two people and more

in real time. Some various kinds of influencing speaking fluency are cognitive

factors, linguistic factors, and affective factors (Wang, 2014).

a. Cognitive factors

Speaking process include conceptualization, formulation, and

articulation (Levelt, 2007). Conceptualization concern with kinds of information

selected to express meaning. Formulation refers to the ability of speaker chosen

the using of proper words in appropriate grammatical. Formulation deals with

speaker’s ability to select proper words of grammatical structures. Articulation

was speech articulatory organs that articulated by the speaker. These three process

occur simultaneously, because of that sometimes students make mistakes in face

to face communication. Therefore, students speaking skills can be replaced by

“hesitations, false-starts, grammatical inaccuracies, and limited vocabulary

(Hughes, 2002, p. 77).” Briefly, fluency and accuracy of students English

 13

speaking can be influenced. But human’s mind can not focus on this three process

at once because they have not enough capacity processor (Skehan & Foster,

1999). It is so forth for students who learn English speaking to keep their parity

during the lesson.

b. Linguistic factors

Learner’s oral proficiency has to use appropriate language forms

(Saunders & O’Brien, 2006). Some components of linguistic factors include

pronunciation, grammar, and vocabulary are very important concidered by

students. They also have to focus on the situation of conversation time. As support

by Harmer, (2002) speaking not only need the knowledge how to produce the

form language but also on when, why and what way to result in the words.

c. Affective factors

Some kinds of affective factors related to native language learning are

emotions, self-esteem, empathy, anxiety, attitude, and motivation. “Speaking a

foreign language in public, especially in front of native speakers, is often anxiety-

provoking. Sometimes, extreme anxiety occurs when English foreign language

learners become tongue-tied or lost for words in an unexpected situation, which

often leads to discouragement and a general sense of failure. Unlike children,

adults are concerned with how they are judged by others.

D. Elements of English Speaking Fluency

There are some components of speaking fluency that speaker has to know

first, breakdown fluency that includes time filled with speech, no pauses, filled
 14

pause. And then, speed fluency which content speech rate measured as wordsand

syllables perminute. The last onerepaired fluency that focuses on false starts and

repetition words of the speaker (Tavakoli & Skehan, 2005).

Koponen and Riggenbach (2000, p. 8) also said that fluency in language

assessment is the comparable of unity and fluency in delivering a speech. So,

English speaking fluency decided as the most important thing in speaking class.

They classified four kinds of view of fluency. The first was including thinking of

fluency mainly in terms of “smoothness of speech” that based on “temporal,

phonetic, and acoustical features” of speech. Second, fluency is defined as the

competence and element of proficiency. It was considered smoothness as the

important element of overall fluency. And then, fluency explained as “automacity

of psychological processes”. This view mostly anxious with exploring the

mechanism of psychological learning that helps to detect how fluency is rising.

The last definition of fluency, “fluency as opposed to accuracy”. The main point

was there was distinction between the accurate speech that learners only focused

on language process itself and learners’ focused when delivering speech fluently.

The characteristics of speaking fluency were divided into three kinds; 1)

Language process in a real-time, that means the speaker speaks easily without

much quiet. 2) Fluent language use does not need speaker attention. 3) Fluency is

a skill that depends on the knowledge quality of the language. The purpose of it is

to make the best possible of what already know. Hidayat and Herawati (2012)

described the measurement of speaking fluency were speed, pausing, and the time

to speak.
 15

E. The Classroom Activities and Speaking Fluency

Oral communication is an important part of the teaching of English as a

foreign language. There are some studies that have been conducted in order to

carried out the impact between classroom activity and students’ speaking fluency.

(e.g., Tornqvist, 2008; Gudu, 2015;Shen, 2013; Tumova, 2002). Classroom

activity and students’ participation during learning process affected students’

speaking fluency. As supported by Tornqvist (2008) during teaching speaking in

English as a foreign language it is the great importance for the educators to decide

that students’ emotion, and have a significant impact on foreign language

learning. This means lecturer in classroom process could detected the factors that

influence students’ speaking fluency directly. Tornqvist (2008) found that there

were some factors that influence students’ speaking fluency during classroom

proces. For instance, a comfortable classroom atmosphere, students’ self-esteem,

group work, meaningful lesson, students’ enthusiasm, supported from the teacher,

and students’ motivation.

a. A classroom atmosphere

A classroom atmosphere in teaching and learning process created

students’ interest to join the class. Lighbown & Spada (1999) described that

there were two types of teachers’ teaching style in classroom process (1) the

traditional instruction environment that aimed to focus on the target

language (2) the communicative instruction environment this style purposed

to emphasize the use of target language in daily conversation. This approach

used to encourage students’ habit in communicating English. Besides,

 16

communicative style also focused on grammar to make the conversation

work (Lighbown & Spada, 1999).

b. Students’ self- esteem

Students’ emotion was a significant impact on learning a foreign

language. The students’ willing to speak English like the native. Brown

(2000) stated that the importance of pupil’s self-esteem is stimulated by a

classroom climate where the pupils accept each other.

c. Group work

The used of variety method in teaching process also increased students

knowledge. To create good communication between students in the

classroom it was necessary to use interesting method and topics, but the

important one was the meaningful of its activity.

d. Motivation

Motivation is an important thing to encourage students itself.

Motivation could be intrinsic and extrinsic. Students speaking fluency

would increased if they have high motivation from both students itself and

the people around them. Anna, (2002) “the increased emphasis on

communication in the foreign language classroom a very challenging task

for foreign language teachers is to get the pupils to take active part in

conversations where they express themselves freely.”

