AN ANALYSIS OF STUDENTS’ SPEAKING PROBLEMS IN

ENGLISH DAILY COMMUNICATION PROGRAM AT THE

FOURTH GRADE OF AL IMAN ISLAMIC BOARDING SCHOOL
FOR FEMALE

THESIS

By

NOVA RIFQI LATIVI

NIM. 210917052

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING STATE
INSTITUTE OF ISLAMIC STUDIES PONOROGO
OCTOBER 2021

iii
 ABSTRACT

LATIVI, NOVA RIFQI. 2021. An Analysis of Student’s Speaking Problems

in English Daily Communication Program at The Fourth Grade of
Al Iman Islamic Boarding School for Female. Thesis, English
Education Department, Tarbiyah and Teacher Training Faculty, State
Institute of Islamic Studies of Ponorogo. Dedi Hasnawan, M.Pd.

Keyword: Speaking, Problem, Factor, Daily Communication Program

Speaking is the central element of communication in everyday life.

People will convey their idea and thought clearly and easily through speaking.
This research aimed to analyze students’ speaking problems and the causes of
the problems in English Daily Communication Program at Al Iman Islamic
Boarding School for Female.
In this research, the researcher used descriptive qualitative as the
research design. In collecting the data, the researcher conducted observation in
learning and practicing English, interviews with the English teacher, and
students’ questionnaires. To analyze the data the researcher used three major
phases of data analysis called by data reduction, data display, and conclusion
drawing/ verification. The participants of this research were 30 students in the
fourth grade of Al Iman Islamic Boarding School for Female.
The result of this study showed that each student faced different
problems in speaking English in their daily communication. Some students
faced inhibition, nothing to say, lack of participant, and mother tongue use.
Where all the problems were caused by some factors called linguistic factors,
psychological factors, and environmental factors that played important roles to
support students in improving their speaking skills.

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 TABLE OF CONTENT

COVER .........................................................................................................................i

ABSTRACT .................................................................................................................ii

APPROVAL SHEET ..................................................................................................iii

RATIFICATION SHEET ..........................................................................................iv

PUBLICATION SHEET .............................................................................................v

AUTHENTICITY WRITING SHEET .....................................................................vi

TABLE OF CONTENTS ............................................................................................vii

LIST OF APPANDICES .............................................................................................ix

CHAPTER 1: INTRODUCTION .............................................................................1

A. Background of the Study .... ..............................................................................1

B. Research Focus .................. ..............................................................................4
C. Statement ot the Problem ... ..............................................................................5
D. Research Objectives............ ..............................................................................5
E. Significance of the Study ... ..............................................................................6
F. Organization of the Thesis . ..............................................................................7

CHAPTER II: REVIEW OF RELATED LITERATURE ....................................9

A. Previous Research Finding ..............................................................................9

B. Review of Literature .......... ..............................................................................12
1. The Nature of Speaking .............................................................................12
a. Definition of Speaking .........................................................................12
b. Function of Speaking ...........................................................................13
c. Purposes of Speaking ...........................................................................14
d. Components of Speaking .....................................................................15
e. Types of Speaking Activities ...............................................................17

ix
 f. Characteristics of Successful Speaking Activity ...............................18
2. The Problem of Speaking English .............................................................19
a. Definition of Problem ...........................................................................19
b. Student Speaking Problem ...................................................................20
c. Factors Cause Speaking Problem ........................................................21
3. Language Daily Communication Program ...............................................28

CHAPTER III: RESEARCH METHODOLOGY ..................................................32

A. Research Design ................ ..............................................................................32

B. Researcher’s Roles ........... ..............................................................................33
C. Research Location ........... ..............................................................................33
D. Data Source ......................... ..............................................................................34
E. Technique of Data Collection ..........................................................................35
F. Data Analysis ....................................................................................................38
G. Checking the Data Validity .............................................................................40

CHAPTER IV: RESEARCH FINDINGS ...............................................................42

A. General Data Description ... ..............................................................................42

B. Description of Findings ...... ..............................................................................42
1. Students’ Speaking Problems in English Daily Communication
Program ........................ ..............................................................................43
2. The Factors Cause of Students’ Speaking Problems in English Daily
Communication Program ...........................................................................48

CHAPTER V: DISCUSSION ....................................................................................55

A. Students’ Speaking Problems in English Daily Communication Program ....55

B. The Cause of Students’ Speaking Problems ....................................................58

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CHAPTER VI: CONCLUSION AND SUGESTION ............................................ 62

A. Conclusion ....................................................................................................... 62
B. Suggestion ....................................................................................................... 63

BIBLIOGRAPHY

xi
 CHAPTER 1

INTRODUCTION

A. Background of the Study

In this era of globalization, people build widely relationship for some

purposes among nation people all over the world. In order to build a good

relationship, people need to communicate each other using language. A

language as a tool of communication plays important role for humans life.

Every people communicate through language to convey their ideas, messages,

intentions and feelings to each other. Therefore, they have to master any

language that has understood by many people in the world.

English as an international languange is widely used all countries in this

world. This global lingua franca provides broad insight and makes it easier for

people to carry out their activities. Nowadays, science and technology are

growing rapidly. Most all aspects of academic, scientific, technology,

medicine and business are spoken and written using this global language.

Since English is the most spoken languange, it is essential in our

education. The ability of mastering English skills leads students to explore

many books and gain knowledge from various sources of different countries.

They can also build good relationship with many people in order to work or

study abroad. Besides, the good performance among English skills could

reflect people’s knowledge. Moreover, it is said that the ability to speak

English of a nation can be a benchmark for the progress of the country.

1
 2

Therefore, English has taught to the students since their study in the

kindergarten to the university.

English has four skills that should be mastered, they are listening,

speaking, reading, and writing. According to Ur, mastering speaking is the

most important aspect of learning English from all the four skills. 1 Chaney

stated that speaking is the process of building and sharing meaning through

the use of verbal and non verbal symbols in a variety of contexts. 2 When

people speak, they will convey the meaning in the context of information.

