EXPLORING STUDENTS’ PROBLEM IN APPLYING FULL ENGLISH

SPEAKING AREA AT ENGLISH STUDY PROGRAM OF KHAIRUN

UNIVERSITY

THESIS

Presented to the English Education Study Program

Faculty of Teacher Training and Education Khairun University in the Partial

Fulfillment of the Requirements for Accomplishing the Bachelor’s Program

BY:

AHMADDIN TUGUIS
NPM: 030 611 026

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND ARTS EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
KHAIRUN UNIVERSITY
2017
 APPROVAL LETTER

Title

EXPLORING STUDENTS’ PROBLEM IN APPLYING FULL ENGLISH

SPEAKING AREA AT ENGLISH STUDY PROGRAM OF KHAIRUN
UNIVERSITY

By

AHMADDIN TUGUIS
NPM: 030 611 026

This thesis has been checked and approved by the advisors

Consultants Commission

1st Advisor 2nd Advisor

Hujaefa Hi. Muhammad, S.Pd., M.Hum. Silvani Umar Ali, S.Pd., S.S., M.Hum.
NIP. NIP.

Approved

The Head of English Education Study Program

Asrul M. Syawal, S.Pd., M.Pd

NIP. 197701152008121004
 MOTTO AND DEDICATION

Motto

Becoming a teacher is easier than a parent, but

the best teacher can become both a parent and a teacher for his
students.

“Menjadi guru lebih mudah daripada orang tua, tetapi

guru yang terbaik bisa menjadi orang tua dan sekaligus guru untuk
siswa-siswanya.”
(JuMadinGani)

Dimanapun dan kapanpun aku belajar dan aku lakukan, hanya

untuk satu yakni sebuah perubahan yang lebih baik dari kemarin,
maka siapun kamu, darimanapun kamu, jadikan dirimu orang yang
patut diteladani bukan sebaliknya. (Tuguis Ahmaddin)

Dedication

This thesis dedicated to:

My beloved Father and Mother, Abdul. Khair Tuguis and Aisia

Sapsuha, my beloved brothers and sister, Gani Tuguis (brother), Siti
Julaiha Tuguis(sister), and Alm. Ismun Tuguis (little brother).

For their praying, struggling, loving, advising, caring, suggesting, and

motivating until the last of this thesis. I do expect this thesis can
make them proud of me.
 ACKNOWLEDGEMENT

First of all, in the name of Allah the most merciful and beneficent, the

researcher would like to express his great thankful to Allah SWT for His mercy

and blessing given so that after all this time, finally the researcher could finish his

thesis entitled “Analysis Students’ Problem in Applying Full English Speaking

Area ”. Shalawat and greetings also praised to our prophet, Muhammad SAW and

his faithful adherents. The researcher dedicates this final task for his beloved

parents, his father Abd. Khair Tuguis and his mother Aisia Sapsuha who have

given him everything. The researcher also dedicates this task for his beloved

brother Gani Tuguis who always motivates and supports him for everything, his

beloved sister Siti Julaiha Tuguis who always motivates, supports a lot, helps

cooking the food for him, washing his clothes during being busy since 2015 in

Ternate and others which cannot be mentioned one by one, his beloved little

brother (Almarhum) Ismun Tuguis who has passed away but he is still in his mind

as the inspiration for him, and all his beloved family and relative who always

support him and are his motivators, Hawa Tuguis (Maawa), Jubaida Tuguis (Iya),

Aminah Tuguis (Na), Zainal Abidin Tuguis (Papa Surabaya) and his wife Fitria

(Cifit), Middin Tuguis (Omdin) and his wife Hafifa (Cififa), Masula Tuguis

(Uwa), Aminah Sapsuha (Mama Mina), Martini Sapsuha (Leni), Rabianti Tuguis

(Kaona), Budi Rahmat Tuguis (Kabudi), Sudikarmin Tuguis (Kawasa), Syafrin

Rahmat Tuguis (Kaafal), all his paternal family and maternal family that cannot
be mentioned one by one, and some people; Om Ade (Ko Ade), Ci Anti, Om Udin

and his wife, who are like a family for him.

In arranging this thesis, the researcher realizes that it is impossible for him

to finish it without contributions, helps, suggestions and guidance from many

people. The researcher is greatly indebted to them. Therefore, in this opportunity

the researcher would like to express his gratitude to:

1. Prof. Dr. Husen Alting, SH., MH, as the Rector of Khairun University

2. Dr. In Hi. Abdullah, M. Si, as the Dean of Faculty of Teacher Training and

Education at Khairun University

3. Asrul M. Syawal, S. Pd., M. Pd as the Head of English Education Study

Program at Teacher Training and Education Faculty of Khairun University

4. Hujaefa Hi. Muhammad, S.Pd, M.Hum, as his first advisor who also gave lots

of correction, motivation, guidance, attention, advice, and always help

researcher in process arranged the proposal until finishing this thesis.

5. Silvani Umar Ali, S.Pd., S.S., M.Hum, as his second advisor who also gave

lots of correction, motivation, guidance, attention, advice, and always help

researcher in process arranged the proposal until finishing this thesis.

6. The lectures of English Study Program:

Dr. Drs. Sutaryo,M.Ed.,TESOL, M.Ed, Drs. Taib Latief,M.Hum., Asrul M.

Syawal, S. Pd., M. Pd., Roswita Aboe S.Pd., M.A., Ade Ismail,S.Pd.,M.Pd.,

Hujaefa Hi. Muhammad, S.Pd, M.Hum, Naniek Jusnita,S.Pd., Saiful Latief,

S.Pd.,M.Hum., Silvani Umar Ali,S.Pd.,S.S.,M.Hum., Samsudin Hi.

Adam,S.S.,M.Pd.,M.Hum., Agus Supriadi,S.Pd,M.Pd, Abdurahman Hi

 Usman.S.Pd.,SH.,M.Pd, Amrin Hi Saban.S.S.,M.Pd, Susana A Bahara

S.Pd.,M.Pd, Ali Ajam S.Pd.,M.Pd.

7. Zakia Abdullah S.Pd, Sriwati Sadaka S.Ip., Didi S.Pi, as the administration

staff of English Education Study Program who have helped researcher to

manage administrations well when he was in first semester till eleventh

semesters.

8. The third semester students; Ikwanus Safa, Indira Rosniyati Ohorella, Ririn

Fahmi, Novita Dwi Amalia, the fifth semester students; Mansur Langgelu,

Rifai M. Amir, Jubair Nasir, Marcel, and Alhafid Subuh, and the seventh

semester students; Julfikar, Muadin Ngowaro, and M. Fadli Silslia, who

helped the researcher to interview them about the research.

9. Best friends and close friends; some English alumnus of Khairun University

Riyadi Laemba (Kayadi), Muamar Suandi (Amar), Abdul Thaib, (Arredja),

Ariyanto Taher (Ari), Sarifa Umasugi (Puput), two closest juniors; M. Fadli

Sillia and Muadin Ngowaro, some English alumnus of Muhammadiyah

University; Nasarudin Abd. Gafur and Almudariq Mas’ud, and the best friend

forever, Kasim (Kosim)

10. Lovely Juniors: Julfikar, Saiful R Tawari, Agung, Ikki, Michael, Inno, Desi

Eka Chandrawati, Rifai M Amir, Alhafid Subuh, Jubair Nasir, Mansur

Langgelu, Marcel, Ical, Aji, La Ode Muhammad Arifin, Amang, Junet,

Nurlaila, Masita Hafiz, Eka Susilawati Umamit, Suriyanti Bahrudin (Anti),

Ikwanus Safa, Indira Rosniyati Ohorella, Ririn Fahmi, Gintang, Opi, Wiji,

Sahlan, Cakra, Afrizalai, Muna, Della, Adrian, and all of his juniors in ESA
 who support him, and become good models as great persons. They are the

best for him.

1.English Training Center (ETC) Rusdi A. Karim A.Md, S.Pd, MM (Mr.

Rusdi) as a director, Bunda (his wife), and their children, Rosita ‘Ocy’

(their daughter) as the English teacher and Sultan (their son) as the student,

All English teachers at ETC; Abdurahman, Nirma Buton, Lamanisa,

Malik, Alhafid Subuh, Novita Dwi Amalia (Opi), Wiji, Ikwanu Safa,

Nunu, The ETC security, Dullah (Mr. Dullah), and other English teachers

and staff who teach English and work at ETC.

2. His friends of SDN 4 Sanana, SD Alhilal Sanana, MTSN, and MAN.

In this good chance, he asks for further suggestions, and advices, in order

to create a better analysis in the future.

Ternate, March 2017

The Researcher

Ahmaddin Tuguis
 ABSTRACT

TUGUIS, AHMADDIN 2017. Analysis Students’ Problem in Applying Full

English Speaking Area at English Study Program of Khairun University. The
advisors commission are Hujaefa Hi. Muhammad, S.Pd, M.Hum, as the first
advisor and Silvani Umar Ali, S.Pd, S.S., M.Hum, as the second advisor.

The aim of this research is to know whether or not students have problem in
applying full English speaking area at English Study Program of Khairun
University. This research used qualitative research with descriptive qualitative
research design. Twelve students participated in this research were chosen by
purposive sampling from third semester till seventh semesters at English Study
Program of Khairun University. Verbal questions consisted of 21 items used to
collect the data before and after the interview. The data analysis shows that there
were lots of problem in applying full English speaking area at English Study
Problem because of some influential factors such as: affective factor, sociocultural
factor, age or maturational constrains, aural medium, professional versus
academic, environment, learning community, discipline/punishment and school
system. Full English speaking area at English Study Program cannot be applied
without solving the problem by all English lecturers and all English students. It
can be concluded that applying full English speaking area will be effective and
efficient when the English students and their lecturers always speak English each
other and can make some disciplines to be obeyed in order to apply full English
speaking area at English Study Program of Khairun University such as: paying a
fine, giving a bad score “E”, etc.

Key words: Problem, analysis, applying full English speaking area

 ABSTRAK

TUGUIS, AHMADDIN 2017. Analisis Masalah Mahasiswa dalam Menerapkan

Area Berbicara Bahasa Inggris penuh di Program Studi Bahasa Inggris
Universitas Khairun. Pembimbing satu Hujaefa Hi. Muhammad, S.Pd, M.Hum
dan pembimbing dua Silvani Umar Ali, S.Pd, S.S., M.Hum.

Penelitian ini bertujuan untuk mengetahui apakah mahasiswa memiliki masalah

dalam menerapkan area berbicara Bahasa Inggris secara penuh di program studi
Bahasa Inggris Universitas Khairun. Penelitian ini menggunakan penelitian
kualitatif dengan desain penelitian kualitatif deskriptif. Dua belas mahasiswa yang
berpatisipasi dalam penelitian ini dipilih berdasarkan sample bertujuan dari
mahasiswa semester tiga sampai semester tujuh di program studi Bahasa Inggris
universitas Khairun. Pertanyaan verbal/lisan terdiri dari 21 nomor digunakan
untuk mengumpulkan data sebelum dan setelah wawancara. Analisis data
menunjukan ada banyak masalah dalam menerapkan area berbicara Bahasa
Inggris penuh di program studi Bahasa Inggris karena beberapa faktor yang
mempengaruhi seperti: faktor afektif, faktor sosiokultural, desakan umur atau
kematangan, perantara/jalur pendengaran, guru/tenaga profesional lawan guru
akademisi, lingkungan, komunitas belajar, disiplin atau hukuman, dan sistem
sekolah atau pendidikan. Area berbicara Bahasa Inggris secara penuh di program
studi Bahasa Inggris tidak bisa diterapkan oleh semua mahasiswa dan dosen
Bahasa Inggris tanpa menyelesaikan masalah-masalah itu. Jadi itu dapat
disimpulkan bahwa menerapkan area bebicara Bahasa Inggris akan efektif dan
efisien apabila mahasiswa-mahasiswa dan dosen-dosen mereka selalu bebicara
Bahasa Inggris bersama dan dapat membuat beberapa disiplin atau hukuman
seperti membayar denda, memberikan nilai buruk “E”, dll untuk dipatuhi agar
menerapkan area Bahasa Inggris secara penuh di program studi Bahasa Inggris
universitas Khairun.

Kata kunci: Masalah, analisis, menerapkan area berbicara Bahasa Inggris penuh
 TABLE OF CONTENT

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

APROVAL PAGES ..................................................................................... ii

MOTTO AND DEDICATION .....................................................................iii

ACKNOWLEDGEMENTS ......................................................................... iv

ABSTRACT ............................................................................................... viii

ABSTRAK ................................................................................................. ix

TABLE OF CONTENT ............................................................................... x

LIST OF TABLE(S) ................................................................................... xii

LIST OF APPENDIXE(S) .......................................................................... xiii

LIST OF FIGURE(S).................................................................................. xiv

CHAPTER I INTRODUCTION

A. Background of the Research ............................................................. 1

B. Statement of the Problem ................................................................. 2

C. The Objective of the Research .......................................................... 2

D. Scope of the Research ...................................................................... 3

E. Significance of the Research............................................................. 3

CHAPTER II REVIEW OF RELATED LITERATURE

A. Definition of Speaking ..................................................................... 4

B. Problem & Problem Solving ............................................................ 6

C. Problem of English Learners ............................................................ 7

D. Some Causal Factors of English Speaking Problem ......................... 8

E. Relevant Previous Research............................................................. 20

CHAPTER III METHODOLOGY OF RESEARCH

A. Research Design .............................................................................. 21

B. Subject of the Research ................................................................... 21

C. Technique of Data Collection ......................................................... 22

D. Technique of Data Analysis ............................................................. 22

CHAPTER IV FINDING AND DISCUSSION

A. Research Finding ............................................................................. 24

B. Discussion ....................................................................................... 32

CHAPTER V CONCLUSSION AND SUGGESTION

A. Conclusion ...................................................................................... 94

B. Suggestion....................................................................................... 99

REFERENCES

APPENDIXES

CURRICULUM VITAE
 LIST OF TABLES

Tables Topics Pages

1 To Applying Full English Speaking Area at 111

English Study Program of Khairun University
Suggestion

2 To Learning and Teaching Process of 112

Speaking Subjects for Future English
Teachers Suggestion
 LIST OF APPENDIX

Appendix Topic Page

1 Instrument of The Research 116

 LIST OF FIGURE

Appendix Topic Page

2 Research Documentation 123

 CHAPTER I

INTRODUCTION

This chapter explains background of the research, statement of the

problem, purpose of the research, scope of the research, significance of the

research.

A. Background of the Research

Speaking is one of English skills because speaking and human being

cannot be separated from each other. Speaking is used to express ideas and to

communicate to people in the entire world.

As foreign language learners in Indonesian, they still have difficulty in

speaking English. This problem also appears to the students of English study

program at teacher training and education faculty in Khairun University Ternate.

Based on the researcher’s experience in learning English, observation, and

discussion with some English students at English study program in Khairun

University; the most English students’ difficulties occur when they speak English.

This is caused by their English background at elementary school to senior high

school, untrained English, and also their daily language affects. So, English

students’ convention when they meet with their friends at English study program,

the most used language to speak with their friends is the Indonesian or a local

language.
 Although they get speaking subject I, II, and III at English study program,

the students are not still trained for communicating in English with their friends

and lecturers. So they just speak English seasonally such as: Debating, Guiding

tourist, or having a public lecture by an English foreigner.

In English study program, English is like a seasonal language. So there is

no motivation to speak continuously among lecturers and students. This will be

very complicated to be solved for future English because only few students can

speak English as like as speak Indonesian whenever and wherever they need to

speak.

Therefore students’ problems will be very complicated to be solved if the

problems are still unclear and are not found out their causes.

To know and understand the students’ problems above, the researcher

would like to conduct a research about “Exploring Students’ Problem in Applying

Full English Speaking Area at English Study Program of Khairun University”.

The researcher hopes that these problems can be solved by all of us.

B. Statement of the Problem

Based on the background of the researcher’s presentation above, the

researcher would like to state the problems are “What are English students’

problems in applying full English speaking area at English study program?”

C. Objective of the Research

Based on the background and statement of the research above, the

objective of this research is “To know the students’ problems in applying full
English speaking area at English study program of Khairun University”. In order

that students’ problems can be solved by the students themselves, are helped and

directed by lecturers to solve their problems, to speak English, and to keep

speaking English with the students in the campus.

D. Scope of the Research

On this point, the researcher focuses on finding the students’ problems in

applying full English speaking area at English study program on the third, the

fifth, and the seventh semesters.

E. Significance of the Research

In this research, the researcher hopes that it can give the useful

contribution of knowledge and reference especially on full English speaking

problems at English study program and can be solved by the students themselves

and the lecturers. Therefore, by knowing and understanding the students’

problems in applying full English speaking area, so full English speaking can be

applied by all English students and lecturers. And the most important significance

of the students’ problems is for solving theirs and improving on the future English

teacher qualification especially for English speaking proficiency.

 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher will discuss definition of speaking, problem

and problem solving, problems of English learners, and some causal factors of

English speaking problem as follows:

A. Definition of Speaking

Speaking is one of English skills used to express ideas and to

communicate with other people in the entire world with a variety of reason such

as: relationship, business, networking, overseas travelling, etc. Speaking is a skill

which means not only to be known or learnt, but also to be practiced. Speaking is

not about what should be said only but what people should listen from you to

know and to understand each other. It determines how long it is listened, how well

it is understood, and applied between two people or among people.

To know and understand what speaking is, there are some definitions of

Speaking as the following:

According to Walter and Woodford (in Cambridge School Dictionary,

2008), “Speaking is to say something using your voice or to make a speech to a

large group of people”.

 According to Walter (in Cambridge Advanced Learner’s Dictionary,

2008), “Speaking is

1. To say words, to use the voice, or to have a conversation with someone”,

2. To (be able to) talk in a language”,

3. To give a formal talk to a group of people”,

4. To show or express something without using words”.

According to Haynes and Jacarian ( 2010:149), “Speaking is retell,

summarize, discuss, share, tell, persuade, argue, report, recite, describe, comment,

explain, sing, echo, repeat, read aloud, present, talk, say, whisper, chant,

announce, ask, and answer. They imply that the language is produced by sounds

in order to express ideas and feeling to other people, to inform news, report, etc,

and to do something relating to the sound.