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F. Research on English Speaking Fluency

Several studies have been conducted in order to find out the factors that

impact students’ English speaking fluency. (e.g., Hidayat & Herawati, 2012;

Wang, 2014; Derakhshan, Khalili, & Behesti,2016; Yang, 2014; Leong &

Ahmadi, 2017; Diyyab, 2013; Pishkar, Moinzadeh, & Dabaghi, 2017). Hidayat

and Herawati (2012), for instance, carried out a study towards’ factors affecting

student speaking fluency. The research took place at English Education Study

Program Faculty of Teacher Training and Educational Sciences Pakuan

University. They argued that fluency as the important point of speaking. To

measure speaking fluency of students there are some indicators used by the

researcher. For example, the speed of speaking, frequent of pause when talking,

and the length of the speaking run. To collect the data researcher used

observation, interview, and questionnaire. They found that many factors affect

students speaking fluency, such as self-motivation, comfortable in learning

English, and supporting from the environment (family, friend, teacher, and

facilities).

Similar research was done by Salem and Diyar (2014) who examined the

distinction between speaking anxiety and oral fluency of Arab intermediate school

students. 121 students (68 males and 53 females) took part in the study. To

measure students’ English speaking anxiety and fluency, the research used Berkos

et al’s (2004) scale. The results reveal that students’ speaking anxiety and oral

performance have the positive relation of male students and the total sample of the

study. It also found that speaking lesson was very crucial for the students in
 18

classroom and outside. The students’ speaking fluency was not only influenced by

their academic skills but also their anxiety factor. Moreover, Leong and Ahmadi

(2017) investigated the factors affecting language learners English speaking skills.

The results showed appropriate speaking instruction was found to be learners

priority and a field in which they need more attention to their speaking skills.

Yang (2014) conducted research that aimed to find out how the EFL

teachers and students treat the development of speaking fluency. 40 students were

randomly selected from different majors the important of speaking fluency strand

to develop EFL class speaking skills. Two types of questionnaires and a five-point

scale judgment were used to collect the data. The questionnaires were gained from

some relevant theories of speaking fluency that discussed in literature review. For

example, speech rate described on the whole fluency of speaking. The obtained

results indicated that the teachers’ willingness to develop students speaking

fluency is not sufficient. As the result, the students unfamiliar to the way of

practicing the speaking fluency. Besides of that, students also experienced a lack

of time, activity, effort, and a relevant principle of guiding in the current EFL

class.

Differently, Wang (2014) carried out the experimental research to enhance

students’ accuracy and fluency in spoken English of Chinese English Foreign

Language learners. Three effective models of teaching English speaking decided

to measure learners’ fluency and accuracy. Such as, Wilis’ three-stage model,

Florez’s five-stage-model, and Goh’s four-stage model. To examine this three

models researcher assess in four stages: Pre-speaking, while-speaking, post-

 19

speaking, and extension practice. The data collected through questionnaire use

categories like speaking accuracy (grammar and mispronounce), and fluency

(hesitate and vocabulary). To find out students’ problems in speaking 100

questionnaires were randomly spread to participants. Findings showed that the

used of three effective models in oral English affect students’ accuracy and

fluency. It enhances students’ knowledge, vocabulary, strategies to speak, reduce

anxiety, accuracy, and fluency. There were some suggestions present based on

three effective models in this research. Before speaking, students have to master

enough in knowledge, vocabulary, and strategies to reduce their fear and stress.

While speaking, they should have enough time and opportunity to encourage their

fluency. After speaking, students should be given the correct use of language to

improve learners’ speaking fluency.

Another study on English speaking fluency that showed the similar way

with Wang. Derakhshan, Khalili, and Behesti (2016) conducted an experimental

research toward developing learner’s speaking ability, accuracy, and their fluency.

40 studentsand 10 domestic teachers participated on this research. The

measurement of speaking effectiveness was composed of grammatical,

psycholinguistic, sociolinguistic, and language components. The result of research

represented that interesting of EFL learners and adult about speaking depend on

the material provided by the guidance. For instance, imitation, responsive,

intensive extensive performance, transactional dialogue, and interpersonal

dialogue to improve learners’ speaking abilities. And then, the students can

encourage this ability with some kinds of instruments like role play, videos, flash
 20

cards, and graphs. The used of some methods in teaching speaking enhance

students’ ability, accuracy, and fluency in speaking.

Similarly, Diyyab (2013) investigated a research on the use of

Multimedia-Based Program for developing students teachers’ EFL speaking

fluency. Therefore, this study was designed in a quantitative method. Regarding

this, 30 students at Sadat Faculty of Education, Minufiya University, Egypt

decided as the participants. There were pre-test and post-test in this research. Pre-

test designed to measure students’ speaking fluency performance with a rubric.

After the experiment, it was found that students’ speaking fluency skills were

increased after using the program. Briefly, the Multimedia-Based program

affected learners’ speaking fluency and this program could be an effective method

of speaking lesson.

Pishkar, Moinzadeh, and Dabaghi (2017) stated that “speaking a language

involves more than simply knowing the linguistics components of the messages,

and developing language skills requires more than grammatical comprehension

and vocabulary memorization.” Based on this statement they examined an

experimental research that aimed to improve learners’ speaking components such

as fluency and accuracy. The approach used was modern English dramas. The

data were collected from 60 participants of English language and literature

Hormozgan University in Iran. Some rubrics selected to measure learners’

fluency, for instance, the numbers of filled and unfilled stop in every narration,

the use of words per minute, the utterance length, and the total number of stress

words. The results explained that the measure of learners’ temporal and linguistic
 21

was related to their fluency score. Students’ speaking fluency enhanced that

analyst with some rubrics whereas the students’ speaking accuracy drops off.

G. Concluding Remarks

From the literature reviewed, some conclusions can be drawn. First, students

speaking fluency is affected by enjoyable lesson, high self-motivation to learn

about English, and encourage from people around them. Second, learners face

some problems in speaking English fluently and accurately, because their

speaking competence is affected by cognitive, linguistic, and emotional factors.

The main problem of this research is the students’ lack of speaking skills

and researcher had to improve students’ speaking competence. The research

attempts to explore some factors that affect student’s speaking fluency. It is very

necessary to know the factors of influencing students’ fluency. From this research,

the others students can speak English fluently as the fluent like speaker do. And

also lecturer can provide some solutions to improve students’ problem in

speaking.
 CHAPTER III
RESEARCH METHODOLOGY

This chapter describes some aspects of methodology including research

design, research participants, technique of data collection and technique of data

analysis and also brief description of research location used in this study to

explore the factors that affecting students speaking skill in speaking class at

English Department of Ar-Raniry State Islamic University.