Besides, speaking is also one of the central elements of communication and

the great significance for the people interaction in their daily activities.

Through speaking people will easily making interaction and communication to

each other. In other word, the ability of English is measured by the result of

speaking skill into oral communication.

For many language learners, English speaking become priority on

communication, especially for people who come from different countries in

order to fulfill their ambition and goals. But unfortunately, there are many

difficulties that have found in formal or non formal education section during

learning English. According to Oxford speaking English is a stressfull thing

for students. Because they feel afraid to make mistakes related to grammar.

They also lack of English vocabularies that facilitated them in speaking

1
Penny, Ur, A Course in Language Teaching (Practice and Theory), Cambridge:
Cambridge University Press, 1991, p. 120.
2
A.L Chaney. Teaching Oral Communication in Grades k-8. Boston: Allyn & Bacon,
USA. A Viacom Cmpany, 1998, p. 13.
 3

activity.3 The ability of speaking English is not only to use the appropriate

linguistic aspects such as grammar, vocabulary, pronunciation and fluency but

also self- confidence to practice it in oral communication. Because in some

research was found that students often feel shy or unconfident and afraid of

making mistake in speaking foreign language. That is why speaking become

the most complex and difficult skill to master.

Al Iman as a boarding school applies two foreign languages as the way

of their daily communication. All of the students have the obligation of

speaking Arabic and English language in everyday communication among

formal or non formal activities. When they learn in the classroom with rheir

teacher, or when they do their personal daily activities in the dormitory or

other places.

By the motto “Language is our crown”, Al Iman implemented several

language activities to support the students in mastering Arabic and English

language and also create language environment. One of the activities is

weekly language communication program, whereas every month is divided

into two weeks of English and two weeks of Arabic. This program has rules

and systems that the students should be able to communicate through English

language in English week and Arabic language in Arabic week in their daily

acivites. The rules are considered in order to make the students accustomed in

practicing the foreign language, so that they are able to improve their language

3
Oxford, R. Language Learning Strategies: What Every Teacher Should Know. Boston,
Heinle & Heinle, 1990.
 4

skill and quality, especially in improving speaking skill. But unfortunately,

some students do not comply with the existing language rules.

Based on the result of pre- observation during English week, the

researcher found that most of students are not able to practice their English as

well as possible. They would rather speak Arabic or Indonesian language in

English week. Therefore many students entered Language court because of

trespassing the language. According to the language teacher most of the

students mastered limited vocabularies and still difficult to exprees their idea

in English. They also lack of confidence in several English programs

implemented in the Boarding School such as Public Speaking, morning

conversation, telling story and so on.

From the phenomenon above, the researcher indicated that there are

some problems faced by the students in speaking English. The researcher is

interested to analyze students’ speaking problem and the cause of the problem

in English daily communication program at Al Iman Islamic Boarding School.

Because when people know the main problem of a case, it will be easy to

solve it. The researcher will conduct the research under the title An Analysis

of Student’s Speaking Problems in English Daily Communication

Program at The Fourth Grade of Al Iman Islamic Boarding School for

Female.

B. Research focus

There are many language activities at Al Iman Islamic Boarding School to

support students in mastering English and improving speaking skill in

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language daily communication program such as weekly language, memorizing

daily vocabularies, public speaking, English and Arabic Fun Club, and

Language Fun Olympiade. So, it was impossible to do research for all

activities in the language daily communication program. In this research the

researcher focuses to analyze students’ speaking problems at the fourth grade

of Al Iman Islamic Boarding School in their daily communication during

English week and some factors that cause the problem faced.

C. Statement of the problem

Based on the identification of the phenomenon on the background of study

above, the researcher has formulated the following questions:

1. What are the speaking problems faced by the fourth grade students of Al

Iman Islamic Boarding School in English Daily Communication Program?

2. What are the factors that cause speaking problems faced by the fourth

grade students of Al Iman Islamic Boarding School in English Daily

Communication Program?

D. Research objectives

According to the statement of the problem, the objectives of the research

are described by the researcher as follow:

1. To investigate the speaking problems faced by students of Al Iman Islamic

Boarding School in English Daily Communication Program.

 6

2. To find out the factors that cause speaking problems faced by students of

Al Iman Islamic Boarding School in English Daily Communication

Program.

E. Significance of the study

The result of this research is an expected contribution given both

theoritical and practically, those are;

1. Theoritical Significance

The result of this research benefit to educational section as a

reference and feedback in teaching English, especialy for the boarding

school that applies English as their daily communication to create

language environment.

2. Practical Significance

a. For the teacher

The result of this research useful for English teachers/ tutors to

understand about students’ speaking problem in English

communication, so that they can overcome students’ speaking

problem and improve their teaching strategies.

b. For the students

The students will understand about some problems that may be

faced during speaking English and the cause of the problem faced,

so that they can improve their speaking skill in their English daily

communication.
 7

c. For the institution

The research will be feed back for improving their strategies of

teaching English in language daily communication program.

d. For the reader

This research will be used as the information and knowledge

about students’ problems in speaking and its cause.

e. For the researcher

This research as the one of the ways to develope the

researcher’s knowledge and experience.

F. Organization of the thesis

The organization of the study is to make the readers know and

understand the content of the research easily. In this study consist of five

chapters, those are;

Chapter I Discusses the introduction of this study which confirms

the background of the study, problem of study,

formulation research, the purpose of the study, significant

of study, the key terms and the organizations thesis.

Chapter II This chapter consists of review of related literature. This

chapter consist of several explanations based on the tittle

including the explanation of speaking, the purpose,

function, and component of speaking, speaking learning

activity, speaking problems and factors of the problem,

 8

and the explanation of English as daily communication

program.

Chapter III is the research method. Covering these: research design,

researcher’s role, research setting, data source, data

collection technique, data anlysis technique, checking

validity and findings involving analysis students’

speaking problem in speaking English in daily

communication.