According to Nunan (2003:48) speaking is the productive aural/oral skill. It

consists of producing systematic verbal utterances to convey meaning. It means

that speaking is how to make meaningful sounds to communicate one another.

Many people feel that speaking in a new language is harder than reading,

writing, or listening for two reasons. First, unlike reading or writing, speaking

happens in real time usually the person you are talking to is waiting for you to

speak right then. Second, when you speak, you cannot edit and revise what you

wish to say, as you can if you are writing. (Nunan, 2003:48) It states that
speaking is more difficult than writing or listening and reading where in writing,

you may reconstruct it while making mistake.

According to Richards, (2008:19) the mastery of speaking skill in English is a

priority for many second language or foreign language learners. Consequently,

learners often evaluate their success in language learning as well as the

effectiveness of their English course on the basis of how much they feel they have

improved in their spoken language proficiency. It states that speaking skill is a

main goal in learning English as a foreign language or a second language before

mastering other skills of English Language such as: listening, reading, and

writing. It is also as measurement how well and successful people learn English.

B. Problem and Problem Solving

According to Vangundy (2005; 21), “Problems as goals, one general

definition describes a problem in terms of some difficult obstacle or goal. In other

words, anything difficult to overcome is a problem. He implies that every

difficulty is a problem and to overcome the problem is the way to achieve the

goal.

According to Walter (2008), “Problem is a situation, person or thing that

needs attention and needs to be dealt with or solved”. It is implied that wherever

and whenever there is a problem. It must be solved. In other words, never let the

problems without solving them and solve the problems without having a problem

with.

According to Jonassen (2004:3), Problem is defined as First; a problem is

an unknown entity in some context (the difference between a goal state and a
current state). Second, finding or solving for the unknown must have some social,

cultural, or intellectual value. He means that something exists but it is not known

and it must be found and solved with social, cultural, or intellectual value.

C. Problem of English Learners

There are a lot of problems in the world. One of the problems is speaking

especially speaking English. In order to know and to understand what the

problems of speaking English are, so there are three important experiences of the

English learners’ problems in speaking as follows:

According to Hoge (2012:2-7), “There’s a huge problem out there. There

are a lot confused English students and confused English learners. These students

know a lot of English. They know a lot of grammar rules. The problem is they

can’t understand instantly and effortlessly. They can’t speak clearly, confidently

and effortlessly. They know about English linguistics, the academic study of

linguistics, nouns and verbs and pronouns and phrases and clauses and different

verb tenses, all of that stuff, but they can’t perform. That’s a huge problem, all

these adult students out there who just can’t actually speak English well and

understand it well, even though they know a lot. Most schools, most programs

and, indeed, most students in those schools are focused on Academic English.

Academic English is the English that is used in schools, colleges and universities

at the highest level. It’s Academic English. So what are they focusing on? They’re

focusing on grammar rules. In other words, they are focusing on linguistics and

they are focused on writing.”

 According to Michael (In www.EXLenglish.com, 2010:1), “He learned

English for more than 10 years and he has been living in UK for 3 years. He is

very good at reading English. He reads a lot of textbooks, research papers, and so

on. But he cannot speak English automatically and fluently. He just cannot

express himself. That’s so embarrassing. Because of this, he is just afraid of

talking to people.

According to Jinping from China (in BBC World Service, 2013:2), “He

has learned English for almost 15 years. He has no problem with reading and

listening but speaking has always been a problem for him because, when he was at

school, they always focused on grammar, vocabulary and exams. Now he really

wants to improve his spoken English to a new level, to achieve that freedom in

speaking in the near future. He would try anything to help him achieve this”.

D. Some Causal Factors of English Speaking Problems

1. School System

According to Brophy (2004:1), “Learning is fun and exciting at least when

the curriculum is well matched to students’ interests and abilities and the teacher

emphasizes hands-on activities. When you teach the right things the right way,

motivation takes care of itself. If students aren’t enjoying learning, something is

wrong with your curriculum and instruction, you have somehow turned an

inherently enjoyable activity into drudgery. School is inherently boring and

frustrating. We require students to come, then try to teach them stuff that they

don’t see a need for and don’t find meaningful. There is little support for
academic achievement in the peer culture, and frequently in the home as well. A

few students may be enthusiastic about learning, but most of them require the

grading system and the carrots and sticks that we connect to it to pressure them to

do at least enough to get by.” It means that what is taught in the school based on

curriculum or school system does not really focus students’ needs, abilities,

purposes but it emphasizes most theories or receptive skills such as; memorizing

words, understanding texts, doing exercises, dictation, learning grammar rules too

much, listening comprehension and reading comprehension in order to achieve

grade system and to pass national examination. So students feel bored, frustrated,

etcetera because of pressure. In addition, students do not even have an English

teacher but they get national examination for English subject finally. English

teacher should have professionalism at English teaching in order to apply school

system better.

According to Lewis and Hill (1992:8-9), “In the majority of cases a basic

textbook is chosen and it is this which provides the practical classroom syllabus.

Inevitably, teachers tend to follow the book, deciding in advance how long they

can spend on each unit so that they will finish the book in a certain time. But the

object of the course is to teach the students, not finish the book!” It states that

textbooks, syllabus, and lesson plan may distract an English teacher to focus

students’ needs especially to speak and to write, so the teacher just thinks to finish

the book of made syllabus. Therefore the teacher must not finish the book but

focus students’ needs and abilities.

 2. Environment

Environment becomes an important factor to be able to speak English

and to keep speaking English as the wise words, “Environment becomes you or

you become an environment” or in other words, if you do not change your

environment to be better so you will be changed to be bad or good by the

environment. Because environment cannot change itself if no-one change it. So

changing the environment to become a place where English is spoken only is

compulsory to keep speaking English as a foreign language. In order that, the

students and lecturers can apply full English speaking area one another.

According to Wyse and Jones (2001: 178), “Pre-school experience of

social interaction is a desperately important factor in the child’s ongoing language

development. The significance of the adults around the child at this time should

not be underestimated. It has been acknowledged that they provide a number of

important conditions for the child as they:

a. Provide access to an environment where talk has high status

b. Provide access to competent users of language

c. Provide opportunities to engage in talk

d. Provide responses which acknowledge the child as a competent

language user. (Wray et al, 1989:39)

It states that pre-school experience of social interaction is an important

factor to develop a child’s language where adults are around him speaking each

other in order to be acquired speaking skill naturally. It cannot be ignored because

first language that is used by most people acquired by listening then imitating and
speaking the language when they were babies. Therefore, a child who is still very

young at beginning learning a language, it needs to be provided a place to practice

his language, to be created a condition where the language is only practiced to

stimulate him speaking the language with adults as competent users, and to be

provided responses to a child in order to encourage him speaking with other

people. In addition, A child beginning to speak a language seems like an EFL

learner who speaks English so as an EFL learner needs to be provided as like as a

child’s needs.

According to Fill and Mühlhäusler (2001: 113), “In order to help achieve

the shift in attitudes and behavior that is essential if society is to become

sustainable, people who seek to promote this objective need to take a strong stand

on language.” It means that language is used in speaking and writing to preserve

environment in order to build better relationship among people. So when some

people always speak a language which is not used in the area while other people

speak another language. It has some reasons depending on people used the

language whether people speak a language for keeping a secret, practicing a

learned language, keeping identity, or preserving an environment (the conditions

that you live or work in and the way that they influence how you feel or how

effective you can work, or in other words, a particular place where you learn a

language), etcetera. Therefore that a language is used should be noticed based on

the reasons. In that case, speaking English at English study program has some

essential reasons consisting of practicing English language learned, keeping

English identity, and also preserving English environment. In addition, English as

a foreign language should be applied by English students with their lecturers

inside and outside the classroom in order to become true English students, to keep

their identity distinguishing them from non English students, and preserving their

English language at English study program.

Furthermore, Environment identifies some other factors hampering

students to apply their spoken English. They consist of

a. Teacher

English Teachers as the most important factor to make their students’

effectively spoken English, what the teacher generally does is imitated by his

students. Therefore the English teacher must not only be lay, amateur, technician,

and academic, but also be professional. As it is stated by Richards and Renandya

(2002: 388-390) that a ‘professional’ is, broadly speaking, someone whose work

involves performing a certain function with some degree of expertise.

There are comparison and similarity of English teacher work as follows:

1. Professional versus Lay

A ‘lay’ population is a population that does not belong to a specified

professional group. Members of the professional group possess certain skill,

knowledge, and conventions that the lay population do not have. Typically, they

communicate between themselves employing vocabulary that is not readily

comprehensible to a layperson (in our case, examples would be cloze, L1, l2, ESP

etc.). It states that a professional teacher must have certain skills, knowledge, and

convention. Not only teaching English because of knowing, understanding

English, or being able to speak English but also having expertise of English
language consisting of mastering four English skills, listening, speaking, reading,

and writing, English terminology, acronym, abbreviation, vocabulary, grammar,

pronunciation, psychology of language learners, etcetera, mastering how to

become an effective teacher, and having a good teaching qualification, then

English will be taught professionally.

2. Professional versus Amateur

The distinction between the professional and the amateur is based on

consistent differences in performance in the field, involving the quality of

preparatory and ongoing learning, standards and commitment. The amateur does

things for fun, for the love of it: thus someone who knows English may have a go

at teaching it, as an amateur, without any particular training or commitment. He or

she may do it well, or badly. But the professional cannot allow himself or herself

to ‘have a go’ at teaching or to do it badly. It means that pleasure is not a good

reason to teach English because of having knowledge of that. Teaching English is

not to teach what the teacher likes but to teach what is needed by English students.

In addition, when a teacher who does not have English qualification and mastering

English skills teaches English because of having several reasons consisting of no

English teachers, teaching for fun or like, and teaching for a part time job, so

English students’ ability will be ignored by the teacher.

3. Professional versus Technician

The technician, craftsman, or artisan performs certain acts with skill and

becomes more skillful as time goes on, through practice. The professional has not

only to acquire certain skills, but also to be able to take courses of action that are
based on knowledge and thought, as distinct from automatic routines. Beyond

this, he or she has to understand the principles underlying both automatic and

consciously designed action, and be able to articulate them, relate them to each

other, and innovate. It states that a professional teacher teaches English not only

practically but also theoretically. So students can know what to do, why to do, and

how to do, where to do, when to do, and which to do firstly. In other words, a

professional English teacher masters knowledge and thought of English and its

skills such as; vocabulary, grammar, pronunciation, listening, speaking, reading,

writing, etcetera.

4. Professional versus Academic

An academic can be defined as a researcher, lecturer, and writer, usually

based in a university. According to the contrasts defined up to now, the academic

comes under the category of ‘professional’, and many academics would so define

themselves. But there is an essential difference between the occupation of the

doctor, architect, teacher on the one hand, and the research scientist on the other.

The professional is, first and foremost, a bringer about of real world change: The

doctor cures patients, the architect, designs buildings, the teacher brings about or

catalyses learning. Essentially, the professional prioritises real time action,

whereas the academic prioritises thought, though of course the professional also

thinks about his or her actions, and the academic acts in order to develop his or

her thinking. The distinction is thus one of emphasis and priorities rather than of

substance. It implies that a professional teacher focuses more on his students. His

students’ failure in learning process is his failure, but an academic does not really
focus on students but his responsibility at teaching so students’ failure is not his

failure but students’ problems in learning process. Therefore, as a teacher

especially for an English teacher should teach the students professionally in order

to become an effective teacher which achieves a good result. In addition, an

English teacher should speak English to students not only inside the classroom but

also outside the classroom to help his students improving his speaking and

listening skills. And the teacher can also help to improve other English skills.

b. Suspension

According to Larson (1992), “Suspension is a punishment that some

school systems use when all else fails.” It means that a punishment may be given

to whomever disobeying the regulation made to apply the importance of discipline

in the school, in the company, or anywhere in order to be better or the best, but

there are a lot of punishments which can be applied, so it must also be considered

based on situation and condition inside or outside the environment, whether the

punishment applied can affect people to get a better change not only inside but

also outside the environment. Therefore, employees need the regulation in their

company, students need the regulation in their school, university students need the

regulation in their campus, and whoever is needed to obey the regulation.

 c. Student

According to Richards and Renandya (2002:205-206), there are some

factors affecting adult EFL learners’ oral communication as follows:

1. Age or Maturational Constrains

According to Krashen, Long, and Scarcella (1982) in Richards and

Renandya argue that acquirers who begin learning a second language in early

childhood through natural exposure achieve higher proficiency than those

beginning as adults. And Oyama’s study (1976) in Richards and Renandya also

shows that many adults fail to reach nativelike proficiency in a second language.

Their progress seems to level off at a certain stage, a phenomenon which usually

called “fossilization”. This shows that the aging process itself may affect or limit

adult learners’ ability to pronounce the target language fluently with nativelike

pronunciation (Scarcella & Oxford, 1992 in Richards & Renandya). Even if they

can utter words and sentences with perfect pronunciation, problems with prosodic

features such as intonation, stress, and other phonological nuances still cause

misunderstandings or lead to communication breakdown. It means that Adult

learners learning English are not easy as they learned their first language when

they were babies because of being affected by their first language especially for

intonation, stress, and other phonological problems.

2. Aural Medium

The central role of listening comprehension in the L2 or foreign language

acquisition process is now largely accepted. And there is little doubt that listening

plays an extremely important role in the development of speaking abilities. It

states that listening is really essential to acquire second language and foreign

language although there is still doubt. In addition, when babies learned first

language, they did not learn through reading, studying grammar rules, or writing

but they learn through listening what their parents especially their mother speak

and tell and adults speak, then imitate and speak what is heard. Furthermore, they

learn to comprehend what they heard, and so on.

3. Sociocultural Factors

Many cultural characteristics of a language also affect L2 or foreign

language learning. From a pragmatic perspective, language is a form of social

action because linguistic communication occurs in the context of structure

interpersonal exchange, and meaning is thus socially regulated (Dimitracopoulou,

1990 in Richards & Renandya). In other words, “shared values and beliefs create

the tradition and social structures that bind a community together and are

expressed in their language” (Carrasquillo, 1994, p 55 in Richards & Renandya).

Thus, to speak a language, one must know how the language is used in a social

context. It is well known that each language has its own rules of usage as to when,

how, and to what degree a speaker may impose a given verbal behavior on his or

her conversational partner (Berns, 1990 in Richards & Renandya). They mean

that learning a language should also learn people’s principle, behavior, attitude,

and culture because speaking to people who have different culture will confuse

them. Therefore, cross culture understanding is really needed to build a good

relationship in interpersonal communication.

 4. Affective Factors

“The affective side of the learner is probably one of the most influences on

language learning success or failure” (Oxford, 1990, p. 140 in Richards &

Renandya). The affective factors related to L2 or foreign language learning are

emotions, self esteem, empathy, anxiety, attitude, and motivation. It states that

feeling really affects learners in social interaction for instance; nervousness, fear,

and shyness making language learners cannot communicate effectively and

efficiently because of forgetting what they want to say, speak, tell, write, etcetera,

thinking, and doing well. In addition, so, English learners should be encouraged to

build their self confidence firstly in order to learn English as a second language or

as a foreign language.

3. Learning Community

According to Caine and Caine (2010:21-22, & 25-27), “There are different

kinds of communities, and not all conversations lead to useful learning. The point,

however, is that although people vary in how much they like to learn and work

together, the brain/mind is social. Learning in the real world has always been a

partially social process.” There are some essential types of learning community as

follows:

a. Study Group

“When people have the same material to study, it can be useful to do so

together.” It means that learning in a group is better than learning alone in order to

share knowledge, idea, experience, and feeling, discuss and solve problems
together especially for English as a foreign language and be done by using the

spoken English.

b. Communities of Practice

“In recent years it has become clear that much of what people learn about

their jobs and professions is picked up informally from conversations with their

colleagues and others.” It states that what we learn, we do, and keep doing cannot

be separated by a social interaction. So people should have a group to practice

their job in order to have the abilities needed or should be in a group of practice to

be able to improve their skill of the job. In addition, speaking English can also be

practiced in a group where English is spoken in order to be able to improve both

listening and speaking skills.

c. Communicating Online

“New technologies have radically expanded the opportunities for people to

communicate, and with that has come an explosion in the use of different types of

online communities, ranging from closed groups to discussion forums to loosely

bounded social networks such as those on Facebook.” It means that in this

globalization era, people can communicate with other people by using both

spoken language and written language. Without knowing and understanding how

to use technologies consisting in computer, mobile phone, and so on, it is difficult

to communicate with other people around the world through social media;

Facebook, Twitter, Video call, and so on. They are used to interact with other

people. So they may be used to practice four skills, listening, speaking reading,
and writing skills but in this case, it is focused more on listening and speaking

skills.

E. Relevant Previous Research

Based on the search of relevant previous research, researcher finds some

relevant researches. There are three researches as follows:

Arita (2008), this research aimed at studying the student’s problems in

daily English speaking activity at SMA POMOSDA Tanjunganom Nganjuk. This

study tried to find the students’ problems, the causes and the ways to solve the

problems in daily English speaking activity of the senior high school.

Gebre-eyesus (2014) conducted the research about “The Exploring the

Causes of Students’ Reluctance in English Speaking Classroom”. This research

attempts to explore the causes of the students’ reluctance to speak English in EFL

classroom of Gode secondary and Preparatory school in Somali regional state,

Gode town.

Wulandari (2010) conducted the research about English speaking learning

problems faced by the students at the first year of SMP Negeri 1 Titromoyo

Wonogiri. She aimed to describe problems of the students of the first year at the

junior high school and to describe the solutions of the student’s problems in

learning to speak English.

 CHAPTER III

METHODOLOGY OF RESEARCH

This chapter consists of research design, subject of the research, technique

of data collection, and technique of data analysis as follows:

A. Research Design

In conducting this research, the researcher applies “qualitative descriptive

method”. According to Fraenkel and Wallen (2009:454), “Qualitative descriptive

method is to document an event, situation, or circumstance of interest.”

The researcher assumes that by using qualitative method in this research

is appropriate. The researcher wants to know, understand the students’ problems,

and describe the result of students’ problems.