A. Research Design

The purpose of this study was to explore factors that contribute to influence

students’ speaking fluency so this study employed qualitative approach. The

qualitative approach is used when little is known about a topic or phenomenon,

utilized to comprehend people’s experiences, and to express their point of view

(Johnson & Christensen, 2005). This is in line with this research because it

focuses on factors affecting student’s speaking fluency. Two research questions

were raised: (1) To find out the extent to which the classroom activities support

students to speak English fluently. (2) To explore the factors that affect students’

fluency to speak English during learning process of Department Language

Education at UIN Ar-Raniry.

B. Participants

The samples of this study were twenty-eight students of English Department

at Tarbiyah Faculty UIN Ar-Raniry. Sample is small part of population that use

22
 23

to collect information. Cresswell (2012) argued that research participants are the

subject who have the skill to convey the information that researcher need to

answer the research question. One class was decided to observe students activity

during learning process based on the characteristic of a population and objective

of the research. Participants were purposively selected. This is because of the

research purpose especially to explore affecting students’ Englis speaking

fluency. “Purposive sampling is a sampling technique where the researcher

decides who would most likely help us to provide information about our

construct (Griffe, 2012, p.58).” They were students in the third semester in this

year and would be in the academic year of 2017/2018. Participants were students

who passed speaking basic speaking. In addition to gain the data researcher

observed twenty-eight students at one class during speaking class. To complete

data from observation researcher also asked six students for the interview to find

out their perceptions about speaking English course.

C. Data Collection

Data for this study were collected through classroom observations and

interviews.

1. Classroom observation

Classroom observation was selected and used to gain the data in order

to answer the research question about factors that influence students’ English

speaking fluency and the ways they develop it. As has been researched previously,

classroom activities can support students to speak English fluently (Anna, 2008).
 24

This study was intended to see the characteristics of the English learning activities

in the classroom positively support students’ speaking fluency. Therefore,

observation was necessarily conducted.

The observation process was conducted at English Department

Students at UIN Ar-Raniry Banda Aceh. It started from 5 October 2017 to 26

October 2017 in four meetings. The participants of this research were the students

in third semester those consist of 28 students. The observation checklist was

adopted from previous research that conducted by Muamaroh in 2013.

Furthermore, the students’ activities during lesson also recorded to make easier to

be analyzed. There were several categories being observed during the process of

observation, which included: students activities before class, students activities

during lesson, students comprehending during lesson, and lecturers’ class

management. Mostly the observation conducted by the researcher concerned with

the English teaching and learning process in this class. Cresswell (2012) defined

that observation was one procedure of collecting the information by observing

sample and places at the research site. The use of observation was to monitor

activities during teaching and learning process. The observation used the checklist

as the guideline in observing the students that purpose to know directly about

students activities in the class. The observation process conducted for 4 meetings.

2. Interview

Interviews were conducted with students who usually participated

actively when classes observed. The data interview was very important to find
 25

factors that affect students’ speaking fluency. The answers of students’ interview

and their opinions were recorded with an audio recorder. The results from the

interview were transcripted after the researcher listened to the recorded audio. Six

students invited to have an interview. They were the students who good in

speaking lesson. Interview is process gathering data that include questioning and

answering among the interviewer and interviewee. Interview is the most important

tool in the qualitative method. It is the best way to measure people’s views,

meanings, and definitions of real situation (Punch, 2009). Further, semi-structured

interview was used to collect the information from participants. This technique

expectation finds more detailed information from respondent by extending the

question based on respondent’s answer. Some specific questions asked to the

students based on interview guide for the research aims. The question of this

interview related with factors that influenced students’ English speaking fluency

and the types of interlocutors that supported increasing their speaking fluency

skill, characteristics of teachers who helped them to improve their speaking and

teacher’s teaching techniques during speaking class. Each student got the same

questions that had been prepared by researcher. Then, the results of the interview

were coded and classified in two main points; factors that impact students’

speaking fluency and students’ effort to increase their fluency in English

speaking. The process of interview was recorded in order to help interviewee relax

during answer the questions. Data gained through interview were carried out after

the class observation. It also supported the result of research to provide more
 26

information. On the other hand, interview finished and played an important role in

validating the class observation data.

D. Data Analysis

The data collected through various sources and instruments were analyzed

in two parts. The first part was observation, data from class observations were

analyzed qualitatively by using descriptive analysis in detail including every

activity that happened in the class. It was analyzed based on students’ speaking

activities when the process of observation occurs. Descriptive analysis is a good

method selected in analyzing data observation because it is applied to find

detailed descriptions and examine the result of data deeply. The observations of

students’ speaking fluency were recorded to up in collecting the data information.

To analysis the qualitative data gained from the interview were researcher

would be listened to the interview recording and transcribes all the words that said

by the interviewee. After all of the data transcribed, interview data were organized

based on the research objectives. Relevant themes were selected and coded. Some

data analysis techniques according to Burn’s (2010) they are assembling the data,

coding the data, comparing the data, building meanings and interpretations, and

reporting the outcomes. The researcher used coding, it started from coding the

data into more specific patterns or categories. Next, researcher identified which of

data sources that researcher have to code qualitatively. Findings of the interview

would be presented in narrative explanation.

 27

E. Research Setting

The research place location at the Department of English Language

Education of Ar-Raniry State Islamic University (UIN Ar-Raniry) and located at

Jln. Syeikh Abdul Rauf Kopelma Darussalam Banda Aceh, Indonesia. Therefore,

it was established on October 5 in 1963 that familiar with IAIN Ar-Raniry firstly

and now as UIN Ar-Raniry. This university consists of nine faculties and 43

departments. They are; Faculty of Syariah and Law, Faculty of Education and

Teacher Training, Faculty of Ushuluddin and Philosophy, Faculty of Dakwah and

Communication, Faculty of Adab and Humanities, Faculty of Sociology and

Governance, Faculty of Economics and Islamic Business, Faculty of Psychology,

and Faculty of Science and Technology.