Chapter IV Is the research finding which shows some important

imformation related to the data analysis, the history of Al

Iman Islamic Boarding School, visions and missions,

location, structure of organization and data description.

Chapter V is the result and discussion of the study that is loaded of

data presentation contains and research findings. This

chapter is an important information because researcher

will analyze the data got. So, the data are going to appear

in this chapter clearly.

Chapter VI is the conclusion of the research and suggestion for the

further study to make better in teaching and learning

English.
 CHAPTER II

PREVIOUS RESEARCH FINDING AND

REVIEW OF LITERATURE

In this research the researcher will discus some theories and theoretical

framework related to the topic that consist of several previous research findings,

the explanation of speaking English speaking problems, factor caused speaking

problems, English Daily Communication Program and all activities included the

program.

A. Previous Research finding

In this previous study, the researcher will confirm several previous

research which are ever conducted by other researchers before.

The first previous study was conducted by Siti Ratna Ayu under the title

“An Analysis Of The Students’ Problem In Learning Speaking At The First

Semester Of The Eleventh Grade Students Of SMKN 6 Bandar Lampung In The

Academic Year 2018/2019. This qualitative research focused on student’s

problems and the cause of the problem in learning English speaking. To collect

the data the researcher used observation and questionnaire and chose 29 students

of eleventh grade of SMKN 6 Bandar Lampung. The result of the research was

students perception of English where they did not know the aspects of language

that enable production in learning speaking, they were lack of vocabulary,

mastered limited of grammar knowledge and limited of pronunciation, beside

they never practice to speak English, they were also has minimum opportunities

9
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and nervousness. So the cause of the problems in learning speaking were

inhibition, nothing to say, environment factor and mostly mother tongue used. 4

The second study was a qualitative research with the title “The students’

Difficulties in Speaking at the Tenth Grade of SMA Negeri 1 Sine in 2014/2015

Academic Year” conducted by Sheila Afisa. The objective of this research is to

find out the students’ difficulties in speaking English and the factors that

contribute to the students’ difficulties in English. The subject of this research

was students of tenth graduate and the English teachers. To collect the data the

researcher used observation and recording interview. The result of the study in

students’ speaking difficulties was students’ low vocabulary mastery that led

them difficulties in understanding the English conversation. The student also had

difficulties in pronouncing English words because English has differences in

pronunciation and writing. They made some mistakes in Grammar so that they

were confusing in arranging words. They also felt shy and nervous to answering

the teachers’ questions. 5

The third study was J.M Saputra’s thesis by the title “An Analysis The

Difficulties Factors of Students’ Speaking Performance at The Ninth Grade of

Islamic Junior High School Masmur Pekanbaru.” The purpose of this descriptive

research is to find out the difficulties factors of students’ speaking performance.

The researcher used cluster random sampling technique with the total sample 20
4
Siti Ratna Ayu, An Analysis of The Students’ Problem In Learning Speaking At The
First Semester Of The Eleventh Grade Students Of SMKN 6 Bandar Lampung In The Academic
Year 2018/2019. (Thesis, 2018), 1.
5
Sheila Yolanda Pradya Afisa, “The students’ Difficulties in Speaking at the
Tenth Grade of SMA Negeri 1 Sine in 2014/2015 Academic Year. (Thesis, 2015),
1.
 11

students from 66 students of ninth grade of Islamic Junior High School Masmur

Pekanbaru. To obtain valid data and answering the research question, the

researcher used questionnaire about students’ difficulties in speaking

performance based on the indicator. The result of four categories factors of

speaking difficulty were 20.06% students faced inhibition, 26.44% students were

experienced nothing to say, 31.74% students were lack of participation, 21.75%

students were frequently used first language. From 20 students there were 43.4%

mother tongue used had the problem and categorized into high level than others

indicators.6

Based on the previous study the similarity of the research is an analysis of

student’s problem in speaking English. The differences of this research are the

researcher uses descriptive qualitative method. This research also tries to analyze

students’ problem in implementing English speaking for daily communication.

Where students should communicate English orally in every activity they do in

the boarding school among formal or informal activity. The results of this

research play important role in creating language environment of formal and

informal communication, solving students’ speaking problems, and improving

students’ speaking skill.

6
J.M. Saputra, “An Analysis The Difficulties Factors of Students’ Speaking Performance
at The Ninth Grade of Islamic Junior High School Masmur Pekanbaru.” (Thesis, 2020), 1.
 12

B. Review of Literature

1. The Nature of Speaking

a. Definition of Speaking

Speaking is an interactive process of constructing meaning that

involves producing, receiving, and processing information.7 Through

speaking people can communicate orally to express their idea.

Feeling, and thought to each other.

Speaking is a productive skill, it consist of producing

systematic verbal utterances to convey meaning. 8 According to

Cooper speaking is the productive skill because someone does

activities for using his speech orgsns successfully, while receptive

skills are therefore need someone else to listen to what has been said

to react to what has been never before succeded. 9

English has four skills to be learned, they are listening, writing,

reading, and speaking. One of the most important skills to be

mastered is speaking skills, because it has complexs skill to acquire

and we often find difficultly to reveal what we want to say, beside we

should be able to make meaning depending on the context of

information.

7
H. Douglas Brown, Principles of Language Learning and Teaching 5th Edition (New
York: Longman, 2006)
8
David Nunan, Practical English Language Teaching, (New York: Mc Graw Hill,
2003), p. 48.
9
M. James Cooper, Classroom Teaching Skills (2010).
 13

From the definition above, it can be conclude that speaking is

productive skill on expressing ideas and thoughts to construct

meaning.

b. Function of Speaking

According to Brown and Richard there are three functions of

speaking called by; talk as interaction, talk as transaction and talk as

performance10 that will be explained each of them as follow:

1) Talk as interaction

In the society people often make an interaction of

communication when they meet each other such as exchange

greeting, small talk, talking experience, and any other

conversation.