B. Subject of the Research

In this research, the researcher takes subject in the third, the fifth and the

seventh semesters’ students at English education study program of Khairun

University Ternate, and the academic year 2016. The subject will be taken by the

researcher by using purposive sampling. As it is stated by Kumar (2011:189),

“The primary consideration in purposive sampling is your judgement as to who

can provide the best information to achieve the objectives of your study.” So the

researcher selects “the third semester, the fifth, and the seventh semester” which

there are twelve (12) informants consisting of four (4) students at the third
semester, five (5) students at the fifth semester, and three (3) students at the

seventh semester.

C. Technique of Data Collection

The researcher conducts data collection by interviewing the students. Type

of interviews which used by the researcher is a face to face interview. It is stated

by Creswell (2014:239) that a qualitative interview is when the researcher

conducts face-to-face interviews with participants, interviews participants by

telephone, or engages in focus group interviews, with six to eight interviewees in

each group.

Furthermore, the students are interviewed one on one (in person

interview) to describe from general topic and details about students’ problem in

applying full English speaking area at campus. Then the researcher collects the

data and analyzes all students’ problem.

D. Technique of Data Analysis

In this research, the researcher applies analysis data. According to Given

(2008:186), data analysis is an integral part of qualitative research and constitutes

an essential stepping stone toward both gathering data and linking one’s findings

with higher order concepts.

According to Levine (1985), Wolfe (1992), & Huberman and Miles (1994)

in Berg (2001:35), all argue that data management and data analysis are integrally

related. In other words, after data management, data analysis consists of data

reduction, data display, and conclusions and verification.

 Based on the statement above, the researcher conducts data analysis into

four phases. The four phases of analysis data are as follows:

1. Data collection, in qualitative research, the researcher conducts data

analysis while and after collecting the data in certain period. It means that

those activities are done while and after collecting the data.

2. Data reduction, the research selects and only focuses on important points

to find the theme and pattern.

3. Data display, to notice at displays data helps us to understand what is

happening and to do something further analysis or caution on that

understanding.

4. Conclusion, after the data has been collected, reduced, displayed, analytic

conclusions are conducted to emerge and to define the data more clearly

and definitely.

Based on the statement above the researcher can conclude that after the

data are analyzed based on certain problems and then they are united into the

problems with problem solving.

 CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Finding

There are some influential factors on the students’ problems in applying

full English speaking area such as: Student (Affective factor, Sociocultural Factor,

Age or Maturational Constrains, and Aural Medium), Teacher (Professional

versus Academic), Environmental Factor, Learning Community (Study Group,

Communities of Practice, and Online Community), Discipline/Punishment, and

School System. Those are explained based on the students’ problems at the third,

at the fifth, and at the seventh semesters below:

1. Affective Factor

It is one of influential factors that can affect English students’ success and

failure in learning and speaking English inside, outside the campus, or after

graduation from Teacher and Education Faculty of Khairun University. They are

positive and negative affective factor in the following finding:

Positive affective factor, in order to improve their pronunciation, so to speak

as good as native speakers and vocabulary, to pass international exams such as:

TOEFL and others, to continue studying abroad, to be an international person

because English as an international language, to go around the world, to get the

job easily, to become an English teacher, to master all English skills; speaking,

writing, reading because they are in English program but if they are not able to

master all skills of English, and then they graduate, they will not be a professional
teacher, to become a tourist guide especially for tourists coming in Ternate, to

speak with English students (best/close friends, English friends, classmates,

juniors, and seniors) at E.S.A, to show English students or non-English students

that they are English students and they are from English study program, that is

their major, their obligation, and their responsibility, to be the best of English, not

to care what non-English students watch or say to them arrogant because they are

practicing their spoken English, to feel happy to speak English in the classroom,

to feel proud of speaking inside or outside because English as their identity, their

base of English study program, to be motivated to speak with the teachers as role

models, to imitate the English teachers’ pronunciation, to become like their

English teacher going to study abroad, to agree a bad score “E” and pay a fine

give to the English students but they must be considered based on the students’

ability, levels, and the punishment fitted inside and outside the classroom in the

campus, and to make English students different from students at Indonesian study

program and other study programs. They are as the motivation to reach their

purposes to what they need to be or to what they want to be. Even though there is

a lot of positive affective factor affecting English students, there is also a lot of

negative affective factor which can influence the English students’ failure to

master English knowledge and skills. These are some influential emotions, self

esteem, empathy, anxiety, attitude, and motivation on the students’ problem. They

are to feel shy to speak English when non-English students, other department

students watch or say to them arrogant, speak English in the public, and in front of

class, not confident if they speak English with other English students except their
close or best friends, afraid to speak English because of their bad pronunciation,

grammar errors, and lack of vocabulary, careless of whether they practice their

spoken English outside the classroom or not, indifferent to English students who

speak English with them, so they respond in their daily language (Malayu

Ternate); even though they can speak English, disappointed to their friends and

teachers who do not speak English with them while they need to practice their

spoken English and listening skill with their friends and teachers, angry to the

students responded them by speaking Indonesian while they speak English, to

have empathy on English students when the students cannot understand their

spoken English, they change into their daily language, speak the language each

other, and keep speaking the language.

2. Sociocultural Factor

It explains how English as a foreign language is used inside the classroom

and outside the classroom in the campus, and also outside the campus. So when

the students speak English, sometimes they combine with their mother tongue,

first language, or local language such as: Wait me, kah..!!!, You, nih..!!!, that’s

the true one, kahao? Kahao (Kabagaimana), and We go dah, Mari..!!!, to master

the language, firstly vocabulary, pronunciation, grammar, and then speaking, or

listening, imitating and speaking the language, or speaking first and then

mastering other skills such Writing, reading, listening because of have a lot of

vocabulary, or reading skill first because with mastering reading skill, they get a

lot of vocabulary and pronunciation.

 3. Age or Maturational Constrains

First language, mother tongue, or local language can influence English

students’ spoken English inside or outside the campus, it appears on the students’

pronunciation subconsciously because they have lack of practice of spoken

English, but they have lots of practice or speaking their first language, mother

tongue, or local language such as: Malayu Indonesia, Malayu Ternate, Ternate

Language, Galela, Malayu Bugis, Mangoli, Sanana or Sula language. So the

students’ spoken English is influenced by their dialects each province, territory,

region, ethnic group, or family.

4. Aural Medium

Most students accepted the language learning must be learned from

listening, imitating, and speaking because the ways that they learned their first

language or mother tongue from those steps. That’s why, to help and to improve

their pronunciation, the students listen to English songs in the handphone, on the

way to go to the campus, in the boarding house, at home, when they have spare

time, watch English movies, or English channel like National Geographic

Channel, Wild, or Animal channel, always listen spoken English in the English

course, listen to vocabulary audios, English recording, listened English tourists or

strangers talking together when they met, will gather with the tourist to listen to

English, to listen their friends speaking and lecturers speaking, but the lecturers

rarely speak English or some students say, they never speak English with the

students outside the classroom because they speak English when they are teaching
in the classroom especially for teaching speaking subject. It can also influence the

students’ listening skill and spoken English to become untrained.

5. Professional versus Academic

Every teacher is a role model but they do not really teach the students to

do or to apply but to know and understand what they teach, motivate, tell, and

experience. So some students realize and do or apply it in their activity or in their

daily life but some students realize and do not do or apply it in their activity or in

their daily life because the teacher just do when they are teaching, so the students

do when they have to do.

Some of English students want to become like their lecturers like how they

speak English, pronounce English words, and how they experienced studying

abroad, or others. So if their lecturers rarely speak English inside the classroom,

then the students may never speak English in the classroom, if the lecturers are

bored or lazy to speak English because of too much love of speaking their first

language or local language outside the classroom, then the students may dislike

speaking English in the campus except that the students join the debate

competition, or are asked to join the debate competition by lecturers. In other

words, the students are not allowed to speak English in the campus indirectly.

6. Environment

English study program is similar to all study programs especially for

Indonesian study program at Teacher and Education Faculty of Khairun

University because they learn Morfologi subject, English students learn

Morphology subject, they learn Berbicara, English students learn Speaking

subject, they speak Indonesian (or Malayu Indonesia/Malayu Ternate), English

students speak Indonesian (or Malayu Indonesia/Malayu Ternate) in the campus.

So speaking English make us different or differentiate us as English students at

English study program and Indonesian students at Indonesian department in the

campus, to show their identity as English study program to other programs or

other students, and it may be as motivation for other study programs or other non-

English students to speak or to practice English with them.

7. Learning Community

There are some communities of studying English or practicing spoken

English either inside or outside the campus. Those are ESA study group, other

study groups; one of them is made for their classmate to study English, or

sometimes to speak English at the group, another made for teaching juniors, there

were also English Sharing Club (ESC) as a study group and also a community of

practice that divided into two classes or groups which was named Speaking Class

focused on Speaking English, and Grammar Class focused on studying Grammar

and Structure in the campus, and outside the campus, Allergy was a study group

and also a community of practice, it was made to teach full English each other

based on schedule made by us at the group, and there is a course that applies full

English speaking area, so teachers and students must speak full English there, but

if the students speaking Indonesian there must pay one thousand, and if the

teacher speaking Indonesian there must pay ten thousand.

 8. Discipline/Punishment

All of the students agree to apply full English speaking area with the

discipline or punishment such as: paying a fine or giving a bad score because

without the discipline it will fail like what happened on the third floor, they had

made full English speaking area on third floor, but it was applied only for three

days or more than three days, It had been taken off, torn by the students, so it

really failed to be applied. Therefore, most of the students agree the discipline of a

fine payment in order to apply full English speaking area in the campus not only

on third floor, they want not only English students speak English but also the

lecturer speak English, and if only the students speak English and the lecturer

break the rules, it is useless. So if the students speak Indonesian (Malayu Ternate),

they must pay one thousand and if the lecturers speak Indonesian, they must pay

ten thousand or the other suggestion from some students, for the students who

speak Indonesian must memorize vocabulary, clean the bathroom for making

them shy in order to speak English, and be ignored by English students, and for

the lecturers, pay a fine for fund to make the activity at English study program

like study tour, and others. Some of the students agree to get a bad score “E” in

order to apply full English speaking area in the campus because if only paying a

fine, the students will pay because of having a lot of money or will not pay

because of renting room students, so better giving a bad score, it will motivate the

students to memorize a lot of vocabulary, study hard, and practice their English a

lot in order to be able to speak English in the campus and to get a good score.
 9. School System

Most of the students studied English subject in junior and senior high

schools such as: getting reading text about advertisement, kinds of text; like

procedure text, doing exercise of text reading, reading conversation, memorizing

vocabulary then mention word by word in front of the class and explaining or

telling the meaning, reading the story in front of the class, most of speaking were

introducing themselves one by one in front of the class, greeting to friends in the

class, and one of them got listening in senior high school to listen native English

speakers speaking, there were also teachers in junior and senior high schools

speaking English a little and combining with Indonesian language to make us

understand in the classroom, one of the students’ the English teacher in senior

high school never spoke English, and outside the classroom, some of the teachers

never spoke English and some of them spoke English but only asked “How are

you?” and “What are you doing?”, and something like that. There are two students

who did not have English teacher in junior and senior high schools but they got

national examinations and passed them, one of them tell that he answered by

closing his eyes.

In junior and senior high schools, they had difficulty such as: lack of

vocabulary, English pronunciation, knowing English a little bit and no-one wanted

to speak English at school, knowing the meaning of some words but rarely using

them, shyness, no self confidence, fear to speak English with their friends and the

English teacher, never practicing, only learning the material, and unknowing

English the characteristics of English like grammar and structure.

B. Discussion

All students’ problems are identified by some influential factors, they

consist of student (affective factor, sociocultural factor, age or maturational

constrains, and aural medium), teacher (professional versus academic),

environmental factor, learning community (study group, communities of practice,

and online community), discipline/punishment, and school system.

1. Affective Factors

Motivation is a central component of Gardner’s Socio-educational Model

(1985). In his research he worked with two different types of motivation;

Integrative and Instrumental. Integrative motivation derives from a personal

interest in speakers and the culture of the target language, such as the motivation a

young woman might have to learn the language of her spouse’s family.

Instrumental motivation derives from the practical benefits of learning another

language, such as getting a job, a degree, or a promotion. In foreign language

contexts, an instrumental reason for learning the target language may be the most

important one. (Murray & Christison, 2011:176)

According to Sharifian (2009:1), In 2003, the Ministry of Education,

Culture, Sports, Science and Technology (MEXT) of Japan developed an action

plan to ‘cultivate Japanese with English abilities’, which emphasized the

importance of English by referring to its function as an international language:

English has played a central role as the common international

language in linking people who have different mother tongues. For

 children living in the 21st century, it is essential for them to acquire

communication abilities in English as a common international

language. In addition, English abilities are important in terms of

linking our country with the rest of the world, obtaining the world’s

understanding and trust, enhancing our international presence and

further developing our nation. (Ministry of Education, Culture, Sports,

Science and Technology [MEXT], 2003: 1)

For better or worse, by choice or force, English has ‘traveled’ to many

parts of the world and has been used to serve various purposes. This phenomenon

has created positive interactions as well as tensions between global and local

forces and has had serious linguistic, ideological, sociocultural, political and

pedagogical implications. (Sharifian, 2009:1)

Learners’ places in the world are multiple, changing, sometimes

conflicting, and influenced by the power relations in individual interactions and in

society more widely. This influence may result in the desire to assimilate, adapt,

or reject. As individuals construct their identities, they position themselves

through their language (and nonverbal behavior), that is, they use language to let

others know who they are and what their sociocultural allegiances are. (Murray &

Christison, 2011:5)

Learning a language is useless if we do not know how to communicate,

how to listen to others and how to speak and write so that listeners and readers

will want to listen and read and be able to understand. (Wright, p 7)

 There are two kinds of motivation which motivate students to speak

English inside, outside the campus, or after graduation from the university of

Khairun, They are integrative motivation and instrumental motivation but the

most motivation that the students get to speak English as a foreign language is the

instrumental motivation which gets job easily, continues studying abroad,

becomes an English teacher because of English as an international language,

English as a study program at Teacher and Education Faculty in Khairun

University, English as an identity of English students, a means of communication

with people in the entire world. But besides the motivational factor, there is also

demotivating factor which demotivates the students to speak English as a foreign

language English inside, outside the campus, or after graduation from the

university of Khairun such as , the motivation is stated by the English students as

follows:

(1/1) I am as an English student; learning English without

speaking English is useless, to continue studying abroad, English as an

international language, for me English is my life, (2/1) …because I want to

be an English teacher, (3/2)…English without speaking is nothing,

(9/2)…the function of the language is a tool of communication, it means

that we must do interaction each other, to other person, so that’s why, if

we are only study the material as Tenses, Modal, Gerund, but we never to

talk, that is useless…, (12/1)…we are as English students, we have to

show our ability of English when we go out from the campus, the people

ask to us about our major, they will ask that, they will know that we can
speak English, so we have to speak inside of campus or outside of campus.

For the other reason, they have to realize that we are at English

department, we have to be master by speaking to show our identity of

English students to the other program or other people….(3/1)…many

people in world use English, other reason, have tourist come here in

Ternate, practice my English with them, because they are native

speakers….(2/3)…I’m very happy speak with the other that have the same

study program English with me, (2/5)…because I like English very

much…, (5/5)…get as knowledge because that is my basic., (1/9k) Because

it’s our department, it’s our identity, so we must to speak English. If we

don’t speak English, it means that we lose that identity, it means that we

cannot be proud of ourselves that oh…we are English department but in

fact, we couldn’t speak English that’s useless. Keep speaking Indonesian

at English department, that’s the problem. It will not help us if like that,

that’s for me, It’s better that our environment must be in English so the

first until the end until the higher semester they can able to speak English

each other…, (2/9k) My motivation to speak English in this study program

because after I graduate from this university, I want to be a teacher so I

have to speak English very well…, (3/9k) Because I see my best friend or

friend like Mr. Saf. He very able to speak English, and then his speaking

English is very good. And then I think I must same as he is because we are

from English department why not we can speak English. And then I have

another motivation to speak English because my mother know, I’m from

English department, and them they know I can speak English if in the

reality I cannot speak English. Maybe they were disappointed with me

something like that. So my parents are my big motivation and people

around me., (5/9k)…my senior speaking English every day, so I listen my

senior speaking English, “Oh My God, speaking is perfect, my senior.,

(6/9k) Because I need English but and I ever asked to my seniors when

they examination or they got proposal, they always need about speak

English when they come to proposal examination, like proposal

examination, they always make English because the lecturer ask them to

speak English…, (7/9k) To improve my speaking skill…, (8/9k) I have to be

better, I have to be best than another student. So…I have counter my

dream to go abroad, so I have to be master in English, so I can go abroad

to get my college like my lecturer has done. That is make motivation is up.,

(9, 11/9k) Because of I’m English department, so that is I have to speak

English because that is make us different with the other students. My

motivation sometimes come from the junior because the junior even I don’t

speak English with them, the juniors when they meet me, they speak

English. so I really appreciate that and I will speak English with them, and

sometimes my friends., (5/9k)…my senior speaking English every day, so I

listen my senior speaking English, “Oh My God, speaking is perfect, my

senior., (6/9k) Because I need English but and I ever asked to my seniors

when they examination or they got proposal, they always need about speak

English when they come to proposal examination, like proposal

examination, they always make English because the lecturer ask them to

speak English…, (7/9k) To improve my speaking skill…, (8/9k) I have to be

better, I have to be best than another student. So…I have counter my

dream to go abroad, so I have to be master in English, so I can go abroad

to get my college like my lecturer has done. That is make motivation is up.,

(9, 11/9k) Because of I’m English department, so that is I have to speak

English because that is make us different with the other students. My

motivation sometimes come from the junior because the junior even I don’t

speak English with them, the juniors when they meet me, they speak

English. so I really appreciate that and I will speak English with them, and

sometimes my friends., (10/9k) …I want to practice English… My other

motivation, when I see around of me, when they try to speak English with

their friends, I think I want to practice English too with them, (12/9k) I’m

as English student, that is my obligation to speak English because if I want

to be/to get certificate of Strata I, but I don’t have ability, I think that is

not effective for me. I get certificate but that is not good. (1/9a) I was feel

that in SMA but now in the campus, talk in English. I’m not feeling weird

or something no, just like usual. No problem with me if they say that I’m

arrogant if I’m talking in English they slang that they’re non ability to

know in English…, (2/9a) I don’t care about them so because I speak

English for make my English is better…, (5,10,11/9a) I don’t care for my

friend is talking about my arrogant, I don’t care this is my responsibility

and my basic…,(6/9a) I feel very happy because I know I’m as English

department… Even when they say, I’m arrogant but I don’t care about it…

that is my basic, my major or department., (8/9a) I really don’t care about

they statement what they said because I conscious that I’m the student

from English department, so I have to be proud, I have to be arrogant…,

(9/9a) I ever got this statement when I was first semester, I try to speak

English, the seniors said if you are wants to learn English, you are feel

two, get two words, the first arrogant, and the second one it’s crazy. I

think that we are not arrogant but we just want to practice our English…,

(12/9a)…if the students watch me speak English and say me that I’m

arrogant. I don’t care about that I feel proud because they have watched

when I speak…, (1/9b) Because if you are in English program or

department. It means that you must master in English in all skills;

Speaking, Writing, Reading. If you haven’t able to master it all, it means

that you could pass it, just say that if you graduate, you are not

professional teacher…, (3/9b)…we must know how to speak English and

then for examples for my friend from Mathematics or from PPKN, they

know well about they subject, why not, why are don’t do like them. We

must master in English, so they think ‘Wow..!!!’ they’re from English

department and then they can speak English. And then maybe they get

motivation from us and speak English with us, (8/3) With my seniors, the

other friends, and my lecturer.