This research was conducted at the faculty of Education and Teacher

Training, UIN Ar-Raniry. It has thirteen departments, one of them is English

Language Education, which was particularly selected to be the representation of

population and sample of this research. This is because the research was

conducted for English Students at Faculty of Tarbiyah and Teacher Training. This

research conducted in the effective time of teaching and learning at university.

English Language Education focuses on teaching English as foreign

language. It purposes to prepare the graduates to have sufficient knowledge in

teaching English at schools, institutions, and many others. The mission of this

department were; (1) Educating prospective teachers and generating English

language teachers who have quality as well as innovative, independent,

 28

professional, noble, and fear Allah SWT, (2) Conducting studies and researches to

develop English language teaching to be practical, applicable, and modern, which

refers to local wisdom for prospective teachers who are ready to serve as a reliable

English teachers in various educational institutions, (3) Educating prospective

teachers and producing English teachers who are ready to compete and equipping

them to develop their ability for further study and professional work, as well as

contributing to national development according to their own expertise.

 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter focuses on analyzing the research results from interviews and

classroom observation. After having analyzed them, a discussion in order to

answer the research questions stated in Chapter One is held.

A. The Research Findings

1. Results of classroom observations

Classroom activities were categorized based on the several levels of

configuration, ranging from the best supporting student English speaking fluency

to the least. Four components of classroom activities were examined as depicted

in the following table.

Table 4.1 Configuration of students’ participation

Configuration
No Classroom
activities A B C D

1 The All students Most students Some students The students did
students’ came to the came to the came to the not come to the
activity classroom; they classroom; classroom; classroom; they
before lesson have high most students somestudents did not have
enthusiasm to have high have high high enthusiasm
study; they enthusiasm to enthusiasm to to study; they
stayed focus on study; most study; some did not stay
materials taught; students stayed students stayed focus on
they actived focus on focus on materials
during learning materials materials taught;they did
process. taught; most taught; some not active in
students students during learning
actived during actived during process.
learning learning
process. process.

29
 30

2 Students’ All students Most students Some students The students did
participation interacted interacted interacted not interact
actively in the actively in theactively in the actively in the
classroom; they classroom; classroom; classroom; they
asked questions; some students some students did not ask
they worked in ask; they asked questions; they
group and worked in questions; they did not work in
individually; group and worked in group and
they individually; group and individually;
communicated some students individually; they did not
each other. communicated some students communicate
each other. communicated each other.
each other
3 Students’ All students Most students Some students The students did
speaking reported the reported the reported the not report the
ability ideas fluency; ideas fluency; ideas fluency; ideas fluency;
they mastered some students some students they did not
vocabulary and mastered mastered master
pronounce it vocabulary and vocabulary and vocabulary and
well; they spoke pronounce it pronounce it pronounce it
grammatically. well; some well; half well; they did
students spoke students spoke not speak
grammatically. grammatically. grammatically.
4 Teachers’ The lecturer has The lecturer The lecturer The lecturer did
classroom good has good has good not good
management performanced; performed; she performed; she performed; she
she prepared the prepared the prepare the did not prepare
materials well; materials well; materials well; the materials
she gave clear she managed she managed well; she did
instruction; she the class very the class well; not manage the
managed the well; she she provided class well; she
class well; she provided interest did not provide
provided interest interest materials; she interest
materials; she materials; she had good materials; she
had good had good communicatio did not create
communication communicatio n with good
with students; n with students; she communication
she had good students; she had good with students;
relation swith had good relation with she did not has
students. relation with students. good relation
students. with students

Classroom activities influenced students’ speaking fluency. It can be seen

from the results of classroom observation. First, students have high enthusiasm to
 31

study. Students also participated actively during learning process. They conveyed

the ideas and opinion grammatically. They willing to speak English like the

native. They were exicited to join the class. It caused the lecturer provided the

interesting materials and encouraged the students actively. There were no limited

time that given by the lecturer during speak in classroom activities. This is

confirmed with previous study research that conducted by Tornqvist, (2008). Here

the explanation about students’ classroom activity during the process of

observation.

a. First week

1. The students’ activity before lesson

Based on the date observation in the first meeting, students activity that

support their English speaking fluency can be categorized into B level of

participation. This can be understood from several characteristics. First, most of

the students attended the class on time. They look very excited to join the class.

They joined speaking class every Thursday afternoon. The class started from

11:25 a. m to 13:00 p.m. In the beginning of the class, students looked very

interest. The next reason was, students had the high enthusiasm to start speaking

class. It can be seen from their responses when lecturer gave the instruction during

the class. The third, each student focused on each material that lecturer provided.

And then, all the instruction that given by lecturer was very clear and easy to

understand.
 32

2. Students’ participation

Students’ participation that support their English speaking fluency in the

first meeting can be categorized into B level this is because of several reasons.

First, during teaching and learning process students were active. Then, the

interaction between lecturer and students ran well. The next was, the interaction

between students and their classmates. And the lecturer asked the students to sit in

a group. Each group consists of six to nine people. Then, she gave them a topic to

discuss in 15 minutes. After discussing the topic, every people should report the

idea that found during the discussion to the group. They exchanged the ideas each

other.Every group discussed the materials that given by lecturer. They expressed

their opinion in group. The students listened carefully to someone else who

reported the ideas. They created good communication between their friends

during learning process. Each student tried to use English to speak each other and

they also supported each other. Briefly, the students speaking fluency was

affected by supported from people around them.