2) Talk as transaction

Talk as transaction refers to situations where the focus is on

what is or done. The message and making one self understood

clearly and accurately is the central focus, rather than the

participants and how they interact socially with each other.

3) Talk as performance

Talk as performance usually found in the public speaking.

People perform their speech in front of audience such as speech

presentation and public announcement. 11

10
Jack C Richard, Teaching Listening and Speaking. New York: Cambridge University
Press, 2008, p. 21.
11
H. Douglas Brown, Principles of Language Learning and Teaching 5th Edition (New
York: Longman, 2006).
 14

c. Purposes of speaking

The purpose of speaking is communication. The speaker should

communicate their thought effectively to make it being understood by

the listener. Tarigan described that speaking has some purposes,

which are:

1. To inform

Informative speaking is used to give knowledge, decide the

correlation between things Inform the process. The information

that the teacher had will be communicated to students. Finally, it

can be concluded that the aim of this purpose is to give

knowledge as well as to give the information as the particular

purpose.

2. To Entertain

In this purpose, an appropriate media that is used is

story telling. For example, when the teacher told about the story

to the students like in narrative text by doing it, speaking will be

more interesting to be applied by the listeners.

3. To persuade

Usually, this condition can be applied in teaching learning

process. The teacher has to make a good service to students by

giving them the example in delivering the material. The teacher

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also has to make limitation of time. For instance, when the

teacher wants to get students' score from an oral test, the teacher

has to make limitation of questions and the students have to

answer it as soon as possible. The students who want to answer

the questions, they have to raise their hand. It is used to persuade

the students to be the first.

4. To discuss

Deliberating speaking is used to make some decisions and

planning. Discussion is done carefully because the students have

to ask a suggestion and thing about the facts. The methods are

used simple and direct. By doing this activity, the students know

the elements of speaking: clarify, orderliness, evidence,

arguments, and straight thinking.

d. Components of Speaking

Speaking is not only producing word orally. However,

students need to obtain speaking components to have a good

speaking skill. According to Brown, there are five aspects of

speaking skills: grammar, vocabulary, comprehension, fluency and

pronunciation.12

12
H. Douglas Brown, Op.cit.
 16

1. Grammar

Grammar is a set of rules for forming the words and

arranging the words in a sentence in the correct order to convey

the complete and correct meaning. Mastering English Grammar

is important in order to provide information that helps

speaker’s comprehension.

2. Vocabulariy

Vocabulary is one of important component in speaking.

We need to master an adequate number of vocabularies in

order to speak and deliver our idea effectively and

communicatively.

3. Comprehension

Comprehension is how we learn and understand the

information from other speaker. When we communicate or

express our thought, understanding of information well will

create an effective communication between one another.

4. Fluency

Fluency is the extent to which speakers use the language

quickly and confidently, with few hesitation or unnatural

pauses, false starts, word searches, etc. 13

5. Pronunciation

Pronunciation is the way how the language is

13
David Nunan, Op. Cit., p. 55.
 17

communicated, and someone talks the word in language.

Pronunciation deals with the phonological component, if

students do not pronounce the word clearly people will not

understand the spoken language.

e. Types of Speaking Activity

According to Brown there are some types of speaking activites

as follow:

1) Imitative

Imitation of this kind is carried out not for the purpose of

meaning full interaction, but for foccusing on some particular

element of language form.

2) Intensive

Intensive speaking goes beyond imitative to include any

speaking performance that is designed to practice some

phonological or grammatical aspect of language

3) Responsive

A good deal of student speech in the classroom is responsive

:short replies to teacher –or student –initiated questions or

comments .these replies are ussualy sufficient and do not extend in

to dialogues ,such speech can be meaning full and authentic.

4) Transactional (dialogue)

Transactional language ,carried out for the purpose of

conficonfeying or exchangging specific information is an extanded

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form of responsive language conversations, for example may have

more of a negotiative nature to them does responsive speech

5) Extensive (monologue)

Interpersonal dialogue carried out more for the purpose of

maintaining social relationships than for the transmission of fact

and information.

6) Interpersonal (dialogue)

The students at intermediate to advanced levels are given

extended monologue in the form of oral reports, summaries, or

perhaps short speeches with more formal and deliberative

register.14

f. Characteristics of Successful Speaking Activity

Speaking is one of the most important goal in learning

English. There are some characteristics of a successful speaking

activity:

1. Learners talk a lot

As much as possible of the period of time allocated to the

activity is in fact occupied by learner talk. This may seem

obvious, but often most time is taken up with the teacher talk or

pauses.

14
Brown, Op. Cit., p. 273-274.
 19

2. Participation is even

Classroom discussion is not dominated by a minority of

talk active participants: all get a chance to speak, and

contributions are fairly evenly distributed.

3. Motivation is high

Learner is eager to speak: because they are interested in

the topic and have something new to say about it, or because

they are interested in contribute to achieving a task objective.

4. Language is an acceptable level

Learners express themselves in utterances that are

relevant, easily comprehensible to each other, and of an

acceptable level of language accuracy. 15

2. The Problem of Speaking English

a. Definition of Problem

Problem is thing that difficult to deal with or understand. 16

According to Margono, problem is a gap between the expectations

of something that should be the reality. For example, the gap

between the overflowing number of high school graduates in

hopes of accommodating ability of university. 17 It means that the

cause of problem in mastering English are some differences

15
Penny, Ur, A Course in Language Teaching (Practice and Theory), (Cambridge:
Cambridge University Press, 1991), p. 120.
16
Victoria Bull, Oxford Learners Pocket Dictionary, (New York: Oxford University
Press, 2008), p. 350.
17
Margono, Metode Penelitian Pendidikan, (Yogyakarta: Renika Cipta, 2010), p.54.
 20

between English and Indonesian such as pronounce grammar, and

phrase.