 Even though non-English students or other study programs in Khairun

University, they must study English for TOEFL PBT or ITP score requirement for

admission to universities, companies, etc, and also speak English for TOEFL IBT

or IELTS score requirement for admission to universities, companies, some

countries as the global immigration, etc in order to continue studying abroad, to

go around the world, to get jobs easily nowadays.

The TOEFL iBT Speaking section is designed to evaluate the English

speaking proficiency of students whose native language is not English but who

want to pursue undergraduate or graduate study in an English-speaking context.

(ETS, 2009:165)

IELTS (International English Language Testing System) is the world’s

most popular English language test for higher education and global migration.

IELTS is designed to test English at all levels and is accepted by over 9,000

institutions, employers and government bodies worldwide. It is accepted by

thousands of universities and colleges in the USA. (Cambridge English Language

Assessment, 2014:20) Those reasons are stated by the English students below:

(1/1) …Even we are not English students. If we want to continue

study, we need to know TOEFL. There are some international

examinations that required speaking also…, (2/1) … if I can speak

English, I can go around the world and easily to get the job….

People who learned their mother tongue or first language is not based on

language learning but language acquisition. It seems the following statements,

consideration of how people learn their own language soon leads to the obvious

primacy of listening. Some modem theoreticians make the distinction between

language learning (conscious) and language acquisition (unconscious). If this

distinction is accepted, it is clear that listening once again assumes particular

significance as, in addition to what is listened to, much of what is only heard

influences the unconscious acquisitional process. (Lewis & Hill, 1992:31)

According to Lewis and Hill (1992:38), “Think of your first language, you

learned it without any effort, with nobody asking you to repeat or formally

correcting you. In the most obvious way possible, you mastered a very difficult

skill. You learned to speak your own language simply by listening to it. Second

language learning is not as different as people sometimes pretend again. The best

way to learn is through good listening.”

(4/10) At home. If I watch a movie like English movie, I will repeat

what did they say, (3/8) …watching my favorite movies use subtitle in

English especially from Korean movies. I feel this is very difficult for first

time, but now I think it is easy because I do that every day….

If you need to practice before a big event, like a parents’ evening at school

or a business presentation, practice always helps. You can rehearse the

conversation in your head or front of a mirror. But if you’re feeling brave, why

not record yourself? Making a short video of your conversation or presentation on

your smartphone or computer is a great way to see how you really sound when

speaking English. You can compare your pronunciation to that of native speakers

on TV shows. (Bhandari, 2015:9) The students also do them at home when they
need to practice their spoken English and have no friends or partners to practice

their English which are based on the students’ responses as follows:

(5/10) I always face to face in the mirror and there I speaking like

funny in the mirror…, (3/10) At home, with myself. I practice in front of

the mirror after I listen some conversation and native speakers and then I

practice in front of the mirror…but sometimes I get difficult because just

myself, and because I don’t have partner to speak. (12/10) Sometimes, I

make monolog and I practice my English by myself. I put one topic and…

when I speak monolog with the mirror or my laptop, I open the camera on

my laptop, I speak to that camera, I record my video of speaking,

There is not only motivation but also demotivation. Demotivation which

causes anxiety, reluctance like nervousness, worry, shyness, fear, and

carelessness, disappointment because of English learning background which

focusing more on theory than practice, more difficult skill, no responses from

friends or teachers whom they are talking to, their spoken English will not be

understood(pronunciation), grammar errors, etc.

Therefore speaking is more difficult skill than other English skills such as

writing, listening, and reading which in writing, you may reconstruct it while

making mistake because of two reasons as they are stated below:

Many people feel that speaking in a new language is harder than reading,

writing, or listening for two reasons. First, unlike reading or writing, speaking

happens in real time usually the person you are talking to is waiting for you to
speak right then. Second, when you speak, you cannot edit and revise what you

wish to say, as you can if you are writing. (Nunan, 2003:48)

Students are often reluctant to speak because they are shy and are not

predisposed to expressing themselves in front of other people, especially when

they are being asked to give personal information or opinions. Frequently, too,

there is worry about speaking badly and therefore losing face in front of their

classmates. (Harmer, 2007:345)

For non-English-background students, whose future depends on their

learning English, how well this teaching is done and how successful schools are in

creating a context in which students have access to English during the schoolday

will largely determine whether they acquire English at all and whether they

receive an education. (Valdés, 2001:147)

(1/3) …when someone want to speak English with them. They

reply with Bahasa Indonesia. So sometimes it’s hard to speak English with

some friends but lecturer, there are some lecturer that also talk in English

to us, so we also answer it in English but not all also, (3/3)…when we talk

to the other department in English is different because they don’t know the

way to speak well in English and then when we talk English in English

department with same department. They know to speak English but

sometimes they are lazy to speak. Maybe they are shy or something like

that…, (4/3)…not all of my friends, they know how to speak English, but

sometimes I try to speak English with another friend not only for English
department but also another department if they know how to speak English

but the most one is my best friend, (3/9a) I’m shy and not confident.

Sometimes they say “You are very arrogant.”… but just do that because

we are from English department. So sometimes, I don’t care about that,

(4/9a) I’m shy if they say like that because they don’t know that why we

are speaking English because that’s a way we practice our English…,

(7/9c) That’s good but some of us do not get what the teacher said but I

think the teacher have to combine…,(2/9i) I’m happy if I can speak

English but sometimes I feel worry if I speak English and my friends didn’t

understand what I say and then my grammar is Amburadur, same as

outside, not only Grammar but also Pronunciation., (3/9i) If it is inside the

classroom, I feel confident because this is I talk with my friend and then

my lecturers also. Because this is we can improve our speaking and then

my friend can correct me if I get or make mistake in speaking subject and

also other English subject. Outside the classroom, sometimes I feel shy

and then sometimes I cannot talk with English because my friends can

respond in English what I say, (4/9i) If I speak English with my friend and

another friend, they didn’t speak English, they look at us. I feel like

arrogant, so I will use Bahasa again, but actually, I really want them to

listen what did we say, I want not only with my close friend but also with

them…, (5/9i) The first, I feel nice and I think I proud to speaking English

in the class, and then my friend listen before I speaking, I always my friend

“I’m sorry, my speaking not perfect” Oh! Not problem, you speaking, I
listen, and you understand, I understand. Yes! Outside my feel just so so

because I can speaking English and speaking Indonesian…, (6/9i) I really

happy when I outside of our classroom because in my classroom, they

always speak Indonesian…The other when we do not discuss, we do not

use English especially me, but when my friends ask me about English, I’ll

respond about English more. But I really happy to speak English outside

classroom. If inside classroom, I feel, there is depend on our friends when

they speak first about Indonesian, it will become about Indonesian. So I try

to enjoy with them, (7/9i) Inside the classroom, I speak, I really shy

because in inside all of my friends know my wrong but outside maybe

another do not understand what I said, they do not know what in English,

(8/9i) … inside we have to be careful about our grammar because our

friends many students would like to complain our grammar or criticize

about our statement… but outside we can talk free because I don’t care

about the people statement that we have to focus on the grammar, I believe

that we have main purpose that communicate with each other, so you get

my point, I got your point is clear, (9/9i) If I speak in the class, sometimes

I am not really feel, not really confident. I’m afraid if my speaking is not

based on grammar. If outside I feel more comfortable, (10/9i) when I were

in the first semester, I’m shy and I afraid when I speak English in the class

but I think in the seventh semester like this, I think it is not, I don’t feel like

that anymore. Sometimes I feel it but I try to throw it away from me…,

(11/9i) I feel good because I keep my English, if I speak with my friends, I

afraid to make mistake, and shy if I speak with my seniors, I always keep

my English because my senior always speak English use Grammar…,

(12/9i)…When I speak in the classroom, I feel this is not important

because we only speak with our friend and sometimes they refuse, I don’t

want to speak English. I want to speak Indonesian. It’s better if I speak

with people or my friends outside the classroom, even the other semester

or the other program, I can keep speaking English with them because they

want to practice, they force to speak English with me. so I don’t care who

don’t want to speak English, and I care when I speak English with the

students who wants to practice their English with me, (2/10) …For

speaking outside, because no one that I can invite to speaking English

together. Even I have English friends but they always speak Indonesian so

I respond in Indonesian. Or just when I meet my uncle she is English too,

so that’s the time to me for practice my English because if he meet me, he

always speaking with English but It’s rarely, (4/9k) …I don’t know my

motivation to speak English here, (6/10) In my renting but that is a little

but when I come to the community like in the place of course, because I

ever come to course place in ETC. I ever from ETC. That is make us to

speak English all of the time. (7/10) I looking for my friend in the English

study program, so if I get, I speak English with them, (9/10) I usually

practice in my course in Toboko, English Training Center, I think that if

I’m not practice there until right now, I get the difficult to speak English

because there everything that is English area, and then we speak English,
 that is make my habit to speak English every day, (10/10) I have no the

friends from English program when I am in the other place like outside the

campus, sometimes I need my friends especially in the English program, I

mean use English with my classmate…, (1/3) Usually with some of my

friends but not all…but lecturer, there are some lecturer that also talk in

English to us…, (3/3) With my friends, sometimes with non English

department like my friends…speak English with seniors, juniors when I

meet them in front of the class, (4/3) My friends especially my best

friend…sometimes I try to speak English with another friend not only for

English department but also another department…, (5/3): My English

friends, (6/3) My classmate, if I meet someone that sit down and I invite

him to speak with me, (9/3) Sometimes I speak with my friend and with the

junior, (10/3) Every people that they know English if we meet especially in

English department, seniors’ friends, or junior, (11/3) Which my friends,

my juniors, my seniors, (12/3) With my friend, my classmate, and with the

lecturer if sometimes the lecturer teach us in the classroom with speak

English…, (2/9i) …if I speak English and my friends didn’t understand

what I say and then my grammar is Amburadur….

2. Sociocultural Factor

To speak a language, one must know how the language is used in a social

context. It is well known that each language has its own rules of usage as to when,

how, and to what degree a speaker may impose a given verbal behavior on his or

her conversational partner (Berns, 1990) in (Richards and Renandya, 2002:206).

 Speaking skill is a main goal in learning English as a foreign language or a

second language before mastering other skills of English Language such as:

listening, reading, and writing. It is also as measurement how well and successful

people learn English. As a theory states that the mastery of speaking skill in

English is a priority for many second language or foreign language learners.

Consequently, learners often evaluate their success in language learning as well as

the effectiveness of their English course on the basis of how much they feel they

have improved in their spoken language proficiency. (Richards, 2008:19)

Think of your first language, you learned it, without any effort, with

nobody asking you to repeat or formally correcting you. In the most obvious way

possible, you mastered a very difficult skill, you learned to speak your own

language simply by listening to it. Second language learning is not as different as

people sometimes pretend; again, the best way to learn is through good listening.

(Lewis & Hill, 1992:38)

Knowing a language is much more than knowing the structures. The

language can be seen in many ways, but for teaching purposes three are

particularly important, vocabulary and structures are what is said; pronunciation,

stress and intonation are how it is said, and function is why it is said. (Lewis &

Hill, 1992:26). Consisting of those theories, there are negative impact and

positive impact influencing students’ understanding of the language use in their

process of how they learn and understand the language. Firstly, negative impact

which influenced the students to master and to speak the English language, it is

stated by the students as follows:

 (5/2) …reading then second writing and listening, and the last

speaking, (7/2) Reading skill because in the reading skill, we get the

vocabulary, pronunciation when we reading and can get a lot

vocabulary…, (6/9c) …English is a skill, no knowledge. So when they

speaking, it means they show to the students to follow them without

Indonesian…, (1-4/9h) The words is wait me, Kah!, You nih!..., (6/9h) I

always make like this; Don’t go go, kah..!!!, and also when someone make

something funny, I always say “suitable” (Cocok!!!), “Do you want to

mote with me?”…, (7/9h) Kahao(Kabagaimana) “That’s the true one,

kahao?”…, (9/9h) Sometimes, I join the friend like; “You, nie”…, (11/9h)

I use Txxxxxx dialect and Gxxxxx. For example, “We go, dah mari.”,

“Finish, dah” I have ever spoken like that because if I join one course,

they spoke like this, so my habit is like that….

Secondly, positive impact made students to learn the language as the

theories stated. Those are stated by students below:

(1/2) Before speaking we need to know vocabulary first, and then

from the speaking we can able to write. So all of skills will be back in our

speaking, (2/2) Speaking the first so if I can speaking English, easily to me

for writing, listening, and then reading. If I can speak, it means that I have

many vocabulary so if I have many vocabulary, its mean that I can easy to

writing English, (3/2) Listening and Speaking because firstly we talk like

this sometimes people cannot understand what you say and then what the

meaning, because sometimes we’re not from native speakers, then they not
 understand and cannot catch what we talk to them. And if people talk to

me, I must listen carefully what they say and then I can understand. First

skill that we master is listening and speaking and next other skills like

reading and writing, (4/2) …the important one is vocabulary. After vocab,

we must know how to pronounce the English..., (9/2) Based on my

experience, Speaking first and then before speaking we need vocabulary

and grammar, (8/2) Based on the rule, we have to be mastered in listening

because listening is the first skill in English, and the next one is

pronunciation because pronunciation decides our speaking fluently, or

bad or good…, (10/2) Based the four skills in English, listening is very

important to be mastery by students or some people to learn English,

because we learn about mother tongue language or first language; the

first, we have to listen after listen we have to try to speak. So listening and

speaking are very important after this writing and reading, (8, 12/9h) I

never use that, mix Indonesian and English.

That is a big problem when misunderstanding happened to the students in

language learning. So the students must know and understand how the language

should be learned, as adult learners, English students need to know and to

understand that they may have both language learning and language acquisition. It

seems the following statement:

Consideration of how people learn their own language soon leads to the

obvious primacy of listening. Some modem theoreticians make the distinction

between language learning (conscious) and language acquisition (unconscious). If

this distinction is accepted, it is clear that listening once again assumes particular

significance as, in addition to what is listened to, much of what is only heard

influences the unconscious acquisitional process. (Lewis & Hill, 1992:31)

3. Age or Maturational Constrains

Speaking English as a foreign language can be influenced by the students’

mother tongue, first language, or their local language that they speak every day

wherever and whenever they are in or at.

As Krashen, Long, and Scarcella (1982) in Richards and Renandya argue

that acquirers who begin learning a second language in early childhood through

natural exposure achieve higher proficiency than those beginning as adults. And

Oyama’s study (1976) in Richards and Renandya also shows that many adults fail

to reach nativelike proficiency in a second language. Their progress seems to level

off at a certain stage, a phenomenon which usually called “fossilization”. This

shows that the aging process itself may affect or limit adult learners’ ability to

pronounce the target language fluently with nativelike pronunciation (Scarcella &

Oxford, 1992 in Richards & Renandya). Even if they can utter words and

sentences with perfect pronunciation, problems with prosodic features such as

intonation, stress, and other phonological nuances still cause misunderstandings or

lead to communication breakdown. It is a factor which is one of important factor

that made the students difficult speaking as like as native English speakers. This

factor happened to the English students at English study program as stated by the

students as follows:
 (1-12/9e)…our first language(Mother tongue/Local language)

because first language is our language every day. But English/foreign

language, not all the people will knewn English. Foreign language, (2/9g)

Indonesian or local language (Axxxx)…, (3-12/9g) Indonesian language

(Malayu Ternate/others), (1-12/9h)…dialect is our identity even you are

from one place or other places if you are always speak your first

language, you always speak about the dialect. It will be seen.

4. Aural Medium

Listening has the most important role to speak English accepted by most

people all over the world that they learned a language by listening, imitation, and

speaking the language in order to improve their spoken English as the theories

below state that;

The central role of listening comprehension in the L2 or foreign language

acquisition process is now largely accepted. And there is little doubt that listening

plays an extremely important role in the development of speaking abilities. It

states that listening is really essential to acquire second language and foreign

language although there is still doubt. (Richards and Renandya, 2002:205)

Think of your first language, you learned it, without any effort, with

nobody asking you to repeat or formally correcting you. In the most obvious way

possible, you mastered a very difficult skill, you learned to speak your own

language simply by listening to it. Second language learning is not as different as

people sometimes pretend; again, the best way to learn is through good listening.
(Lewis & Hill, 1992:38) They are also stated by the English student at English

study program as follows:

(1/9c) …if the condition all in English. It will help the students also

to copy the teacher or imitate the teacher as a role model, (11/9c) …if they

always invite the students to speak English/to use English, do not use

Bahasa, and the students always practice their listening then that make

our habit, and then we have motivate to learning a lot of vocabulary and

then we improve our speaking with our lecturer, (1/9e) I believe that our

first language because first language is our language every day…,

(2/9e)… I learned language by listening and repeat what they say, listen to

my parents, my sister, my brother, and other people is around me, I

practice, I try to pronounce or imitate they say and speak the language,

(3-12/9e) …I learned from my mother from people around me. So I think

after listening, I try to pronounce this what that I get people around me.