3. Students’ speaking ability

The students’ speaking ability that increase their English speaking

fluency in the first meetingwas decided into B level of participation. This is

because of some reasons. Such as, most students seem that they have high

competence in speaking lesson. They were good to talk in front of their friends

and they can manage themselves in speaking class. Then, the students speak

fluently without any interruption. Students’ vocabulary was very good. They

mastered many vocabularies, because of that they easily conveyed everything in

 33

front of the class. Besides, some students did not pay attention to the grammatical

error when they spoke in front of their friends. It encouraged them to speak

braver. Some of the students were unable to say the clear words. Sometimes

lecturer corrected students’ pronunciations and gave them new vocabularies when

they needed it. Students explained the information fluently. So, it could be

conclude that mastering many vocabularies and grammar were influence students’

speaking fluency.

4. Lescturer’s classroom management

Lecturer’s classroom management that support students’ English

speaking fluency in the first meeting fall into A level. It can be seen from several

reasons. She taught the materials very well. She had good preparation. It looked

from her performance in the beginning of lesson. The students understood each

instruction that given by her. She managed the class very well, the students were

interested in every classroom activity. The lecturer enable to discuss materials

with students. She had different way taught speaking class. The lecturer

succeeded to create a good classroom atmosphere, because of that she had good

relation with the students.

b. Second week

1. The students’ activity before lesson

The students’ activity before lesson that support students’ English

speaking fluency in the second meeting in line B. This is supported by some

reasons. First, the class started from 11:25 a.m to 13:00 on the same day
 34

(Thursday). The second, before the class begins, lecturer checks the student’s

attendance list. There are 2 students who did not join the class on Thursday 12

October 2017. All of the students have high enthusiasm to start the class activity.

They focused to the direction that given by lecturer and listened it carefully. They

looked ready to join the class.

2. Students’ participation

The students participation that support students’ English speaking

fluency in second meeting of observation considered into A level. In the

firstweekof observation, students had been asked to form a small group consisting

of six to nine people. To make them feel fair, the lecturer choosed the groups’

members. And then, lecturer asked every people in group toreport the results of

discussion in front of the class. During the discussion, each student could give

their opinion freely based on the materials that given. The lecturer encouraged

students to speak without any doubt. All students participated in this activity.

They interacted actively in the learning process. When a student was being

explained the information, the other students listened carefully. Students created

good communication between their friends during the discussion. In conclusion,

students’ participation actively in classroom affected their fluency. Practice

English every day make students enable to communicate.

3. Students’ speaking ability

Students’ speaking ability that develop their English speaking fluency in

the second week of observation was regarded into A level of participation. This is

supported by several reasons. First, all of students mastered many vocabularies

 35

and pronounced it well. Then, they used English to create communication among

their friends.They also looked very enjoy when interacting with their friends. And

some of them did not care about grammar mistakes, but lecturer corrected it

directly. About 4 of 6 students delivered the opinion fluently. They spoke

smoothly and clearly. The students also have no hesitations and they speak

directly to the topic. Besides, the volume of their speech was excellent. They were

reporting messages to the audience clearly.

4. Lecturer’s classroom management

Lecturer’s classroom management that support students’ English

speaking fluency in second meeting was categorized into A level. The lecturer

could manage classroom very well. She also could manage the time to give the

direction to the students and communicate it to the students carefully. This

purposed to make students understood about the materials. She always prepare the

materials well. The materials that provided by her also very interested. This was

affected her relation with her students, she had good relation with them.

c. Third week

1. The students’ activity before lesson

The students’ activity before lesson that encourage their English speaking

fluency in third week of observation was categorized into B level. It can be seen

from some reason. The first, most students came to the classroom on time.

Second, most students have high enthusiasm to study. The students also focused
 36

on materials that provided by the lecturer. The class held on Thursday 19 October

2017.

2. Students’ participation

The students’ participation that confirm students’ English speaking

fluency in the third meeting can be decided into B level. The lecturer invited

students one by one to speak freely using different topics. They sat in a big cycle

and exchanged the information. The students prepared their task well, they were

ready to talk while others no. It seemed that they describe the ideas naturally. The

discussion ran well and students felt interested in the activity. This is because they

could share ideas, opinions, and practice their speaking fluency in the class. The

class atmosphere did not become a problem for them. They found the comfortable

by themselves in the classroom. Moreover, the students have to shape their

speaking skill every day to achieve good achievement.

3. Students’ speaking ability

The students’ speaking ability that support their English speaking fluency

in the third meeting can categorized into C level. It can be seen from, some

students looked did not prepare well, this was affected their ability to speak

directly. Some of them did not speak fluently. Some students faced difficulties to

find vocabulary spontaneously. Some of them also did not talk grammatically

while the other students talk using grammar correctly.

4. Lecturer’s classroom management

Lecturer’s classroom management that increase their English speaking

fluency in the third week of observation can be decided into C level. She gave the
 37

instruction well to the students. The lecturer has good performance, but she did

not prepare the materials well. Although she did not prepare the material well she

could managed the classroom well. She had good communication and relation

with students.

d. Fourth week

1. The students’ activity before lesson

The students’ activity before lesson that develop their English speaking

fluency in the last meeting was in term A level. There were 23 students who

attended the class. They listened and focused to the direction that given by

lecturer carefully. The students looked ready to start the class. They also have

high enthusiasm to study. They finished the task that lecturer asked to find the

information in Ted.com (nonprofit organization channel).

2. The students’ participation

The students’ participation that increase their English speaking fluency in

the last meeting can be decided into A level. This is because of several reasons: all

students interacted actively. They described the information in front of the class.

The students have to watched the video and conveyed the information that they

found in the video. Since the students had prepared their homework, they were

ready to perform. Each student finished the task individually. All students were

enjoying this activity, it helps them to interact and to know about their skills.
 38

3. Students’speaking ability

The students’ speaking ability that shape their English speaking fluency

in the last week of observation can be categorized into A level. All students that

performed in front of the class speak fluently. They found many new vocabularies

from the video and shared it to the other students. They pronounced the

vocabulary well, this is because they had prepared before. The class was very

comfortable and each student spoke English. They tried to present well.