From the definition above, it can be conclude that problem

is situation, person, or thing that difficult to deal with or

understand because of gap between the expectations of something

and reality. When we understand the problem of thing and the

cause of the problem occur we can easily overcoming it.

b. Student Speaking Problem

In learning speaking, sometimes students will face problems

and difficulties when they try to utter the words, phrases or

sentences. According to Ur there are some problems faced by

students in speaking activities.

1) Inhibition

Unlike reading, writing and listening activities, speaking

requires some degree of real-time exposure to an audience.

Learners are often inhibited about trying to say things in a

foreign language in the classroom: worried about making

mistakes, fearful of criticism or closing face, or simply shy of

the attention that their speech attracts.

2) Nothing to Say

Even if they are not inhibited, you often hear learners

complain that they cannot think of anything to say: they have

 21

no motive to express thermselves beyond the guilty feeling

that they should be speaking.

3) Low or uneven participation.

Only one participant can talk at a time if he or she is to

be heard; and in a large group this means that each one will

have only very Iittle talking time. This problem is

compounded by the tendency of some learners to dominate,

while others speak very little or not at all.

4) Mother-tongue use.

In class where all, or a number the learners share the

same mother tongue, they may tend to use it: because it is

easier, because it feels unnatural to speak to one another in a

foreign language, and because they feel less exposed if they

are speaking their mother tongue. If they are talking in small

groups it can be quite difficuit to get some classes particulariy

the less disciplined or motivated ones - to keep to the target

language.18

c. Factors Cause of Speaking Problem

In order to overcome students’ speaking problems both

teachers or language section are necessary to know the factors of

the problems in students’ speaking performance. The factors cause

18
Penny, Ur, Op. Cit, p. 121.
 22

of speaking problems can be seen from some aspects such as

linguistic factor, psychological factor and environmental factor.

1) Linguistic Factor

According to Bygate there are five factors cause of

speaking difficulties; linguistics obstacles, speech processing

difficulties, academic and conversational English skills,

negative affect and access to speaking opportunities. 19

a) Linguistics obstacles

In learning second language students often faced

difficulties in some aspects of linguistics such as grammar,

vocabulary and pronounciation. Students sometime make

grammatical error or wrong pronounciation in composing

sentences during speaking English.

b) Speech processing difficulties

In everyday communication students use their

mother tongue and rarely to practice English language.

They find it difficult to communicate English well because

there were many problems faced by students in order to

process a good communication in English.

c) Academic and conversational English skills

Students often find it difficult to lead English

language discussion and also build class into English

19
Bygate, M. Oral Second Language Abilities as Expertise. In Expertise in Second
Language Learning and Teaching. New York: Palgrave Macmillan, 2008, p. 236.
 23

atmosphere. Some of them feel afraid of English

speeches, presentation and discussions.

d) Negative affect

Affect refers to emotions, feelings, moods or

attitudes that condition behavior in second language

acquisition. While negative affect are some aspects that

hinder students to speak English properly such as feeling

nervous, fear of making mistake, lack of confidence and

motivation.

e) Access to speaking opportunities

Access to speaking opportunities there is growing

awareness that individual learning is not individual

psychological process but also a social process. So it can

be interpreted to speak English not for individuals but

socially. Most students speak less English outside the

classroom. And many do not participate in class.

2) Psychological factor

According to Juhana there are five psychological factors

that cause students problems in speaking English; Lack of

confidence, lack of motivation, shyness, fear of mistake, and

anxiety.20

20
Juhana. Psychological Factors That Hinder Students From Speaking In English Class (A
Case Study in A Senior High School in South Tangerang, Banten, Indonesia, 2012). P. 101,
 24

a) Lack of confidence

Students do not have enough courage and feel bad to

utter English in their communication.

b) Lack of Motivation

Motivation is one of the indicators determining a

successful communication. While students have

motivation to speak English they will be more interested

in learning English. Therefore, the motivation given by

teachers is important to make them better in speaking

English.

c) Shyness

Shyness refers to an emotional thing that many

students suffer from when they must to speak to each

other. Students feel embarrassed of attracting people’s

attention or being laughed by other people

d) Fear of mistake

Fear of mistake is one of reasons why students

worried to try to speak English. Sometime students choose

not to speak English rather than making mistake to utter

English words.

Journal of Education and Practice www.iiste.org (Online) Vol. 3, No. 12, (Retrieved on June 30,
2015, 10; 39).
 25

e) Anxiety

Anxiety refers to a feeling of tension and

apprehension in using a second or foreign language. In this

case students might do anything normally, but they easier

of losing mind, be panic, nervous, over action, and so on.

This anxiety could prevent students to speak English

better.

3) Environmental factor

The factor come from the environment consist of social

environment such as teachers, family, society and friends, and

nonsocial environment such as house, school, equipment, and

atmosphere.

a) The Teacher

Teacher takes a significant position in effectiveness

and efficiency of teaching and learning process. He or she

is a figure, a manager, and a controller that has important

role in teaching and learning activities.

According to Athena, an English teacher plays a

very important role in English instruction since he or she

is one of the factors that determines whether the teaching

will be successful or unsuccessful. 21

Tera Athena, “Students Non Linguistic Problem in Learning English Speaking at

21

SMPN 3 Batu. Jurnal Unpublished Thesis, UMM, 2004. p. 16

 26

b) Society and Friends

Students as the member of society will make an

interaction and communication to each other. In learning

foreign language society and friends play important role to

improve speaking ability. Because mastering English

language is not only the understanding of appropriate

linguistic aspects, but also the ability to practice it in oral

communication with other people.

c) Teaching strategies

Teaching strategy is a plan, method, or series of

activities designed to achieve a particular educational

goal.22 The strategy used by the teacher in the learning

process is based on the approach that has been used in the

implementation of the teaching method. The strategy also

used to make planning about material and planning to

achieve learning goals.

Material refers to a set of learning substances to

assist teachers/instructors in teaching and learning

activities that are arranged systematically in order to fulfill

the specified competency standards.