Maybe they say that ‘Ho BoloHang’ and then I say mother, what is this,

what is the meaning from, (1/9f) I usually watch movie to listen English

talking… English songs and others, (2,9/9f) I like to listen English songs,

movie. When and wherever I have spare time and I boring with something

so I listen English song to entertain myself…, (3-5,7, 11-12 /9f) Listen to

English songs, and then sometimes I listen my friend talk, their

conversation. At the campus in the classroom when my lecturers talk, and

then in outside when I feel boring with something, and then take my phone,

and then listen a music/English song…, (6/9f) I listen to the films when I
 watch the TV, I always listen to the TV; the channel about animal channel

and they explain about animals or cartoon movies. movies in foster

mother’s house, (8/9f) Music, English song, and the conversation, or the

recording of English conversation, and always listen the tourist or the

stranger from outside, they always talking together with their friends. I

am/was in the situation between them…, (10/9f) English songs, the short

conversation in the campus…, ,

5. Professional versus Academic

Essentially, the professional prioritises real time action, whereas the

academic prioritises thought, though of course the professional also thinks about

his or her actions, and the academic acts in order to develop his or her thinking.

The distinction is thus one of emphasis and priorities rather than of substance.

(Richards and Renandya, 2002:390)

The following list summarises the differences, as well as one important

similarity.
 The notion of capitalizing on students’ existing motivation. This is only

part of what needs to be done, however. If you confine yourself to responding to

the motivational orientations that your students bring with them, you will limit

your options and fail to capitalize on opportunities to guide your students’

motivational development in desirable directions. (Brophy, 2004:17)

The emphasis is not on understanding, but on the ability to respond

automatically. The teacher who sees language as habit will see the necessity for

repetition and intensive oral practice. (Lewis & Hill, 1992:22)

Teachers who teach the students English must know, understand, and

apply English as a habit, so they need to speak with students each other inside and

outside the classroom in order to teach effectively and efficiently.

A learning community features a social context in which students feel

comfortable asking questions, seeking help, and responding to questions when

unsure of the answer. Members share the belief that “We’re all learning together,”

so confusion and mistakes are understood as natural parts of the learning process.
The teacher has a special place in this learning community, but he or she is a

learner too, and models this fact frequently. (Brophy, 2004:28)

Some foreign language students, particularly adults, are learning the

language for very specific reasons; others, particularly those learning in a State

school system, are doing English because it is part of the system. In all cases,

however, students are more likely to enjoy the subject, and to succeed at it, if they

are involved in the learning process and, as far as possible, have a chance to

influence what happens, and how it happens. (Lewis & Hill, 1992: 9)

Teacher is the most important factor who influences students especially for

English students to listen and to speak English wherever they are whether they

speak English with other English teachers or lecturers and all English students

inside or outside the classroom in the campus not only when the students have an

English competition or event, or studying speaking subject I, II, and III but also as

long as English as their study program, they must speak English each other in

order to help when mistake happens to their students, share knowledge among

lecturers and students and keep their identity as English lecturers. Therefore,

lecturers should know some needs of students to become what they need and

want.

The following descriptions of the needs that are in the hierarchy from

lowest level needs to higher level needs. Figure 4.1 demonstrates Maslow’s

hierarchy of needs.
 There are hierarchy level needs such as physiological, safety, love and

belongingness, Esteem, and self actualization, but in this context, focusing only

on the following three hierarchy level needs below:

The belongingness or affection needs encompass a hunger for affection,

caring, belongingness, and perhaps love, the esteem needs are affiliated with the

desire to have status, dignity, respect, recognition, attention, and to be appreciated

by others, and lastly, the self-actualization need is the desire to do or be what one

is uniquely suited for. "A musician must make music, an artist must paint, a poet

must write, if he is to be ultimately at peace with himself" (Maslow, 1970, p. 46)

in (Wrench, Richmond, and Gorham, 2009:54)

Those needs above are really needed to have a better process by students

from a teacher. So when the teacher especially for English lecturers applies it

properly, every student will feel confident and happy to express their idea and

feeling by speaking English with their lecturers and other English students.

While there are many helpful ways of approaching language teaching, it is

a mistake to believe that ‘a method’ exists which can guarantee success. Every

teacher knows that what works one day with one class, does not necessarily work
with a different class, or even on a different day with the same class. A textbook

which is appropriate to one situation, is often not suitable for another. (Lewis &

Hill, 1992:15)

Therefore, there are the negative impact and the positive impact which

influence the students at English study program, below the negative impact stated

by the students.

(12/3)…sometimes the lecturer teach us in the classroom with

speak English, but they seldom speak English in the classroom,

(12/5)…because we can communicate with our friends using English

because outside the class we seldom use English, more Indonesian, we

speak outside…, (3/7)…sometimes when we meet in office…we speak with

them like asking just simple question, How are you, ma’am? And they

respond in English but from them ‘No’. Maybe they are busy, so I don’t

want to disturb but if they are not busy, maybe I will speak a lot., (4, 7,

10/7) Never (The lecturers never speak English with us), I don’ know

their reasons., (6/7)…I only speak with some lecturer. They are not

teaching about speaking subject when I meet with them, I only ask them

about English but there is no teacher of English speaking subject. They

only make Indonesian when they in out class, they respond in Indonesian

language…, (11/7) Seldom to speak with their students inside and

outside, if we invite them to speak English, they respond in Indonesia…,

(12/7) Sometimes…when we try to use English to speak with them, they

use English but just a little after that they change their language into
Indonesian and we keep communication using Indonesian, (1/9c) It’s best

for the students…if the condition all in English. It will help the students

also to copy the teacher or imitate the teacher as a role model, (1/16)

Inside the class, sometimes when we ask to do telling a story or

something else, they will tell that you must use this grammar, you must

use past or present in here. It usually ask to do that but if outside the

classroom, some the students also never talk in English to the lecturer,

and the lecturer also same too, just say like no problem at all just keep

talking in Bahasa. So if outside not to care about but keep our speaking

ability outside the class, ‘No!’ but inside the class, ‘Not really’ I mean

that usually they ask but not really, (2/16) They meet us, they speaking

English with us and keep speaking English with us. And if we are wrong

in our speaking, maybe they can correct us. Maybe, If I don’t speak

English, they ask me for speaking English. Yeah…because I think so

just…just sometimes they will speaking English with us, (3/16) When I

use bad or wrong pronunciation, they will correct my pronunciation or

bad grammar they want to correct also, and then not just tell to me but to

of students in the classroom. Outside the classroom, maybe I never talk

with my lecturers, but if my lecturers speak English with me, I try to

respond with English…, (4/16) Nothing, (5/16) Always speaking

Indonesia, maybe I think., (6/16) …there is no the teacher/lecturer like

this in this campus. Because I didn’t get it in this campus, they care our

speaking and for speaking subject teacher, they care our speaking
especially, there is in the classroom, (7/16) …they don’t care my English

speaking ability and they don’t want to keep my English speaking ability,

(8/16) I don’t know exactly, they just said “please talk each other with

English, and you will improve your English exactly!” but I didn’t find

anything, when they want to care about our English in the daily activity

when we in the campus. It’s nothing. Maybe just in learning process in

the classroom because they have responsibility to teach us speaking

subject, (9/16) When this university have the event like debate, they (the

lecturers) will ask us to join that the debate because your English is good,

so you must join that event, (10/16) They always care about it to us, they

always say that, “We have to study hard, we have to improve our

speaking skill, especially speaking skill, our lecturer in the speaking

subject, she always talk to us, “We have to study hard, we have to

memorize some vocabulary, study about English more, and then we can

speak English well. They have care about our ability in speaking English.

And if keeping our speaking English, I think they just keep our speaking

English just in the classroom of speaking subject. But outside based on

the fact, my activity in the campus, I cannot find it, I never find it, so they

don’t care our speaking ability and keep it well outside the classroom in

the campus, (11/16) I think my lecturer specially for English program and

education, they only see the clever students in English program and

education, they didn’t show the another students and they have ability to

communication or ability mastery grammar, (12/16) I think Never! They

 never see our ability of English when we speak in this environment, they

never care, they just care the people who join the competition and then

make the lecturer/teacher proud, they will train them, and then they make

their English well and others.

The teacher who recognises language as a means to an end will see the

necessity for looking at why particular pieces of language are useful and, having

seen their purpose, will then be able to see their usefulness (or otherwise) for

students. (Lewis & Hill, 1992:23)

Teachers who recognise language as communication will see the necessity

for genuinely interesting texts, individualised teaching, pair work, free practices,

listening practices and many other classroom activities. (Lewis & Hill, 1992:23)

The degree to which a particular motivational disposition develops, as well

as the qualitative nuances it takes on in the individual per-son, are influenced by

the modeling and socialization (communication of expectations, direct instruction,

corrective feedback, reward and punishment) provided by “significant others” in

the person’s social environment. Along with family members and close friends,

teachers are significant others in the lives of their students, and thus in a position

to influence the students’ motivational development. (Brophy, 2004:17)

(1/5) Because I can improve my speaking English and…only

satisfied me when I did it in a good way., (3/5) Because we get something

interest… and then the lecturers give our motivation, and then (tip) how

we can speak well… the lecturer is very funny., (4/5) Because I like the
lecturers’ pronunciation. It is really nice to listen. Even I don’t

understand. And also I wanted to be like my lecturer also., (6/5)…I seen

the lecturer teach about English speaking and they always

speaking…that’s why, I got motivate from her and also I like it, (8/5) …we

interested about her pronunciation, her experiences because the lecturer

of speaking subject is the one of our lecturer in English department who

get the college in outside or abroad…, (9/5)… because the lecturer give

the example and the students get time to speak by using English, get the

new vocabulary from the lecturer., (10/5)…we don’t think about

grammar…because before it our lecturer said that we don’t think about

grammar more, we just speak up. So the students who don’t know

grammar, they can answer, and speak up, (11/5) All of subjects, I like only

speaking subject because…speaking subject also take us to brief/brave to

communication with foreign people, and then senior, and our lecturer,

(2/9c) …if they speak full English we can get many vocabulary and maybe

it’s very advantageous for us. And if we don’t understand what they are

saying, we can ask for them, I think they will be explain for us to make us

understand about what they are saying., (3/9c) If English teachers or

lecturers speak English each other, It’s good because they can make us

think wow our lecturers is very good in English, and then we must same as

they are, and then we can oh…our lecturers can speak English why we

cannot speak English. Because they teach to us English so we can

take/speak like them., (4/9c) It’s nice, it’s good. It can help the students of
English study program because if the teacher of the lecturers speak

English, it will influence to the students. So the students will speak English

with the lecturers each other, (6/9c) I think that’s very good because they

invite us to speak with them and when they speak English with me and with

my friends especially English department … it means they show to the

students to follow them without Indonesian and also they will make all of

the place is English speaking area, (8/9c) I think so great and fabulous

because it is making our experiences in English will fluently and I think, it

is the consciousness from them, they have to serve us because that is their

obligation because they have to teach us firstly from outside, so they will

teach inside and the practicing between inside and outside have to be

balance, (9/9c)…that’s good. That can motivate the students because they

say our teacher speak English, we must also speak English. If our teacher

speak English, and then for the other students that doesn’t know what the

teachers mean, they will think, if always like this, I cannot understand, it

means I must study hard, (10/9c) …the teacher have to use English first

before the students use, (11/9c) …if they always invite the students to

speak English/to use English, do not use Bahasa, and the students always

practice their listening then that make our habit, and then we have

motivate to learning a lot of vocabulary and then we improve our speaking

with our lecturer, (12/9c) …if English keep speak with the students or the

same lecture. I think it will be motivated the students. The students will

speak English without the lecture force them to speak English because the
lecture speak in English program or inside of campus, (1/14) I think that

the first, the process must be start from the teacher like the teacher guided

about learning in English, like ask them in English, the environment in

English so the students will copy or imitate the teachers like ask what the

teacher do, ask what the teacher ask to them. Yes! Start from the teacher

and then go to the students and the students applying it by themselves,

(2/14) I think the teacher should be use full English in the class, can

bilingual but I hope the most in English. And they have to invite us to

speak up, (3/14) I think because maybe I want to be a teacher. And then I

must know about that. If I want to teach some class use English, firstly

must master the material first and then use full English in the classroom. If

my students don’t understand English, I translate. If I use full English and

then I just tell the little from Indonesian. Most language that I used is

English and they must bring dictionary and then open, and find what

words I mean. So they can get vocabulary, pronunciation, and then also

they can practice their listening skill, (4/14) I think we must apply rules

first. Like the example, If I teach English, I will make my own rules. No

speaking Bahasa only English in the class and also outside if they know

about the word in English, they can ask me in English like example, “Ms,

What is in English ‘Sleep’?” So I can write the word, and read and ask

them to repeat, (6/14) The first one is when the process English, it means,

we want to teach them English. It means we will become an example, I

mean the paragon when we want to teach them about English, we have to
explain them, give the example what is English itself. So that’s why, by

using English they will know about English and the important one and

speaking English is the important one because when we teach about

English. It means when we speak they know about English and speaking

itself, (7/14) Always use English speaking and practice with teacher and

students also, (8/14) We have focus in conversation and we criticize the

conversation at all. So the teacher will ask what your opinion to this

conversation to be better because many conversation would be blank or

is/will has mistake in the step of the statement that they give so the

conversation will be mistaken in the grammar so the teacher will ask us

about the mistake in the conversation. So we will be criticize, where is the

mistake and the wrongness in the conversation that we made or find,

(9/14) I think if it is about speak we need to practice, that’s in my mind,

and we need to practice how to speak English. If the teacher already speak

English in front of the class, even it is combine, we as a student also have

motivation, oh…our teacher is good in English, I want to be like my

teacher, (10/14) I think that I will make the discussing, make the students

explain what they discuss to the other friend, it means they have to

improve speaking skill, after explanation, I will apply it, I will ask to them

to apply to the other friends, to speak up to the other friend and then the

other friend will respond it, I will be facilitator, I will guide them, I will

listen carefully what they say, and there is mistake, I will make it right.

And then if they don’t apply, I will remind them to apply it or I will change
it like the first strategy, maybe by using games or interesting for them,

(11/14) I have imitate from my friends, seldom I memorize vocabulary but

I only to imitate to my friend if they speak up in English, and then I don’t

know, I asked them, what’s the meaning “difficult” example, and then they

answer “difficult” in Bahasa is Sulit. And this I imitate for their speaking.

The ways to learn English are listening and speaking, so my friends and

my lecturers must English with me, and I can listen and speak it, (12/14)

The teacher ask to the students make the conversation, give the assignment

to the students and then tomorrow she will asked to collect it. I think the

teacher should give the example how to learn English easily from her or

his experience when she study about English before and we have to

understand where do we get language, from imitation or from learning

process. What is more faster, we catch, we get vocabulary and then we

speak, (1/17) The first thing that they need to show that that students that

always speak English inside and outside the classroom. I mean that always

talk with them in English outside the classroom, give them warning if they

spoke Bahasa because if the teacher do it like that it means that the

students will also follow them because they make rules like they also did

by themselves, the rules also include them. It will be a role model for the

students to the teachers, (2/17) Speaking English, most English speaking,

if full English can, but if we cannot understand, we can ask them, (3/17)

Maybe they want to give me some examples from their experience about

English, and then try to say to us the way they practice their English, and
when we get wrong in English, they give some examples to pronounce like

“paper” if you talk paper with wrong pronunciation, they will not

understand. Outside the classroom, if it is outside maybe the lecturers just

give some examples to talk together with our friends/all English students

in outside to improve our English, (4/17) The first one, they must speak

English whether inside or outside the classroom. The second, make a rules

“Do not speak Bahasa outside or inside the classroom even with your

friends and also with the teachers or lecturers”, (5/17) Of course,

speaking English full because they are speaking English is very good, and

then my lecture speaking English, I listen and then I to be motivation,

(6/17) Of course, they have to push us like, they always speaking all of the

area when they come in the campus. It means, they use English full if that

words is difficult they have to try to explain about Indonesian first but

especially in the campus, they always make English inside and outside the

classroom, (7/17) the teacher have the rule or the teacher or the lecturer

start from them. Everywhere they use English… when they meet us as the

students, they use English, (8/17) The weakness of English teacher or

English lecturer in our campus is rare to speak with the other students, so

to motivate us in English, so they have to speak firstly, and then they have

to motivate us about their achievement that they have around speaking,

maybe in debating that they have joined before, (9/17) Talk with us by

using English, if it is want to be good example right. If in the class, give

the punishment… if they speak Bahasa, if outside, just speak with the
 students by using English, (10/17) …they always speak English to the

students, the students will feel, they care them, and they will speak English

too to the other friends like that., (11/17) The first our leader of English

program and education have to communicate with our internal E.S.A. The

head of English study program make to communication with our leader of

E.S.A, English study program made one program that is example,

“English Speaking Area”. And then students must speak English but now

the or the head of English study program didn’t make one program to

make students clever to speak English. They only teach us and then just let

it. So, I think the lecturer must give example if they teach us they must

speak English which their students and then they must make the rules, all

of the lecturer to make students clever in English, (12/17) I think that is

the best models because the teacher as the inspirator or motivator, she or

he should become role model in order that the students think that Wow!

the teacher careful about us, and then the teacher ask the students to do

something, the students will do it.

6. Environment

In order to help achieve the shift in attitudes and behavior that is essential

if society is to become sustainable, people who seek to promote this objective

need to take a strong stand on language. (Fill & Mühlhäusler, 2001: 113)

Learners’ places in the world are multiple, changing, sometimes

conflicting, and influenced by the power relations in individual interactions and in

society more widely. This influence may result in the desire to assimilate, adapt,
or reject. As individuals construct their identities, they position themselves

through their language (and nonverbal behavior), that is, they use language to let

others know who they are and what their sociocultural allegiances are. (Murray &

Christison, 2011:5)

In an environment where a language is used for communication each other

can influence all people are in to know, to understand, and also speak the

language, but there is exception that for people who keep or preserve what they

have, believe, and do will not be affected by the people in the environment.