4. Lecturer’s classroom management

In the last week of observation, lecturer’s classroom management that

support students’ English speaking fluency can decided into B level. She did not

perform anything. She only gave direction to the students clearly and listened to

the students performance. She communicated with students directly when they

made mistakes. In brief, the lecturer always gave her students time to speak

without the limitation. She could manage the classroom well because she had a

good relationship with her students.

2. Results of interviews

Furthermore, interview involving 6 students of English speaking course was

conducted on 19 October 2017 to 26 October 2017.They were chosen purposively

and based on the lecturer suggestion. All participants were female, because the

class was dominated by the female. The participants were coded as ‘S1’ for the

first participant, ‘S2’ for the second participant, ‘S3’ for the third participant, and

this code goes up to 6 participants. The interviews were about the real situation of
 39

teaching and learning process in English speaking class. Interview conducted in

two sections. The first section was held in the third meeting on October 19, 2017

all questions and answer in English. The second section was held on October 26,

2017. Students gave their answers in Bahasa Indonesia. The following results of

interview are:

Question 1Are you interested in English speaking?

The researcher found that all students have different reasons interested in

English speaking.

Table 4.2 Students’ Interest in English Speaking

Students Students’ responses Factors

S1 “What makes me interested in English Linguistic factors

speaking class is that I can practice my
vocabulary in front of people and (practical)
practice the way I speak..”
S2 “what makes me interested in English Affective factors
speaking class is English is an easy
learn...” (practical)

S3 “I love English for a long ago since I Affective factors

was in Elementary school. I love to sing (attitude)
English songs such as happy birthday
song at the first time because it was very
interesting for me...”
S4 “Actually, I am interested to learn Affective factors
English comes from myself because I
already love English since when I was in (attitude)
SMA. I personally prefer English than
Arabic..”
S5 “Since English is one of the Affective factors
International languages in which when
we go abroad or some foreigners come (instrumental)
to visit our places they sometimes talk us
in English. Although some of them are
not from English countries, they common
using English...”
 40

S6 “To love English may be because is one Affective factors

of the reasons is one of the International
languages, since when I was in (attitude)
Elementary school. Every time I saw
foreigner English speaker I felt
extremely excited in which if sometimes I
met a foreigner..”

Table 4.2 showed that affective factors (self-esteem, empathy, anxiety,

attitude, and their motivation) were dominated that influence students’ English

speaking. S1 said that she likes English speaking class because it gave the

opportunity to practice her vocabulary in front of her classmate. By mastering

speaking, she can promote her way to speak in front of the other people. S2 she

argued that English is an easy lesson, because of that she interested in English. S3

and S4 interested in English were started from them at an Elementary school. S5

and S6 told the same argument, both of them said because English is an

international language. Furthermore, most students’ speaking fluency skills were

affected by their affective factors. It found that all participants interested in

speaking English class because they want to master English like the native

speaker. Based on the answers that were given by the participants, some of them

said that they interested in English because English is an international language.

Mastered English speaking make them able to communicate with the foreigner.

There were also said that English was easy to learn. They have started to learn

English from primary, junior, and senior high school.

 41

Question 2Could you tell me your motivation to study English speaking class?

Second question examined students’ motivation to learn English speaking.

They have different motivations to learn English particularly speaking.

Table 4.3 Students’ Motivation to Learn English

Students Students’ responses Factors

S1 “I start to like English since I was in Affective factors

Secondary School. It was in eight grade
because my secondary school is a (Extrinsict
bilingual school so we learn English with
the two languages Indonesia and motivation)
English..”
S2 “my motivation to learn English are do
not worry to make mistakes and then
you should be brave to talk with the Affective factors
other people..”
(Intrinsict motivation)

Table 4.3 described that S1 has excited to learn English before coming to

the college. She loves English since in secondary school. Besides that, her school

also used bilingual language in teaching and learning process. To encourage her

skill in English she has to master it. She motivated to know more about English to

compete with another student. Another opinion came from S2, she said that be

brave to talk was her reason to study English. She has a high intrinsic motivation

to study English. So, this reason encourages S2 to do something useful for her

English knowledge. For example, she has to master English well, so that she will

be able to speak confidently in front of the other people.

 42

Table 4.4 Students’ Motivation to Learn English

Students Students’ responses Factors

S3 “The first, when in Senior High School I Affective factors

became the keynote speaker about the
introduction of Acehnese culture in (emotion)
English. If we can speak English we can
go abroad and interact with the other
people. For example, tourists who came
here, we can communicate directly with
them..”
S4 “Actually, my motivation is myself. I love Affective factors
English since I was in Boarding School,
and I more able in English than (emotion)
Arabic..”
S5 “A long ago there was the foreigner Affective factors
from Australia, interacted with them
using English. from Japanese also, they (emotion)
used Japan. Actually, it to improve
speaking and sharing knowledge. One
of my motivations is I want to go
abroad..”

Based on the table 4.4, it could be concluded that students have intrinsic

motivation to learn English. It means students motivated by themselves to learn

English. Students’ individual goals to learn English become his or her reasons

motivation. Students’ motivation to learn English related with affective factors. S3

said that motivated to learn English because she want to go abroad. English was

an international language that make them want to speak fluency. S3 more

motivated to learn it was they have no doubt to talk in front the class. Another

participant said that becoming English students they could be an English teacher,

tour guide and many others.

Question 3What are the factors that make you enjoy to speak English? What are

the most frequent fluency factors you encounter in speaking?

 43

This question aims to know the frequent factors that make students fluent

in speaking class. On the other hand, I looked at participants’ explanation and

feedback could be influenced their fluency. The participant explanation as an

example: S1 said that she mastered a lot of vocabularies. It gave the big impact to

her ability. She was easy to speak in front of her classmate.

Table 4.5 Factors Influence Students’ English Speaking Fluency

Students Student’ responses Factors

S1 “One of the factors that makes me enjoy Linguistic factors

to speak English is I know a lot of
vocabularies. I read a lot of books, so I (vocabulary)
can find a lot of vocabularies, the new
vocab that I know and I always practice
it alone in front of the mirror and I think
that one of the factors that make me
enjoy to speak English..”