Language teachers may use a variety of teaching

materials to explain language meaning and construction,

22
David Nunan. Language Teaching Methodology: A Text Book for Teacher, Prentice
hall Cambridge University Press, 1991. p. 80.
 27

engage students in a topic, or as the basis of a whole

activity.23

Moreover the right method implemented in teaching

process will help student to understand the material well.

The method refers to the way the teachers deliver their

material in teaching English. According to Brown, method

is a generalized prescribe set of classroom specifications

for accomplishing linguistic objectives. Method tends to

be primarily concerned with teacher and students roles and

behaviors, and secondarily with such features as linguistic

and subject-matter objectives, sequencing and materials.24

d) Time and Frequency

The success of a teaching method also depends on

the total time allocated in teaching and learning process.

The teacher should allocate the time well during learning

activities in order to achieve learning goals. Its means that

any material taught or the method used in the learning

process will not work successful without sufficient time.

Moreover, Felix in Leontiev & James stated “Time is the

key word in determining what level students can achieve”

23
Jeremy Harmer, The Practice of English Language Teaching. Cambridge University,
Longman 2007. p. 134.
24
H. Douglas Brown, Principle…, p. 171.
 28

e) School

The condition of the classroom, the number of students,

and learning facilities influence teaching and learning

process. If all the facilities in the school are available, it

will be easy for the teachers and students to reach the

learning goals.

From the explanation above it can be conclude that some

factors caused of students’ problem in speaking English are: linguistic

factors (worrying for making mistakes in the linguistic domain),

psychological factors (confidence and motivation) and environmental

factors ( less of attention, respect, and having difficulties in finding a

partner in outside class to practice speaking).25

3. Language Daily Communication Program

Language Daily communication program is a program of

improving speaking foreign language through some activities which

conducted the language in daily communication. Al Iman Islamic

Boarding School conducted English and Arabic Language as their

daily communication. There are some activities applied in this program

which controlled by teachers and students of Central Language

Improvement (CLI):

a. Weekly Lnguage

25
Farah Sukmawati Wahidah, Students’ Speaking Problems and Factor Causing, Jurnal
Logika, Vol. XVI, No. 1 Maret, 2016 ISSN: 1978- 2560. Accessed on August 25th 2019.
 29

Al Iman divided the weekly language into two weeks of

Arabic and two weeks of English. The students should

communicate orally to each other in everyday activities depending

on the applicable language.

b. Language court

The duty of Central Language Improvement (CLI) is to keep

and obligate the students to speak Arabic and English in their daily

communication. When students trespass the language, language

court will give them punishment depend on their fault.

c. Memorizing vocabularies

Memorizing vocabularies is an activity of learning

vocabularies and pronunciation of daily expression. The students

are given some new vocabularies by direct method every morning

and they should memorize it or put them in the sentences. The aim

of this activity is students are able to memorize correct

pronunciation and improve their vocabulariy mastery.

d. Conversation practice

English and Arabic conversation provide the students in

practice the target language. This conversation is used for

providing the students to communicate in a given topic using the

target language in order to train and familiarize students about the

language.
 30

e. English and Arabic Fun Club (EAFC)

English and Arabic Fun Club (EAFC) is a club of language

study and helping Central Language Improvement (CLI) in

keeping and obligating the students to speak Arabic and English in

their daily activities.

This club also has many fun activities related language

improvement such as making wall magazine in Arabic and English

language, language seminar, study tour to BEC Kampung Inggris

Pare, etc.

f. Language Fun Olympiad (LFO) and Queen of Language

Language Fun Olympiad (LFO) held and showed various of

competitions using Arabic and English language such as:

broadcasting competition, spelling bee game, telling story, and

drama in two foreign languages. This agenda ended and closed by

determining queen of language of the year. All participants of

Queen of language have to speak, debate, or doing oration using

Arabic and English language as good as possible.

With all the language activities that are packed in the form of

exciting and interesting games and expected to make the students

more interested to learn and improve their foreign language.

g. Public Speaking (Muhadloroh)

The purpose of public speaking is to encourage students to

improve the quality of language learning, motivated students to

 31

master English and Arabic, and improve self- confidence,

competitive attitude, discipline, and hard work in learning process,

so students able to speak English and Arabic well in public.

h. Language examination

To know the condition and development of the student’s

language, it held language examination. All students are evaluated

orally and conversation, and making composition. This

examination followed by all students in every six month.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter consist of research methodology includes the research design,

researcher’s role, research location, data source, technique of data collection,

technique of data analysis and checking the data validity.

A. Research Design

Qualitative approach seeks to probe deeply into the research setting to

obtain in- depth understandings about the way things are, why they are that

way, and how are the participants in the context perceive them. 26 According to

Creswell, qualitative approach is a research for exploring and understanding

the meaning individual or group to a social or human problems. 27

Qualitative research is conducted through intense or prolonged contact

with participants in a naturalistic setting to investigate the everyday or

exceptional lives of individuals, groups, societies, and organizations. The

researcher concluded this qualitative research to understand and get the deep

information about the way of analyzing people’s individual or phenomena in

the natural setting.

Case study is conducting research on a unit of study or bounded system

such as in individual teachers, a classroom, or a school can be a case. 28 This

26
L.R Gay, Geoffery E. Mills, Peter W. Airasian, Educational Research: Competencies for
Analysis and Applications tenth Edition, (New Jersey: Merrill Publishing Company, 2000) p. 12.
27
John W. Creswell, Research Design Third Edition, (USA: SagePublications,Inc.,2009),4.
28
L.R Gay, p. 14.

32
 33

study tends to focus on qualitative data using some methods such as

observations, interviews, and questionnaire.

In this research the researcher conducted qualitative research in the case

study of language speaking problem in daily communication program at Al

Iman Islamic Boarding School for Female by observing teachers and students

in some language activities, getting information from interviewing the teacher

and the language section, and analyzing of primary and secondary data.