Therefore, especially for English as a foreign language should be applied

by English students with their lecturers inside and outside the classroom in order

to become true English students, to keep their identity distinguishing them from

non English students or other study programs of Khairun university, and

preserving their English language at English study program; although there are a

lot of study programs at the campus. Those are also stated by English students

which have a negative impact and a positive impact. Firstly negative impact

influenced students speak English at English study program:

(1/9e) …our first language because first language is our language

every day. But English/foreign language, not all the people will knewn

English Foreign language, (3-12/9e) Indonesian or local language

(Malayu Ternate/Ternate language), because I’m from Ternate. And then I

learned from my mother from people around me. So I think after listening,

I try to pronounce this what that I get people around me. Maybe they say
 that ‘Ho BoloHang’ and then I say mother, what is this, what is the

meaning from, (2-11/9g) Indonesian or local language (Axxxx) but here I

adapt the language here so I communicate with this local language,

(12/9g) Indonesian, because I have reason why I use more Indonesian

than English. In faculty of teacher training and education, the minority is

English and the mayority is the other program who use Indonesian. So

when we meet the other program, we keep communication with them using

Indonesian.

Secondly, the positive impact that will influence the students speak

English at English study program:

(1/9g) For me, maybe fifty fifty because almost the half time in my

life I am teaching English also at the course. So in that course we need to

speak English a lot. So if at the campus, sometimes I use Indonesian

language to some of my friends and some of my friends also I talk in

English but at my home I usually talk in English with my brother also

because my brother learns English too but my parents no, so just say fifty

fifty, (1/9c) It’s best for the students…if the condition all in English…,

(4/9c) It’s nice, it’s good. It can help the students of English study

program because if the teacher of the lecturers speak English, it will

influence to the students. So the students will speak English with the

lecturers each other, (6/9c)…they show to the students to follow them

without Indonesian and also they will make all of the place is English

speaking area, (11/9c) …if they always invite the students to speak
 English/to use English, do not use Bahasa, and the students always

practice their listening then that make our habit, and then we have

motivate to learning a lot of vocabulary and then we improve our speaking

with our lecturer.

7. Learning Community

Community is a factor which has the important role whether makes the

students to speak English or to speak their mother tongue, their first language or

their local language as the following theories:

There are different kinds of communities, and not all conversations lead to

useful learning. The point, however, is that although people vary in how much

they like to learn and work together, the brain/mind is social. Learning in the real

world has always been a partially social process. (Caine & Caine, 2010:21)

A learning community features a social context in which students feel

comfortable asking questions, seeking help, and responding to questions when

unsure of the answer. Members share the belief that “We’re all learning together,”

so confusion and mistakes are understood as natural parts of the learning process.

(Brophy, 2004:28)
 Language is a social science which people learn in the social context and

interact each other whether they learn it in the real life or online. But all works

have either negative influence or positive influence to the students as like the

English students who stated those problems below:

(1/15) I don’t know why their reason because when they already

able to speak English but when suddenly I talk in English, they reply in

Bahasa because maybe they feel comfortable to do that outside the class,

(2/15) If they don’t respond me in English. I’m not happy because I

speaking them with English. So I think if they’re English program too. I

think, they can answer or respond me with English too. Even I don’t

understand but I hope they can respond me in English. So I can ask if I

don’t understand, (3/15) I’m very disappointed and then I think they lazy

to speak English or they have a bad speaking, so they cannot respond my

speaking…, (4/15) I feel upset because when I trying to speak English with

them. Because I know they can speak English but when they respond, they

will respond in Bahasa. It’s really…I really want to hit them if they don’t

want to respond in English. I will pinch him or her, (5/15) I think I don’t

care for my friend speaking and not speaking English, but I speaking

English because my responsibility myself to learn, (6/15) I really

disappointed because they knew about English but they don’t care us

about invite them to speak English. We need to apply English speaking but

they do not responds, it means they want to forbid us to speak English.

Even they know about English but they don’t care, I don’t believe, they are
English department. They must move from English department, (7/15) I

still use English although they don’t respond me with English because I

would like to improve my speaking skill. But if a lot of/some of them use

Indonesian language, maybe I invite them also, (8/15) I’m so disappointed

because firstly as English students we have to talk English with each

other, and when you are/know about English exactly, so you have to

practice with us, don’t waste your time or don’t be stingy to the other

student, yeah…because that is the obligation to serve to the other students

and to make/to improve your English, you have to speak with the other

students although maybe the one or the man is best in English, don’t be

shy because that is make you improve your English anymore, (9/15)

…Maybe they already good in English, so if it is only speak every day by

using English, they are lazy to speak English at campus because maybe

they only want speak English like in debate, or others, and then they will

show they speaking in that event, (10/15) I don’t care about it. I will

always try it. I don’t care about them but sometimes I need their answer,

and I will always ask to them until I got their answer by them in English

because all of us as English program…, (11/15) I think that if I speak

English which my friends, they know about English, but I speak and I try

my English or I practice my English, they always respond in Bahasa, so if

I meet them every day in the campus, I’m lazy to invite them because if I

invite them to speak English, they respond in Bahasa. I think, they are shy

or something like that, (12/15) I think they have no responsibility of their

program or their major, they just want to get certificate of graduation

when they run, start learning process until last semester and they

graduate, they just need certificate, they don’t want. And I think that is

bad. So they have to be motivator for the others, so if we speak English, we

try to practice our English with them, and they don’t want to respond. I

think they show their careless to the other, (11/8) I saw my friends, only

talk nonsense, and then I go to them and invite them to speak English, and

they respond in Bahasa, so I’m lazy to talk with them…, (2/3) I speak

English with my classmate. Beside my classmate, I speak with the other

that have the same study program English with me. (1/9f) I usually…listen

English talking…a lot in my course, (7/3) I speak English with my friends

in English study program, (10/9f)…when in the other friends or other

place, outside the campus like in boarding house, friends’ boarding house

when we meet, sometimes we use English, (1/9j) I join English Training

Center. I’m working there and also study there a lot. And oh no club but

just say that with my friends we are studying together, usually we study

with speaking mix with Indonesian language because not of my friends

already able to master speaking English yet. If in the course, I talk always.

It must there. Because there in that place, we couldn’t speak Bahasa

Indonesia because that is English Institution. It must speak English there

to help us to speak English well., (2, 3/9j) I’m not join English speaking

community, (4, 9, 1/9j) I join one course place. There we speak English

with our friends; the teacher or the students. Because there’s the rules if
 we using Bahasa we will pay one thousand per word, (11, 5-7, 10/9j) I

have join in is Allergy community, there I always speak English because

Allergy community teach us to use full English if we in the class, we use

full English but outside we use speak Bahasa and then we teach also use

English, (8/9j) Study club in English student association, (12/9j) I make

one club. I don’t give the name for club. There are four students inside, I

am as the teacher. I teach them every Tuesday and Thursday. Last time

ago, I join to English Sharing Club because English Sharing Club divide

two part inside, that is grammar class, and speaking class. And we

practice English over there.

New technologies have radically expanded the opportunities for people to

communicate, and with that has come an explosion in the use of different types of

online communities, ranging from closed groups to discussion forums to loosely

bounded social networks such as those on Facebook. (Caine & Caine, 2010:26)

there are a lot of social which people can practice their English online especially

for the spoken English. It is stated by one of the students at English department

how he communicate online with his friends in the group.

(8/9j) …Beside “Facebook” we have “Line and What’s up”. So we

have the group and then we want to talk with the other and giving

information. We have to use English and English is the first because the

group names is English Center Group, but just record our video. That’s

what’s up system, (1-7, 9-12/9j)…About online community especially for

English speaking, I don’t have it.

 8. Discipline or Punishment

Suspension is a punishment that some school systems use when all else

fails. (Larson, 1992)

Punishment must also be considered based on situation and condition

inside or outside the environment, whether the punishment applied can affect

people to get a better change not only inside but also outside the environment.

Therefore, especially for employees need the regulation in their company,

students need the regulation in their school, university students need the

regulation in their campus, and whoever is needed to obey the regulation.

Whatever has to be applied must notice the influence on the students whether

influence negatively or positively. There are a fact of punishment applied that can

influence all students and all teachers in the community to speak English,

students’ responses of punishment that will be applied at English study program

and their effectiveness and efficiency, and the students’ suggestions of applying

full English speaking area at English study program in the campus. Those are

stated below:

a. A Fact of Effective and Efficient Discipline on the Community of

Practice

(1, 4, 9/9j) …English Training Center. I’m working there and also

study there a lot…If in the course, I talk always. It must there. Because

there in that place, we couldn’t speak Bahasa Indonesia because that is

English Institution. So we couldn’t speak Bahasa Indonesian. It must

speak English there to help us to speak English well. If you speak Bahasa,
 you must pay one thousand as the punishment. It is for the students but for

the teachers; ten thousand so different price, (4, 9,/9j) I join one course

place. There we speak English with our friends; the teacher or the

students. Because there’s the rules if we using Bahasa we will pay one

thousand per word,

b. The Students’ Responses of Discipline Application and their

Effectiveness and Efficiency

(1/18)…actually our department, I mean that E.S.A (English

Student Association) have made it already ‘English Speaking Area’ only

around our class. In here, the rules only on the third floor around our

class but in fact not happened too, and they don’t give punishment and

others so they think that oh! Not obliged for us to do but if it is make in the

campus. It’s better because it’s a good one. It means that we are English

department, we must able to speak English and learn not as a burden but

as a support us to speak English and master in English. If they give a

punishment; pay one thousand if you speak Bahasa like my course or

others or maybe give a bad score, probably it’s a good one. We are

studying English so it’s a must for us to know how to speak English.

Useless if we are an English department but couldn’t speak English. (1/20)

It will be efficient because we’re doing that disciplinary. It means that the

students will do the rules, they will be very afraid if they didn’t do when

they didn’t realize that they are already capable in English so. So It’s

effective and efficient, (2/18) I think, it’s good idea if make the students to
more active to improve their English for better. We have program to speak

full English in this area on the third floor. They have attached but

someone took it off. Second point, achieving a bad score ‘E’ is better if

just pay, it’s really easy to them and it’s not to make them to study hard.

It’s not affective for them. Inside we cannot speak Indonesian, so we have

to bring dictionary. We may ask in English what we don’t know in

Indonesian. (2/20) I think it’s effective to improve their English especially

in second point “Give the bad score ‘E’”. It will make them to scare,

afraid, so they will be study hard to speak English more and more and it

practice and make them English better. So it’s really effective and

efficient, (3/18) It is good. We make full English speaking area because

English department ever do like that on third floor not at the campus. And

then just pay a fine; pay one thousand for one word. (3/20) Maybe we

should do full English area and then if they use other language like speak

Bahasa, they will pay one thousand for one word. It’s effective and

efficient, (4/18) It’s good. It means, we cannot speak Bahasa with our

friends or with the teachers but if they have the rules like this, I want not

only the students follow the rules but also the teachers/the lecturers

because it’s useless if only the students follow the rules, but the teachers

break the rules. So the teacher must speak English to give examples or to

be the models, (4/20) It can be, but the problem is college is not like

course place or junior or senior high school. Because we ever applied the

rules before, they write the rules, and then they attach there “This is
English Speaking Area”, but they didn’t put the punishment, and the

problems is only maybe two or three days and one of the problems is the

lecturer because the lecturers do not apply and support it, (5/18) Very

important for students speaking English, speaking area…, (6/18) Actually,

when they want us to make English speaking area, it means they have to

make some rules, if they don’t make some rules how can the students will

apply their English especially when they do not make the rule, they have to

know and the students know what their program itself… they don’t care

about English… not to study about speaking, not only speaking right but

English the other, master the other knowledge. So for speaking, that is

must use the punishment and also the rules, (6/20) It’s really important for

the students because if they don’t know how to speaking English. It means

they are not English department. The rules or disciplines will we get then

by them, (7/18) I agree with that punishment, we can get bad score and

maybe, pay with the money; the student, 1000 and if the lecturer, 5000 one

word. , (7/20) To get the bad score, that is the punishment effect and

efficient, (8/18) Actually, it is very incredible. Because that is my program,

I have torn the regulation on the paper that I attached because I’m very

disappointed because they have broke my sticker, so I will give punishment

to them, you have to pay for a word, maybe a thousand rupiahs, so it is

effectively to create or to punish them, to speak English fluently every day.

(8/20) Actually, when we give the punishment, it will not effective for them

because the speaking is depend on ourself, when they do not conscious or

conscious about English, they will not know or master in English, so I will

suggest them its depend on themselves. But when we want to apply full

English speaking area in this campus, we have to make the stronger

punishment like they will have the bigger risk in our funding system,

maybe they have to pay more for it. It will spend their money when they

speak Indonesian. So they will speak English, (9/18) That’s good for

English department. I agree with the rule that apply in English department

because we have the motivation to study harder to read a lot of

vocabulary, and then I think that is a good idea. (9/20) If it is already we

put like that, and then we already put the punishment, I think that it’s

really effective for the students, (10/18) I think it is good… when they

don’t use English, they will pay it, and then it is good, it will make the

students always keep their speaking English and the next time, they will

feel how about their ability in speaking English, their ability in speaking

English will good in the next time when they always try to apply speaking

English area. They have to always speak English, with it, they will keep

their speaking English. So better paying a fine, because they will not speak

Indonesian when they know the teacher apply it, because why? Because

every student in the campus, they don’t want take out their money, they

don’t want to do it because it is very difficult for them, (10/20) The

effective and the efficient, I think the teacher make something like; paying

a fine, achieving bad score to make the students more using English

outside the classroom, and then the teacher should make the others
activity to improve their speaking skill. So the punishments are effective

and efficient to make the students applying full English speaking area in

the campus at English study program, (11/18) I think if we have speaking

area the lecturer have commitment if the students speak Bahasa, the

lecturer must give to the students punishment example, pay one word; one

thousand. So the students have pressure to speak English. So the lecturer

and the students will keep speaking English at English study program.

(11/20) The students know English itself. So the regulation or rules can

make the students apply full English speaking area, (12/18) My opinion

about that if English program apply full English speaking area or the head

of English program discuss with the other lecture to apply full English

area like give the punishment to the students, it will make the student force

theirself to speak English and directly English speaking area will be

applied. (12/20) It’s really effective and efficient like I said just now. Give

them bad score outside and inside the classroom. So they will keep

speaking English.

c. The Students’ Suggestions of Discipline Application

(1/19 Pay! Not only pay because we know that most of our students

are a renting room student. So if we ask them to pay one thousand even

one thousand they will say that as prestigious for them so as a good one to

make them speak English from that, and give a bad score probably it’s

better. So but our lecturer are not around for us every time. But if it is they

saw it. Maybe they couldn’t do like that. And that’s good. Only that, I
don’t know other rules, (2/19) Maybe we can use the two of the point

before that we have to make speaking area inside the campus. Speaking

English especially for English students and then speak English everywhere

in the campus. If non English students speak Indonesian with them, better

they respond them in Bahasa, but if English students respond in English.

My suggestion, if they don’t want to speak English, what they are saying

‘Don’t listen!’, (3/19) My suggestion…paying a fine, (4/19) Giving bad

score if they don’t want to speak English. Actually I agree with the

punishment with pay if they speak Bahasa, but I think if the punishment

only pay if they speak Bahasa is not effective; because they will think that

they have a lot of money, so they will speak all the time they want. After

they speak Bahasa, they can pay, right, (6/19) We only need about the

payment/the pay. If they speak Indonesian in this area, they have to pay

right. I ever make/I ever meet in the course place when they speak

Indonesian. They will pay in this campus, it will be good for the students’

speaking, (7/19) To clean the bathroom on the third floor because there is

make them shy, (8/19) Like you have to pay, maybe like you memorize

some words to report us, maybe you have mistake to speak Indonesian one

word, you have to pay with five words in English in the community… But

for the lecturers, actually they have to speak, when they don’t speak

English, they have to pay us. Maybe, about the success of the program, so

they have to pay us, maybe about our fund, so it will help our program to

the next for make the announcement, make the information to the other
students, (9/19) we already attached it the rule but I don’t know exactly

who take it off, that’s the rule of we already read, that is “English

Speaking Area”, the punishment like the bad score, put the box for paying

one thousand if they speak Bahasa, (10/19) They have to pay. I have no

idea/ my own suggestion, (11/19) I suggest for the head of English

education study program have to clever to show the students. I give to

suggestion for English study program make the punishment, to give

punishment to the students example if they speak Bahasa, pay one

thousand for student and for lecturer, ten thousand examples like that, and

inside the lecturer must to speak full English, even I don’t understand

because the lecturer have the strategy how they speak full English and

then the students understand, (12/19) The first is about score, get bad

score when they speak Indonesian. Because the students if we just give

simple punishment, they don’t care, and they think that I just get the

punishment like that, I don’t speak, never mind I will pass my subject if the

lecture apply keeping speaking area at campus. If the students don’t want

to speak English, get bad score like “E”, the students will force theirself to

speak English and they think that if I don’t speak English, I never pass this

subject, I never graduate forever. I that is the most effective discipline that

should be applied.
 9. School System

Every classroom activity should have a specific linguistic purpose. All

natural language use has a purpose, to give information, to express emotion, to

advance an argument, etc. (Lewis & Hill, 1992:28-29)

Students learning a foreign language follow a syllabus; this may be

defined by a ministry of education, by the school, or by the textbook being

followed. The concept of level becomes much more difficult. Here are some of the

factors which make language ‘difficult’:

1. The occurrence of a lot of words the reader or listener does not know.

2. Reading a text which is written in complex rather than simple sentences.

3. Reading a text written in a particular style — newspaper headlines,

official letters, scientific reports.

4. Listening to a non-standard or unfamiliar accent.

5. The density of new language or new ideas.

6. The length of the text, either written or spoken.

(Lewis & Hill, 1992:26)

Most modem textbooks are based on “the communicative approach”. The

emphasis is on the fact that language is not used in a vacuum but by one person to

another in order to communicate a message. (Lewis & Hill, 1992:23)

The teachers should teach based on the students’ needs and how they make

the students to solve their problem of learning especially for English learning, so

the teacher must not only focus on the syllabus but also focus more on the

students’ interest and abilities of productive skills through receptive skills.