Table 4.5 showed that to enhance fluency the students have to master

English knowledge and vocabulary. Besides mastering vocabulary a student also

mentioned that she able spoke English because got support and motivation from

the lecturer who taught her in speaking class. Similarly, S2 argued that showed in

this table.

Table 4.6 Factors Influence Students’ English Speaking Fluency

Student Student’ responses Factors

S2 “I think the factors that make me able to Affective factors

speak English comes from my lecturers’
encourage. She always gives support to (extrinsic motivation)
be able to speak in front of the other
people. I usually practice my
vocabularies with the other people and I
love English speaking class..”
 44

Table 4.6 revealed that there was another factor which affected students’

speaking fluency. As stated by S3, self-confidence was the important thing that

impacted her fluency. It can be concluded that knowing English and mastering

many vocabularies develop students’ self-confidence. Have high self-confidence

made students easy to speak fluently in English.

Table 4.7 Factors Influence Students’ English Speaking Fluency

Students Students’ responses Factors

S3 “So, the first factor that affects my Affective factors

English speaking fluency is self-
confidence. Self-confidence should be (emotion)
owned by every student because if we are
confident we will be easy to speak
everything..”
S4 “Actually, the main point of speaking Affective factors
fluency is not about true or false but our
self-confidence..” (emotion)

S5 “The first factor is I have high self- Affective factors

confidence and brave although my
vocabulary is low but talking in front of (emotion)
the other people is one of challenges for
me and it encouraged me to learn
English. Another factor I love listen to
English song..”
S6 “Because I want to speak English Affective factors
fluently so I could be brave to speak and
because I have motivation to be able to (emotion)
speak fluently I have to practice every
day..”

Table 4.7 described that the most frequent factors that impact their fluency

in speaking English were self-confidence. There are three students who said that

self-confidence was an important thing become a fluent speaker. It can be inferred

that self-confidence reduces students’ anxiety to speak in front of their friends.

One of them also said that she does not worry about grammar mistakes. She
 45

enjoys the speaking lesson and always brave to interact with people around her in

English. Besides that students also expressed that mastering many vocabularies

influence their ability to speak English. It helps them to produce the words when

exchanging the information in class.

Question 4What are the activities that you do to shape your English speaking?

The main point of last question was to investigate students’ activities and efforts

to enhance their speaking fluency. Most of the participants expressed the similar

opinion about the way they increase their fluency.

Table 4.8 Students efforts to develop their English speaking fluency

Students Students’ responses Factors

S1 “And but the most have effect for me Affective factors

from how I can speak English like this
is started from when I make a fan page (attitude)
on twitter that I make a fan page a one
direction there is have a lot of people
from around the world who speak
English and I start to talk with them by
repairing out tweet with a vocabulary
that I have never seen before and i am
trying to translate it what is that
means..”
S2 “I watched English movie and listened Affective factors
to English music and after that, I get so
many vocabularies, new vocabularies. (emotion)
After that, I can practice it and I know
how many vocabularies I got..”
S3 “So far a more speaking fluent I usually Affective factors
sing and keep my own story telling in
English..” (emotion)

S4 “In a classroom, each subject of lessons Affective factors

should be used English because it
affected our speaking. If we were clever (practically)
and never practice our speaking is not
improving. And our vocabulary will not
increase but if we assess our speaking we
 46

will know our mistakes. So, we have to

practice in English..”
S5 “I usually sing English movie, and Affective factors
practice with my friends..”
(practically)

S6 “Usually, I watched English movie. Affective factors

Sometimes it used English subtitle and
no. I will guess the meaning. If I face the (emotion)
difficulties I will use subtitle and repeat
the word..”

Table 4.8 showed that many kinds of activities that students did to develop

their English speaking. For instance; watching English movie without translation,

listened to the English music every day, practiced to speak English every day

outside speaking lesson, make some tutorial foods in English and uploading on

Instagram and sometimes they talk among friends before the lesson, and also they

guiding tourist. Most all of them did the same activities treat their ability to speak

English fluently. Besides that activities, they also practiced English with their

friends. Afterwards, students often used English to communicate in the class.

Students have different styles to shape their speaking fluency.

B. Discussion

This section presents discussion based on the findings of this research. The

discussions provided the answer of two research questions that related with the

students’ fluency to speak English and how they enhanced their abilities to speak

fluently. First research question was‘ To what extent did the classroom activities

support students to speak English fluently?’ The second research question was’
 47

what were the factors that influence students’ fluency to speak English during

learning process of Department Language Education at UIN Ar-Raniry?’ Based

on the research finding from classroom observation and interview, it found that

there are some factors that impact students’ fluency in speaking. The main factors

were related with students’ affective and linguistic factors. Some affective factors

are emotion, self-esteem, empathy, anxiety, attitude and motivation. Students have

high motivation to learn English. Harmer, (2001 as cited in Mattarima & Hamdan,

2011, p. 102) argued that motivation as “some kind of internal drive which pushes

someone to do things in order to achieve something”. To achieve the excellent

goals in English speaking students have to increase their motivation which they

will learn everything that related with English. Students’ motivation related with

intrinsic and extrinsic motivation. As we know that intrinsic motivation refers to

someone enjoyment, pleasure, and interest to love something (Gredler et al.,

2004). Students’ motivation here is the action that has impact to their study to

increase their personal speaking. Support from people around students (family,

lecturer, and classmates) are the examples of extrinsic motivation. The students’

spirit in learning English speaking also affected their competence. They able to

speak in front of the class without anxiety. Students looked relaxed when lecturer

asked them to speak in English. They more interesting discussed the material

provided in English and more focused on it.

The results also indicated that most of the students have high self-

confidence. Wang (2004) said that to enhance fluency and accuracy the students

have to master English knowledge and vocabulary. Besides mastering vocabulary

 48

a student also mentioned that she able spoke English because got support and

motivation from the lecturer who taught her in speaking. It means lecturer play

important roles in stimulating support and motivation to the students. moreover,

self-confidence was an important thing to encourage students’ speaking ability.