B. Researcher’s Role

The instrument in this research is the researcher herself. According to

Creswell the researcher is the primary instrument of data collection and

analysis that collected, coded, and analyzed the data 29. In this research the

researcher has to be an interviewer, observer, and collector to get the data

from English teacher, language sections and some students related to

students’ speaking problems in English daily communication program at Al

Iman Islamic Boarding School for Female. Then the participant of this

observation is the person under study in the natural setting through observing

and participating in those activities of English daily communication.

C. Research Location

The research conducted at Al Iman Islamic Boarding School for female

which situated at Jl. Raya Ponorogo- Madiun km.5 Pondok Babadan

Ponorogo. By one of their motto “Language is our crown” this boarding

29
Jhon W. Crasswell, Qualitative Inquiry and Research Design: Choosing among five
approaches second edition, (CA: Sage Publicatons, 2007) p. 37.
 34

school conducted two official languages spoken in everyday conversation. All

of students are obligated to speak Arabic and English language everywhere

and every time in their daily communication.

The researcher’s reason choosing this boarding school to conduct the

research because the students live in language environment everyday, the

researcher wants to know and understand Students’ problem in speaking

English and the factor caused speaking problem in their daily communication.

D. Data Source

Data source is the subject of research from where the data can be

obtained.30 Information of data are collected in the form of text which

describe the phenomena found. Data source can be divided into two classes,

they are primary data and secondary data.

1. Primary data

Primary data constituted first hand knowledge, such as

eyewitness reports and original document.31 In this research the

primary data are collected from observation of some languages

activities in the boarding school, some interviews to English teacher

and language section and student’s questionnaire.

30
Arikunto, Suharsimi, Dasar-dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2003),
p. 172.
31
L.R Gay, p. 10.
 35

2. Secondary data

Secondary data constituted second hand information, such as a

description of an event by other than eyewitness. 32 The data can

captured from some books, document references, etc. in this research

secondary data are collected from books, school magazine, and

students’ language examination results.

The data source can be got from person, place, and something that can

provide the information for a piece of research. In this research the data got

from some sources of the observation on several students’ activities during

English week, the interview of English teachers, language sections, and the

document of students’ examination results, trespasser board, and other

documentation of some language activities at Al Iman Islamic Boarding

School for Female.

Based on the explanation above, the research subjects are students in

fourth grade of Al Iman Islamic Boarding School for female which consist of

30 students.The current status of phenomenon in this study is an analysis of

students speaking problems in English daily communication program at Al

Iman Islamic boarding school for female.

E. Technique of Data Collection

According to Sugiyono, data collecting technique is the main step of a

research, because the purpose of the research is to collect data. 33 In this

32
Ibid.
33
Sugiyono, Metode Penelitian Pendidikan Kuantitatif, Kualitatif and R&D (Bandung:
Alfabeta, 2012), p. 208.
 36

research, the researcher collected the data using observation, interview, and

questionnaire.

1. Observation

In research, observation refers to data gathering which involves the use

of all the senses necessary to get valid and reliable data. Angrosino state that

in qualitative research, data is collected by observing people when they are

interacting in their natural settings, so that their behaviors and words can be

put into their proper context. 34 In this observation, the researcher observes

students daily activities during learning English process in the classroom,

dormitory condition, public area such as canteen, mosque, cafetaria, etc.

To get the valid information the researcher made a field note about

everything that happened on students’ activities in the classroom, in the

dormitory, and other places during English week. The researcher observed

about students’ performance in speaking English, their response to other

speaker, and their interest in learning English, so focused on their problems

and the cause of the problems during speaking English.

2. Interview

Interview is a meeting of two persons to exchange information and idea

through questions and responses, resulting in communication and joint

construction of meaning about a particular topic. 35 In this research, the

researcher conducted some interview with the English teacher and the

34
Mohammad Adnan Latief, Research Method on Language Learning An Introduction,
(Malang: UM Press, 2013), p. 77.
35
Jhonatan Sarwono, Metode Penelitian Kuantitatif & Kualitatif (Yogyakarta: Graha Ilmu,
2006), p. 224.
 37

language section. By this interview the researcher collecting the data from the

teachers and the language sections about their opinion of speaking problem in

English daily communication program. The intended of interview was to gain

deeper understanding from the teachers and the language sections opinion

about students’ speaking problem and the factor caused speaking problem.

3. Questionnaire

According to Sugiyono, questionnaire is data collection technique that

used to give some questions for the respondent to answer the question. 36 It

also used to gather information about fact or opinion. In this research, the

researcher used close questionnaire type. Close questionnaire presented the

question in the form in such a way that the respondent live tick () in the

appropriate column or place. By this type of questionnaire the researcher

could get the deep information about students’ problems and the factors cause

of the problem in speaking English. This questionnaire was given to 30

students in the fourth grade of Al Iman Islamic Boarding School for Female.

The questionnaire consist of 11 statements of student’s speaking problems

and 9 statements about the factors cause speaking problems in English daily

communication program, which are categorized by the rate agree, strongly

agree, disagree, and strongly disagree under this specification:

36
Sugiyono, Op. Cit., p.199
 38

Table 1

Specification of Questionnaire on Students Speaking Problem

No. Component of Number of Questionnaire Total

Questionnaire Item
1. Inhibition 1, 2, 7 3

2. Nothing to say 4, 9, 10 3

3. Lack of participant 6, 8 2

4. Mother tongue use 3, 5, 11 4

5. Factors cause speaking 12,13, 14, 15, 16, 17, 9

problem 18,19, 20
Total 20

F. Data Analysis

Based on Sugiyono analyzing data is the process of systematically searching

and arranging the interview transcripts, fieldnotes, and other materials that is

accumulated to increase people understanding of them and to enable them to

present what they have discovered to others.37 According to Miles and Huberman

there are three current flows of activity: data reduction, data display, and

conclusion drawing or verification.38

a. Data Reduction

Data reduction refers to the process of selecting, focusing, simplifying,

abstracting and transforming the data that appear in written up field notes or

transcriptions. In data reduction, the mass of data has to be organized and

37
Ibid, p. 335
38
Ibid, p. 337
 39

meaningfully reduced or reconfigured. 39 In this case, the researcher selected

the data that contain of observation of students speaking practice in English

week, interview of English teacher and the language section and student’s

questionnaire. Then, this summary analyzed to seek the important information,

group the data, and select the data which are needed and arrange the data to

the proper format, so it can give meaningful result and conclusion.