 Those are stated by the students as their problems in learning English in

the schools:

(5, 11/11) I not learn English in junior and senior high school. And

I don’t know, I passed national exam for English subject because as I

know (1-10), (A-Z) number and alphabet from self study not form teacher,

(1/13) The difficulties to me to speak English at school is not too many

friends that replying in English when we are talking, so when we are

talking and then they just say, Yeah! “Just talk in Bahasa, we don’t

understand. So it’s get difficulties and we are trying to help them but they

don’t want it, (2/13) It’s vocabulary because in junior or senior high

school, I don’t have many vocabulary so it makes me in difficult to

speaking. We rarely speak outside the class because my friends and I

always use the local language, most use local language in outside…,

(3/13) Because I never study about English, so it make me feel shy or not

confident or crazy maybe until I’m crazy because I don’t understand about

what they say, and then when they give me some text full English, I looked

at the text and then wow…it’s very difficult and then I want to take my

dictionary. And then I cannot to translate all of the words from this text.

And then I give up and give back to my teacher and then I get bad score

from English because I’m lazy to study English in junior high school…,

(4/13)…because I know only a little bit about English at the time. So it’s

really difficult if we speak English at school and no-one wants to speak

English at school. Yeah…it’s like only some word, we know the meaning
but we rarely use it. It can be never, (5, 11/13) No English Teachers,

(6/13) Because we have a lot of subjects. So that’s why, we do not focus in

one subject especially of English for example like; in English, we do not

focus because we have a lot of subjects like mathematics and also the

others. Because I no have more vocabulary, So that’s why, I speak with my

teacher and my friends, that is difficult. But when I only made some for

example like Introduction ourselves, that is easy because I have always

make it in the junior high school, (7/13) Pronunciation only, (8/13)

Actually, vocabulary it is a very difficult or the one difficultness that I have

when I was in senior high school, and the mental block because mental

blog talking about our psychology, so we was shy when we meet the other

students, and we have to talk with them with English…, (9/13) The difficult

one because we never practice English, we only learn the material,

(10/13) …the vocabulary, and when we outside speak English we always

think about grammar, the most students feel difficult when they try to

speak English by using grammar, and we don’t confident when we try to

speak English because we are afraid when we try to speak English with

the other friend or teacher, (12/13) Because I don’t know about the

characteristic or the structure in Grammar about English. That is the

difficulties that I face when learn about English, (1/11) Mostly they are

talking about like making a lot of in writing especially we need to know

about; almost junior and senior same subject for me because all of the

questions around the advertisement, about kind of text and others; how to
write down a kind of text, how to know usually a lot in reading section,

(2/11) We learned reading text, and sometimes in speaking my teacher

always ask me and my friend make the conversation/short conversation

and then and we practice in front of the class in senior high school. And in

senior high school we still learned about text but about procedure text like

that so we always practice in front of the class, practice with English, We

memorized and then tell, and in class we discuss about some issues that

still new issues, (3/11) In junior high school, they used Indonesian

language but if they read the text with English because of the text in

English. In senior high school, sometimes they used English, and

sometimes they used Indonesian language because most of students cannot

understand, better than they used Indonesian language like that. We

learned tenses, make some sentence, translation also, answer a question,

make a conversation with friends, and memorize the conversation, so

speaking was not natural anymore, (4/11) In junior high school, Only

wrote on the whiteboard, and ask us to write down, we read, we find the

meaning. In senior high school, It’s better than junior high school, My

English teacher sometimes she used the tape, she let us to listen with the

native speakers said. And after that, she usually ask to stand up in front of

the class, and ask us to introduce ourselves, or tell about our own

experience, or she will ask something and then we can answer, (6/11) He

is English teachers and He is alumnis of Khairun university also. Only

taught English in senior high school. And junior high school, he is English
department also. In junior high school, he only gave us about the

words/vocabularies and he ask to us to memorize, and then we practice in

front of the class or mention word by word, and we introduce ourselves in

English. In senior high school, I studied more than junior high school. In

senior high school, the teacher always make us to learn about Tenses and

then we practice about speaking. My teacher always teach us about Tenses

and also he push us to understand about Tenses. He do not make us to

speaking, he only make us to read the text, (7/11) In junior and senior high

schools, they ask us to make assignment, listen when they read it. So

maybe that’s only formality in senior and junior high school, (9/11)…In

junior high school, I remember he only taught vocabulary. And in senior

high school, we read text, the title is about Tea, and then of course simple

present and simple past tense, that’s always, (10/11)…but in junior high

school, I forgot. She only taught English in senior high school. She taught

us about story, and then how we translate the story, and then we have to

explain it in front of the class. Always translate and translate from first till

third grade, (12/11) English teachers… she graduated from Khairun

university, They teach like the other school. They just give the book and

then ask the students to read the conversation after that make conclusion,

and then we collect our task to the teacher and then finished learning

process in junior and senior high school, (2/12)…we don’t too much

understand, understand about English very well, so sometimes they speak

with English and sometimes they translate into Indonesian. So we

 understand about that material. Speaking outside; sometimes it happen in

senior high school but in junior high school just in the class, outside ‘No’.

Outside the class in senior high school, My teacher always sometimes

speaking English if she meet us so just say, ‘Hello, what are you going?

with English, (3/12)…I don’t understand because I don’t know what is the

way to speak English and then I just say “Yes/No”. In senior high school,

because I get English in junior high school before so I cannot understand

what my teacher say to me but just a little word like I ever listened before

like ‘How are you? When they give us some motivation, (6/12) In senior

high school, he always teach English when he come firstly, when he the

first class, when he come to the class, he always speak English but a little,

(9/16) If it is in junior, my English teacher sometimes speak English, he

combined, with Indonesian, in senior high school, almost never, (9/12) If it

is in junior, my English teacher sometimes speak English, he combined,

with Indonesian, in senior high school, almost never, (10/12) It is no more

use English full but combine it; In English and Indonesia, like greeting

and ask us to repeat. So she combine it when she read the some text. But

outside no speaking, (12/12) They never speak English with me or with us.

Teachers should make clear to their students that in a practice which

concentrates on accuracy all important mistakes will be corrected. And In fluency

practices teachers must not correct every mistake, and indeed must positively

encourage students to use all means at their disposal to get their message across. If
this involves using their hands, drawing, making up new words, etc. this is all to

the good. (Lewis & Hill, 1992:36) statements below stated that the students got

English teacher to teach them, and one of the student was happy trained his

mentality to speak inside and sometimes outside the classroom, and to be able to

join in the debating championship in Khairun university. Those are stated as

follows:

(1-4, 6-10, 12/11) English teachers in junior and senior high

school and Only English he teach, (8/11) …firstly my teachers exactly she

was taught us about how to be the man with the mental to speak English.

They will give the vocabulary, so with the vocabulary we have to

memorize, exactly we have to memorize because that is the first thing we

have to do and the next we have to practice, we will practice outside, for

example the under of the trees because the trees give our some air, maybe

some air to talk, we can talk the other enjoy. In senior high school, I was

joined debating championship in Khairun university, so that is the first

experience, the first experience that I passed before it would motivate it

me to be better man in English like now, from debating championship, I

can take anything that I want in English, (8/12) They would talk to me

directly, and when they meet me, they always use English because the first

they have to practice with us, so we can be mastered in English. So with

that method, they have to practice every day to motivate us to be better in

English.
 10. The Students’ Implication

Teacher can impact negatively or positively especially for learning and

speaking English when the teacher does not speak English, respond in English, or

speak Indonesian as his first language means giving a negative effect to his

students while the students speak English or need English speaking to become as

like as their teacher or when he always speaks English with all English students

and with the teachers means giving a positive effect which makes the students to

speak and to keep speaking English because of their teacher as a role model, based

on the theory below stated that:

How teachers provide feedback can influence their learning. For example,

teachers often, in taking the role of empowering learners and expecting them to

become autonomous learners, relinquish the role of coach. Perhaps they do not

want to discourage some learners and so provide generic feedback on their

performance, feedback that learners are not able to act on. Or, teachers focus on

their role as monitor of progress and accentuate the negative, rather than the

positive, and so discourage learners. (Murray & Christison, 2011:50)

English teachers always speak English each other and with English

students that has the strongest influence to their students to practice their spoken

English fluently, their pronunciation, their listening, to get new vocabulary, to be

motivated to speak English with the lecturers, to show the other students that we

are from English department, etc. Those are stated by respondent I through XII

especially for the twenty first question.

 (1/21) If they speak English one another. That’s good because it

means that the teacher or the lecture also want to the student ability in

speaking English and they are testing them and then students also talk

with the lecturer to fix themselves so that’s a good one to do, (2/21) It’s

good if the lecturer can speaking English each other and with the students.

I think it’s good. It will improve our English speaking because we listen

their speaking and get new vocabulary, pronunciation too. The way they

speak like dialect, accents that they use in speaking. So it’s very benefit for

us, (3/21) It’s very good because they use full English because they ask to

me or ask us to the students in English, the students will respond in

English also but in Indonesian, the students will respond in Indonesian

like that. They must become role models for their students, (4/21) If really

good solution, It’s a good solution. Because If the lecturers speak English,

and also the students, speak English with the students. It will be make

students of English department will be good in English, they will not speak

Bahasa again with the lecturers. So it will be really effective, it can help

the students of English itself, (5/21) : I looking my lecture always speaking

English, so I must speaking English, (6/21) Oh! I think that is very good. I

really agree about it because when they know about English, the other

friends, actually the other department they will know oh…they are English

department because we always make English speaking area all of us

wherever we are. So that’s why, that’s really good for us especially in the

campus, (7/21) If they use English when they speak, I very agree, but if
they use Indonesian or speak Bahasa. I disagree because that is not

English department or English study program, (8/21) Actually, I will be

very happy and I will think, it’s so adorable because every student will

speak English and the lecturer also, so I think the communicate will be

fluently, and will be opened the way or the gate to the affective or efficient

learning process in our campus, especially in the class because as

speaking is the first or the first identity that the English student has and

the lecturer also, so maybe there escape or the way out to make or to

create our department will be best. So every mission and vision of our

department will be succeed when the teacher and the lecturer and the

students will speak English everyday or one another, (9/21) I think that is

good to build our speaking ability in English, if we are speak with our

lecture by using English. That is can practice our speaking itself, and then

we can practice our confidence to speak English to our lecturers, we don’t

think about that is I afraid, the bad grammar or not because if it is we

speak like this and then the lecturer; oh…that must like this. I think that’s

really we have a lot of advantageous if we applying full English in this

area especially English department, (10/21) I think it’s really good for

them, for the students too, when they always speak English, they can

improve their ability in speaking English. and I think that if the teacher

speak English too, it is the motivation for the students too because when

the students speak English with their friends, it is usually happen in their

daily activity. But they speak English with the lecturer, I think never, so, if
the students speak English with the teacher, they feel something interesting

in their mind because it is never happen before, so the students will get

some vocabulary, the information from the teachers, (11/21) Oh My God,

It’s very, very good if the lecturer and students communication in English

in other place and English area, (12/21) I think that is wonderful, amazing

if English students and the lecturers keep speaking each other in the

campus. It will show our identity of English program, better or the best

than other program.

 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The data analysis explained that the English students’ problems in

applying full English speaking area at English Study Program in the Teacher and

Education Faculty of Khairun University are badly affected by some causal

factors as follows:

1. Affective Factor

There are a positive impact and a negative impact but both impacts depend

on each other. Even a positive impact can be similar to a negative impact when it

does not work socially. Therefore when some of the English students speak

English in the campus at English study program, they have some difficulty of

speaking English which demotivates them because it causes reluctance, anxiety,

nervousness, worry, shyness, no self confidence, fear, carelessness, indifference,

laziness, etc because of other English students or non-English students say them

arrogant, grammar errors, pronunciation mistakes, imperfect spoken English,

other English friends do not speak English with them, non-English students watch

them speaking English, other English friends do not understand what they speak

in English, so they combine with Indonesian or just speak in Indonesian to enjoy

each other, etc.

 2. Sociocultural Factors

The English students get the problem when they speak English with their

friends, juniors, and seniors at English study program in the campus because of

little practice of their spoken English, so the problem faced by the students is the

combination of two languages for instance; when they speak English, they

combine with their mother tongue or first language. It always happens to them

because of lots of speaking mother tongue or first language and listening to it.

Additionally, English as a means of communication has been misunderstood by

the most English students which they believe that a language is learned by

memorizing the vocabulary, reading a lot of books, studying grammar rules, and

practicing pronunciation..

3. Age or Maturational Constrains

All languages have their own dialects especially English as a foreign

language in Indonesian. So all the English students are always influenced their

English pronunciation by their mother tongue or first language’ dialects use

spontaneously.

4. Aural Medium

Listening to English teachers’ spoken English all the time in the campus at

English study program has a good impact to the English students to imitate their

English teachers as role models, to practice their listening skill, to create it as their

habit, to learn a lot of vocabulary, to improve their speaking skill, etc if the

teachers always speak English in the campus, but it happens to the contrary.
 5. Professional versus Academic

In this case, the lecturers seldom speak English with the students even in

the classroom, and it happens when getting speaking subjects, outside the

classroom, sometimes either the English students speak English with them but

they respond in Indonesian or the English students speak English with them and

they just respond in English for a while but after that they change speaking

Indonesian and keep speaking Indonesian. Sometimes, they just ask the students

for speaking English each other to improve the students’ English but in the

campus, the lecturers do not care the students’ speaking ability or keep it properly.

it’s only in the classroom about speaking subjects or the subjects related to

speaking English. Moreover, the lecturers also have favoritism to who is clever,

joins an English competition or makes them proud.

In addition, The English students wish English lecturers become their role

models, motivators for speaking English in the campus or everywhere they meet,

so they will think that the lecturers care them.

6. Environment

Speaking English has lots of problem at English study program in Teacher

and Education Faculty of Khairun University especially for English students and

lecturers because of the minority is English study program and the majority are

other study programs. So the English students are impacted to speak Indonesian

and keep speaking Indonesian every day. Meanwhile, the English study program

has not been able to show its identity as an English major, to distinguish English
study program from other study programs especially for Indonesian study

program, to keep spoken English, and to preserve the English language in the

campus of Teacher and Education Faculty even though English is as a foreign

language in Indonesian.

7. Learning Community

The English study program is a community of study, but it has not been a

community of practice yet because the English students still speak Indonesian

each other even they can speak English or respond in English when other English

students want to practice their English with them but they just respond in

Indonesian. It made the students who want to practice their spoken English with

them are disappointed, upset, etc, for online community, most the English

students do not have online community especially for practicing their spoken

English. On the contrary, most the students had ever joined an English speaking

community outside the campus where in the group (Allergy) they were forbidden

speaking Indonesian inside the group, English speaking class at English Sharing

Club inside the campus, the students always practiced their spoken English, some

of the students have joined an English course (ETC) in Toboko where English is

only spoken, the other English students do not join any English speaking

community, and one of the English students has the community online for

speaking English but he records his video and puts into the group for sharing

information and others.

 8. Discipline/Punishment

Without law or regulation, people cannot live together in a house, in an

environment, in a country, and even in the world. Therefore English study

program is as a house or as an environment for English students and lecturers, one

of the rules that can make English students and lecturers to be united to feel who

they are, what their identity is, where they are in, which distinguishes them from,

and what can keep them in the English study program. The first is applying

English speaking area at English study program in the campus, the second is to

make some disciplines not only for English students but also for English lecturers

obeying the rules to speak English as their identity in the campus, studying hard

and to keep speaking English in order that the students and also English lecturers

who disobey the rules will get the discipline or punishment. On the contrary,

English student association has ever made it, but it failed because of no supporting

discipline from English lecturers and English study program.

9. School System

Experience is the best teacher and the best teacher is full of experience.

The English students who rarely speak English at the campus may be affected by

what they experienced in the past at the schools because most the English teachers

taught the students English more theoretical orientation than practical orientation

and the students were focused most on studying kinds of texts, reading texts,

making a dialog by memorizing or reading the dialog, much less on speaking

English, and speaking most mother tongue or first language. Therefore students
got a lot of difficulty like having least vocabularies, rare pronunciation practice,

rare spoken English practice, moreover, the two students could pass the national

exam especially for English subject without studying English at the schools

because of no English teachers. In this case, then the English teacher at the

schools must not only have English knowledge, English bachelor diploma or

English master diploma but also have English skills especially for productive

skills such as: Speaking and Writing.

B. Suggestion

Applying full English speaking area has a lot of strategies but in this

research, the researcher just specifies some strategies in applying full English

speaking area. For applying full English speaking area is needed to know and to

understand the motivational words below.

Creativity can solve almost any problem. The creative act, the defeat of habit by

originality, overcomes everything.

George Lois

He states that to solve the problem is the defeat of habit to become

creative. In other words, to succeed and to reach the goals, people need to take a

new and better action and not to maintain the old habits worsening the reached

goals.

You don’t need to be in a foreign country to learn the language. You can

do it from the comfort of your home or local community.” It means that wherever

we are, we may make a group to practice spoken English even if we are in the

countryside where there is a formal education or non-formal education. All efforts

depend on the strategies of speaking English used. Here, there are strategies for

students to be able to speak English. ( Lewis, 2014:48)

1. To The Students

a. Learning a Useless English

Learning English is not only to be able to know vocabulary, grammar

rules and pronunciation and to pass a test, but also to communicate English

especially for speaking English. In addition to students who just learn English

theoretically without practicing it same as someone who wants to swim in the

pool by mastering lots of books about swimming, then going to the pool and jump

into the water. Will he swim or sink? It is a big question that has to be asked

yourself. So focusing on how much English you need to practice and

remembering that all theories never exist if nobody practices at all.

b. Speaking English as a Foreign Language

As it has been stated by Nunan (2003:55), “Making mistake is a natural

part of learning a new language”. And Albert Einstein also said, “The man never

made mistake, never learn new things. Think that speaking English is neither

speaking Indonesian Language nor local language. Basically, speaking English is

not same as speaking your own language. That’s why you need to practice a lot.