Muamaroh (2013) on her research argued that “The majority agreed that having a

strong English vocabulary, being good at grammar and English pronunciation,

speaking English to either teachers or classmates, participating actively in the

class and making written preparation affected their confidence in speaking

English.” It can be concluded that knowing English and mastering many

vocabularies develop students’ self-confidence. Students also said that they were

not worried about making mistakes when speaking.

On the other hand, to get a good achievement in speaking competence the

students treated their ability in different ways. Such as listened English song every

day, watching English movie without subtitle to increase students’ vocabulary.

Practicing English speaking also one of the strategies used by students to shape

speaking ability. Besides, they used their spare time to read a book that purpose to

enrich their vocabulary.

In conclusion, based on the classroom observation and semi-structure

interview result, every student had his or her own factors that influenced their

speaking fluency. They also had different ways to develop their fluency in

speaking. This is similar to Hidayat and Herawati finding (2012) which exposed

some factors that affected students speaking’ fluency. The students who can find

their own ways for their learning are categorized as “good language students”.
 49

Moreover, it can be stated that students who have a variety of learning strategies

are qualified to become good language learners. It is because they can develop

their ability to speak English fluently. Similarly, Derakhsan, Khalili, and Behesti

(2016) found that students’ fluency affected by some materials provided. It means

to make students enjoy and interest to learn English speaking the educators have

to master the variety of learning approach.

Differently, Wang (2004) suggested the used of three effective models

(Wilis’ three-stage model, Florez’s five-stage-model, Goh’s four stage model)

increased students’ speaking fluency and accuracy. The finding showed that this

model raised students’ English knowledge, vocabulary, and some strategies to

reduce their fear and stress. He also said before speaking students have to master

English knowledge, the effective time to learn English, and the opportunity to

encourage their fluency.

 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

Relying on the data analyzed and discussed in previous chapter, this

chapter sum up with conclusions and recommendations.

A. Conclusions

The following are some conclusions drawn based on the findings and

discussion:

1. Most of the students English speaking fluency were affected by

affective and linguistic factors. For instance; students’ enjoyment in

speaking English class. The process of becoming fluent speaker takes

long time. It started as they learned to love English for the first time in

Elementary and Secondary school. All students in speaking class

expressed their enjoyable feeling. They enjoy teaching and learning

process in the class.

2. Students have different ways to develop their English speaking

fluency. Watching English movies without subtitles in order to

increase their speaking fluency is the most common one. Besides, they

also can enrich their vocabulary from the movie. Students also listen

to the English music to enable them to pronounce the words. They

wish that they could speak fluently like the native.

50
 51

B. Suggestions

After conducting this research, several suggestions can be made as in the

following:

1. For lecturers

It is necessary for teachers to motivate and support students to

increase their ability in speaking. They also have to create good

atmosphere and comfortable class to encourage students develop

speaking fluency. Besides, it is also important for teacher o provide

interesting activities when teaching process to build students self-

confident to speak as they have to decide which activities that gives

students more chance to speak. During speaking activities, lecturer

takes an important role to give feedback and some correction to the

students’ mistakes directly.

2. For students

It is suggested that students learn English speaking in joyfully or

without fear. It aims to develop their self-confidence and fluency in

speaking. As the result students can speak English well as the fluent

like speaker do. Students should make the best use of the learning

process in the classroom and give positive contribution, so they get

effective learning. They also need to be aware of their own needs and

find additional materials from any sources. To be fluent speaker,

students should attempt to get more confidence and do not have to be

afraid of making mistakes. On the other hand, the students also need
 52

to pay attention to their performance, so they can speak more fluent

and accurately.

3. For the future research

Further research regarding students’ English speaking fluency is

suggested, focusing on the use of an intervention to improve students’

English speaking fluency.

 53

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 OBSERVATION CHECKLIST DURING CLASS ACTIVITIES

NO ASPECTS TO BE OBSERVED CHECKS DESCRIPTION OF THE RESULTS

A The students' activity before lesson
Students' behaviour
Students' attendence
Enthusiasm to study
Understanding the instruction
Focus on the materials taught
B Students' participation
Active in learning process
Students' interaction
Students' turn taking in English interaction
Interact actively among friends in English
Discuss the topic in group
Communication among friends
C Students' speaking ability
Fluency
Vocabulary
Grammar
Pronunciation
D Lecturer's classroom management
Teacher's performance
Preparation
Instruction
Class management
Time management
Material provided
Material resources
Communication with students
Relationship with students
IES

TION OF THE RESULTS

NO Aspects to be observed Checks Description of The Result
A The students
 Appendix B

Interview Guideline for Students

(An analysis factors that influence students’ speaking fluency)

Tanggal :

Lokasi :

Durasi :

Yang diwawancarai :

Pewawancara : Selvia Lestari

1. Are you interested in English speaking?

2. Could you tell me your motivation studying English speaking class?

3. What are the factors that make you enjoy to speak English? What are the most

frequent fluency factors you encounter in speaking?

4. What are the activities that you do to shape your English speaking?
 AUTOBIOGRAPHY

Personal Identity
Name : Selvia Lestari
Place and Date of Birth : Bukit, February 18th 1996
Sex : Female
Religion : Islam
Nationality : Indonesian, Acehnese
Marital Status : Single
Occupation : Student
Address : Jl. Baet. lr. T. Bidan Zuliyati. Blangkrueng
Email : [email protected]
Parent
Father’s Name : Jemarin
Mother’s Name : Sariati
Occupation : Petani
Address : Jl. Komp Sangir, Ds. Bukit, Blangkejeren, Gayo Lues, Aceh
Educational Background
Kindergarten :-
Primary School : SDN. 1 Blangkejeren (2001-2007)
Junior High School : SMPN. 1 Blangkejeren (2007-2010)
Senior High School : SMAIT Fajar Hidayah (2010-2013)
University : UIN Ar-Raniry (2013-2018)

Banda Aceh, 17th 2017

Selvia Lestari