So, do not be afraid of making mistake.

c. You Are Not Alone

According to David (in www.EXLenglish.com, 2010:1), “Most English

students want to be able to develop their listening skill so that they can understand
what others are saying…and they want to be able to develop their speaking

abilities so that they can express themselves freely and automatically without

embarrassing pauses or stumbling over their words.” Therefore, many English

learners have the similar problem, the most problem they got in speaking is the

fear of making mistake and the people listening to them will not understand. The

problems should make English learners to be motivated to practice every day, to

help each other in order to solve their problem in speaking English and keeping

speaking the language.

d. Finding Your Purposes of Learning English

It is stated by Lewis and Hill (1992:9), that English is useful because:

1. You can talk to lots of new people

2. You can use English when you are travelling.

3. You can understand films and TV programmes

4. You can understand pop songs.

5. It helps you to get a good job.

6. You need it if you want to study at university.

7. People do business in English all over the world.

8. You can understand more about the world if you can read English and

American magazines and newspaper.

9. It’s the international language for most people.

10. You can read English literature in the original language.

Do you learn English for getting a good job? Or what is it learnt for?

Language learning has various purposes but it is determined by the learners

themselves. Therefore, English learners must decide what goal should be reached

with learning the language. So the learners are more inspired and motivated by

their own purposes.

e. Listening to English

According to Lewis and Hill (1992:38), “Think of your first language, you

learned it without any effort, with nobody asking you to repeat or formally

correcting you. In the most obvious way possible, you mastered a very difficult

skill. You learned to speak your own language simply by listening to it. Second

language learning is not as different as people sometimes pretend again. The best

way to learn is through good listening.” It means that learning English should

learn how to listen like a baby, to imitate like a baby and to speak like a baby. It

does not mean to become a baby for listening, repeating, imitating, and speaking

but the way babies listened to acquire speaking. For understanding what this

means, having flashback how you learned to speak when you were still a baby or

a child. Did you acquire your mother tongue by reading lots of books or studying

grammar? The researcher believes that what you did is not like what you do now.

Actually, you should be like a baby or a child in learning a language because the

language which you use now is the result of lots of listening, imitating, and

speaking then you learn to understand the arrangement of the words, the meaning

of the words such as: synonyms, antonym, homophone, homograph, and so on,

and the politeness of word usage in order to acquire productive skills; spoken

language, written language and body language (gesture) through a formal

education or a non formal education well. Imagine that what language is used now
if you did not learn the language like a baby or you learned the language like an

adult.

f. Repeating, Imitating, and Speaking English

Repetition has other benefits, too: it allows students to improve on what

they did before. They can think about how to re-word things or just get a feel for

how it sounds. (Harmer, 2007:346) Therefore repetition is really needed to train

listening, imitation, and speaking. As an old Russian proverb states that repetition

is the mother of all learning process. So do lots of repetition in listening,

imitation, and speaking to master of practical spoken English!

g. Self Speaking

If you need to practice before a big event, like a parents’ evening at school

or a business presentation, practice always helps. You can rehearse the

conversation in your head or front of a mirror. But if you’re feeling brave, why

not record yourself? Making a short video of your conversation or presentation on

your smartphone or computer is a great way to see how you really sound when

speaking English. You can compare your pronunciation to that of native speakers

on TV shows. (Bhandari, 2015:9) Speaking ourselves does not mean craziness or

madness but to practice English before speaking with other people. So to practice

spoken English, you may also evaluate how well you speak English by self

recording.

Remember! Never just speak and record yourself without practicing your

speaking skill with other people.

 h. Thinking only in English

To speak English, people need to think from source language into target

language to express what they want to speak but it cannot help them to speak

English because of noticing something and thinking in the first language which

their first language or mother tongue cannot help students to speak English easily

and naturally. So what you notice around you should be known its English word,

its pronunciation, and its sentence, listening something in their first language use

is useless except translating it into English language. What you need is not

thinking the source language but thinking the target language such as: Ideas,

information, opinion, meaning, etc. Thinking in English means when you look at

the object and you get the English words of the object in your mind to express

your ideas and feeling.

i. Fluency and Accuracy

Fluency is the first goal. It means being able to communicate you ideas

without having to stop and think too much about what you are going to say. And

accuracy is the second goal. It means that you speak without errors of grammar

and vocabulary. Many people are very complicated to speak because of starting

from accuracy not fluency. They have forgotten the way that they learned since

they were babies. If they learned a language by studying grammar rules, they

would not speak the language automatically and instantly. In order to achieve the

fluency of speaking, stop thinking the grammar rules and after that English may

be continued with speaking accurately. Speaking accurately means you learn the
grammar from step by step practice. In other words, practicing grammar rules is

learning once and speaking thrice.

j. Pride of Speaking English

Speaking English is great. You do not need to be shy, afraid, and all

negative feelings. Sometimes, you will be told as an arrogant man because of

speaking English inside and outside the campus or as a crazy man because of

speaking with yourself. In fact, you only need to practice your English fluently

and accurately. So you must ignore your friends or whoever do not care your

efforts to be able to speak English if they do not really need your help.

k. Speak English with Non-Native and Native Speaker

1. Speak with Your Closest Friend

A closest friend is a friend who is always with you, always gives you

suggestion, supports you, and helps you to solve any trouble. So you need starting

to speak English with a closest friend. A closest friend is needed when you are

afraid and shy to practice speaking English.

2. Speak with Your English Friends

Many people can speak English nowadays, so whoever can be your

partner to practice your English especially your classmate, your English friends at

English study program and even English friends out of English study program

wherever and whenever you meet them.

3. Speak with English Tourists

Many English tourists come to this country; Indonesia for a lot of purposes

such as: Research, business, travelling, etc. their coming gives you a lot of
chances to practice, never waste whenever you meet them. In order that you may

evaluate how well you understand their spoken English and respond them.

l. Become an Active Listener

Listening is one of receptive skills to acquire speaking skill. You may

listen from basic listening to advanced listening. It should be done every time.

Listening in this modern era is really easy because there have been a lot of

sophisticated technologies such as: hand phone, computer, and so on. Which you

can listen English; English music, lecture, speech, interview, dialog, debate, etc,

can imitate native English speakers’ pronunciation, and speak like them.

m. Help Your Listener

Speaking English needs to be varied into students’ levels. When you speak

English to your English friends must be considered how well they can understand

what you mean. However speaking English to your friend who is still a beginner

or in a low level, you should speak slowly, clearly, and simply to help them

understanding your spoken English. Sometimes, demonstration, bilingualism are

needed to make the listeners understand what you as a speaker means but not

speaking your source language or local language too much than speaking your

target language or foreign language. Speaking English with your listeners are

needed to rehearse their listening proficiency, correcting your listeners’

pronunciation after finishing English speaking is better than before finishing it,

and motivating your listeners by speaking English with them without speaking

their local language.

 n. Ignorance

What you don’t know must be admitted in order to be helped and told.

Never show that you are a perfect person without lack of English. So you are easy

to be helped.

o. Consistency

Consistency is needed to keep speaking English, never think that you look

so arrogant when you speak English, never speak a language that you speak every

day with English students, never ignore English students but care them by full

English speaking, never let your English friends and whoever can speak English

changing your English to be your everyday language or local language, and never

forget to make English as your local language at English department. In the

campus, you must speak English only, but outside the campus, whatever language

may be used is not a problem at all.

p. Reading

Reading can build second language vocabulary, conversational

proficiency, and writing ability as well as reading proficiency. (Burt, Peyton, &

Adams, 2003:36) Reading lots of English books, novels, newspaper, magazines,

etc makes you to have lots of idea to speak, to have a lot of vocabulary, and the

better English sentence arrangement, even pronunciation practice you have when

you read aloud.

2. To the Teacher

Teacher is a facilitator, a counselor, an atmosphere creator, a role model, a

motivator, a cognitive builder, and a manager. (Suyanto & Jihad, 2013:2) They

are detailed as the following:

a. Teacher as a Facilitator

An English teacher is one who facilitates the English students in order to

apply their spoken English either inside classroom or outside classroom.

b. Teacher as a Counselor

Counseling is needed by English students to solve their problems in

learning English, especially their spoken English. As an English teacher should

give a lot of advice, praise, suggestion, and constructive criticism.

c. Teacher as an Atmosphere Creator

Teaching English speaking and other English subjects is to make students

know and understand English to be practiced in their daily communication

especially at English study program or outside the classroom. Sometimes, it is not

achieved by the teacher because of students’ difficult situation in learning English.

The teacher should change the situation of teaching and learning process to be

relaxed, enthusiastic and fun in order that; the students can speak English like

Indonesian because the teacher has provided the good condition so that they can

learn and practice their English and spoken English anytime and anywhere

independently.
 d. Teacher as a Role Model

Paragon is the best way to be. In teaching Spoken English and other

English subjects the teachers must give a good example to his or her students of

how he or she speaks English. Therefore, if the students always speak Indonesian

while learning English speaking or other English subjects, it must be from their

teachers.

e. Teacher as a Motivator

Motivation is great. One of the best ways being a great teacher is to

encourage your students speaking English in their daily communication. It is

really difficult to build the students’ confidence in speaking English while the

teacher speaks Indonesian Language. As a teacher, the English should be

encouraged by the teacher. It is not only created to motivate among the students,

but also created to motivate teacher themselves in speaking English inside the

classroom as well as outside the classroom.

f. Teacher as a Cognitive Builder

English language learning process should be taught for the students’ needs

achievement. On the contrary, the students are taught based on educational

curriculum design to achieve their goals although the educational curriculum may

not be inappropriate in different situation. In other words, English learning is a

process to use the language properly, for instance teaching English speaking is to

speak English with the students, teaching vocabulary is to teach the students word

usage in speaking and writing, teaching pronunciation is to teach how every word

pronounced, teaching grammar is to teach grammar usage in written and spoken

English, etcetera. In other words, English must be taught not theoretically only but

also practically.

g. Teacher as a Manager

To control the students’ English learning activities especially for applying

full English speaking at English study program, the students need to be led and

guided to speak constantly. Classroom management and full English speaking

area determine how the teacher and students culture their spoken English.

Disciplinary action (Score punishment and Fine “Paying for disobedience”) may

be applied by the teachers to the students for the bad score like “E”, and for the

fine payment among the students and the English lecturers when they speak their

daily language or local language each other at English study program in teacher

and education faculty of Khairun University in order to apply spoken English

well.
 FULL ENGLISH SPEAKING AREA AT TEACHER TRAINING AND EDUCATION

FACULTY OF KHAIRUN UNIVERSITY

ENGLISH TEACHERS AND STUDENTS

Inside the Classroom Outside the Classroom

No Students’ Students’ Disciplinary Action
Application Instruction Application Instruction
Semesters Semesters

Most English
More English
Speaking,
1st – 2nd Speaking, Less 1st – 2nd
1 Bilingualism I Bilingualism II Lesser
Semester Indonesian Semester
Indonesian
Interpretation
Interpretation

More

Demonstratio

Most English n, Body

rd th rd th
3 –4 Speaking, Lesser 3 –4 Language, Fine Payment,
2 Bilingualism II Full English I
Semester Indonesian Semester Synonyms, Bad Score ‘E’

Interpretation Antonym, Achievement of Certain

Paraphrase Subjects such as:

Use Speaking Subjects &

Most Teaching Subjects,

More Teaching Aids Terminology/ Suspension,

Use, Demonstration, terms, &

5th – 6th 5 th – 6th
3 Full English I Body Language, Full English II Synonyms, Bad Score ‘E’
Semester Semester
Synonyms, Antonym, Antonym, Achievement of All

Paraphrase Use Paraphrase Subjects in a Semester

Use

Most

Terminology/
Most
terms,
7th – 8th Terminology/terms, 7 th – 8th
4 Full English II Full English II Synonyms,
Semester Synonyms, Antonym, Semester
Antonym,
Paraphrase Use
Paraphrase

Use

Table 3.1. To Applying Full English Speaking Area at English Study

Program of Khairun University Suggestion

 LEARNING AND TEACHING PROCESS OF SPEAKING SUBJECTS FOR FUTURE

ENGLISH TEACHERS IN THE CLASSROOM

No Semester Speaking Subject Instruction

Pre Speaking/
1 First Semester Daily Conversation
Basic Conversation

Describing People or Things, Dialog, Role

2 Second Semester Speaking I
Play, Etcetera

English Discussion: Problems & Strategies

of How to Speak and Keep Speaking

English

(What English Speaking Problems Are, How

3 Third Semester Speaking II
to Solve the Problems, How to Keep

Speaking English While Indonesian and

Local Language or Mother Tongue Are Kept

their Preservation)

Spoken English Fluency and Accuracy

4 Fourth Semester Speaking III (Speaking with Better English Grammar,

Pronunciation, and Usage)

How to Speak English in the Public or Make

Public Speaking &
5 Fifth Semester a Speech and
Debating
How to Debate in English

How to Become A Proficient English

Speaking Proficiency &
6 Sixth Semester Speaker and How to Teach Speaking For All
Teaching Speaking
Levels and All Purposes

Table 4.2. To Learning and Teaching Process of Speaking Subjects for

Future English Teachers Suggestion

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 APPENDIX I

RESEARCH INSTRUMENT

VERBAL QUESTION LIST:

1. What importance do you speak English?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

2. What English skill do you think to be mastered before other English skills?

Please Explain!

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

3. Whom do you speak English when you meet at English study program? Please

Explain!

………………………………………………………………………………………

………………………………………………………………………………………

4. What speaking subject have you passed, and the materials have you learnt and

how did you learn it?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

.
5. What makes/made you enjoy learning Speaking subject?

………………………………………………………………………………………

………………………………………………………………………………………

6. How often does/did your English teacher teach speaking subject by speaking

full English during teaching and learning process in the classroom?

………………………………………………………………………………………

…………………………………………………………

7. How often do your English teachers speak English with you outside the

classroom? Please explain!

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

8. How do you practice your English outside the classroom?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

9. Factors hampering you to speak English inside the classroom and outside the

classroom at English study program.

a. How do you feel while non-English students watch you speaking English

or say to you arrogant because of speaking English?

………………...........………………………………………………………………
………………………………………………………………………………………

………………………………………………………………………………………

b. Why must English students speak English at English study program while

English is not the only one of study program at campus?

………………...........………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

c. What do you think if English teachers always speak English at English

study program? Please Explain!

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

d. What will you do if your English teachers will punish every English

student speaking Indonesian with their English friends at English study

program by giving a bad score ‘E’?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

e. Which one is easier to learn and to speak; English or your first language?

Please Explain!

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………
………………………………………………………………………………………

……………………………………………………………….

f. What do you always listen to English? Where and when?

………………………………………………………………………………………

………………………………………………………………………………………

g. What most used language do you speak every day?

………………………………………………………………………………………

…………………………………………………………………

h. What first language or second language words and dialects do you usually

use in speaking English?

………………………………………………………………………………………

………………………………………………………………………………………

……………………………………………………………………………………

i. How do you feel when you speak English in the classroom and outside the

classroom?

………………………………………………………………………………………

………………………………………………………………………………………

j. What English speaking community or club do you join? What about

Online Community?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………
 k.What makes you speak English at English study program? Please explain!

………………………………………………………………………………………

………………………………………………………………………………………

10. Where and how do you usually practice your English outside the campus?

………………………………………………………………………………………

………………………………………………………………………………………

11. Who taught you English, how many subjects did he/she teach you, and how

did your English teacher teach you at junior and senior high school?

………………………………………………………………………………………

………………………………………………………………………………………

12. How did your English teacher speak English with you?

………………………………………………………………………………………

………………………………………………………………………………………

………….

13. What difficulties affected you to speak English at school?

………………………………………………………………………………………

………………………………………………………………………………………

14. What do you think of how spoken English learning process should be?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

…………………………………………………………………
15. What do you think if English friends do not respond you in English while you

speak English with them at English study program although they can speak

English? Why?

………………………………………………………………………………………

………………………………………………………………………………………

……………………………………………………………………….

16. How do your teachers care your English speaking ability and keep it well?

………………………………………………………………………………………

………………………………………………………………………………………

……………………………………………………………………………

17. What should English teachers do to become role models for making their

students to be able to speak English inside and outside the classroom?

………………………………………………………………………………………

………………………………………………………………………………………

…………………………………………………………………

18. What is your opinion of applying full English speaking area by using some

disciplines, for instance paying a fine or achieving a bad score for speaking

Indonesian?

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

..........................................................................................................
19. What disciplines do you suggest to keep speaking English at English study

program?

………………………………………………………………………………………

…………………………………………………………………………………….

…………………………………………………………………………….

20. How effective and efficient do the disciplines make students to apply full

English speaking outside the classroom at English study program?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

21. What do you think if English students and their lecturers speak English in the

campus one another? Please Explain!

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………
 APPENDIX II

RESEARCH DOCUMENTATION
 CURRICULUM VITAE

The Researcher, Ahmaddin Tuguis, was born

on July 07, 1994 in Sanana at Fatcey of North
Sulabesi subdistrict . He is the second son from
four siblings of Abd. Khair Tuguis, and Aisia
Sapsuha. He entered elementary school at SDN
4 in 1999, but moved to SD Alhilal Sanana in
the fourth grade, and graduated in 2005. After
that, he continued schooling at MTS Negeri
Fatcey Sanana and graduated in 2008. And then
he entered Senior High School at MAN Sanana in 2008, in the first grade he
learned about Microsoft offices 2007 at Alyusrah (the computer course) in
2009 for four months, and graduated in 2011. At the same year, he registered
and got tested in Khairun University to become an English student, he passed
the test and was accepted to be the English student at English Study Program of
Teacher Training and Education Faculty. During being the English student
from seventh through tenth semesters, he joined and taught English at English
Training Center (ETC) one of popular English courses in Ternate of North
Moluccas, he had taught English for different levels and grades from basic
through advanced levels and elementary school (SD) from third grade until
sixth grade, junior and senior high schools (SMP & SMA) from first grade
until third grade, general students (university students, civil servants,
employees, and some more professions), private course at ETC including a
lecturer, a banker, an army, and an employee, he had also participated as one of
two representatives of ETC for two day training and one day training about
empowering cooperative family unit and non-formal education unit in two
different months held by Education Department, and he had also been one of
two proctors for two times at the advocates profession test held by Law Faculty
of Khairun University Ternate on October 24th, 2015 and on May 21st, 2016.
Finally, this thesis is as the one of graduation requirement for Scholar degree
(S-1) entitled: Exploring Students’ Problem in Applying Full English
Speaking Area at English Study Program of Khairun University.