b. Data Display

Data display is the second component or level in model of qualitative

data analysis of Miles and Huberman’s theory. A display can be an extended

piece of text or a diagram, graph, chart, table or matrix that provides a new

way of arranging thinking about the more textually embedded data. At the

display stage, additional, higher order categories or themes may emerge from

the data that go beyond those first discovered during the initial process of data

reduction. Thus, the researcher used data in form of table. And then, the

researcher categorized the data to make easy in making conclusion.

c. Conclusion drawing/ verification

The last step of analyzing the data is conclusion drawing/verification.

Conclusion drawing involves stepping back to consider what the analyze data

mean and to assess their implication for the question at hand. Verification is

linked to conclusion drawing, entails revising the data as many times as

necessary to cross-check or verifies these emergent conclusions.Verification

39
Matthew B, Milles and Michael Huberman, Qualitative Data Analysis Third Edition,
(Thousand Oaks: Sage Publication, 1994), P. 10.
 40

refers to the process which is able to explain the answer of research questions

and research objectives. 40

In this step, the researcher will draw the conclusion and verify the

answer of research question that had been done in displaying the data by

comparing the observation data, interview data, and questionnaire data. Thus,

the researcher will get the conclusion about students’ speaking problem and

the cause of the problem in English daily communication program at Al Iman

Islamic Boarding School for Female.

G. Checking the Data Validity

Data validity is defined as the quality of an instrument measure what it is

claimed to measure. Qualitative validity means the level of accuracy between the

data that occurs in the research object with data that can be reported by the

researcher. 41

To get more accurate conclusion and keep the validity of the data, the

researcher will employ triangulation technique. There are six kinds of

triangulation technique; triangulation of time, triangulation of place, triangulation

of theory, triangulation of method, researcher triangulation, and triangulation of

methodology.

In this qualitative research, the researcher will use triangulation of method

which used data collection technique of observation, questionnaire, and interview

40
Matthew B. Miles and A. Michael Huberman, Qualitative Data Analysis, (Thousand
Oaks: Sage Publications, 1994), p.10
41
Sugiyono, Op. Cit, p. 267-268.
 41

about student problems in speaking English and the cause of that problems in

language daily communication program at Al Iman Islamic Boarding School for

Female.
 BAB IV

RESEARCH FINDINGS

In this chapter the researcher will analyze the data got from the common

data of the boarding school such as the history of Al Iman Islamic Boarding

School, the location, vision and mission, to the result of observation, interview

and questionnaire.

A. General Data Description

1. Background of School

Al Iman Islamic Boarding School was established since 5 Dzulhijjah

1412/ 17 July 1991. This boarding school was located at Jl. Ponorogo-

Madiun KM.5 Babadan, Ponorogo, East Java.

2. The Geographical Location of Al Iman Islamic Boarding School for

Female

Street : Jl. Raya Ponorogo- Madiun KM.5

Village : Pondok

Sub district : Babadan

Regency : Ponorogo

Province : East Java

3. Vision and Mission

1) Vision

To creates generation that is ready to fight fiddaroini with the

stability of knowledge, faith, and morals.

42
 43

2) Mission

a. Fostering intellectual and religious potential, emotional integrally

and continuously.

b. Making an Islamic culture of life and making Holy Qur’an and

Hadith as the main guidelines and books as the main source.

c. Developing the life skills competencies of the students

B. Description of Findings

The researcher described findings based on the result of observation,

interview, and questionnaire.

1. Students’ Speaking Problems in English Daily Communicatioon

Program

a. Inhibition

1) Based on the result of researcher’s observation students inhibited

in speaking English. In some students’ activities the researcher

found that some of students communicated Indonesian or Arabic

to their friends and just few of them spoke English. But when

there was a language section, they tried to speak English as

possible they could speak. Even though they spoke with the

wrong grammar rules and incorrect pronunciation. Moreover,

some of them chose not to speak anything instead of speaking

English. Because they mastered limited vocabulary and poor of

grammar. So that they felt unconfident to speak English. This

 44

case was found in some students’ communication in the

dormitory, in the bathroom, in the canteen and some other places

in the boarding school.

2) From the interview result, students inhibited about trying to speak

English in their daily communication. According to Miss Dyah

Novita Chandrasari, S.Pd, one of English’s teacher in Al Iman,

the inhibition of speaking English in Students’ daily

communication explained as follow:

“They feel not confident in the sense of being afraid to

make mistakes, wrong in pronunciation, wrong in
language or conveying meaning. Lack of mastery of
vocabulary also greatly affects the application of English.
These all the problems that I think most students faced”

Some students were unconfident to speak English, fear of

making mistake and lack of vocabulary. In other side, for student

who has high self- confidence, they will try to speak English as

best as they can, even though they spoke with improper grammar

and pronunciation. Miss Dyah Novita Chandrasari, S.Pd stated:

“For student who has high self-confident, she will not

care, the most important thing for her is that she speaks
English whether she is wrong or right (grammar and
language structure), but for student who lack of
confidence, of course, she will be reluctant to speak
English because she feels that she does not master
vocabulary. She wants to speak English but doesn't know
the English vocabulary. Or maybe she mastered the
vocabulary but was afraid to make mistakes in
pronunciation or grammar. Should I use to be ‘is’ or ‘am’,
use ‘s’ or not, and how to pronounce it, etc.”
 45

Unfortunately for student who has less of confident they

will feel afraid of speaking English. Because they do not master

much of English vocabulary, worry of making mistake in

pronouncing English word and grammar usage.

3) The result of students’ questionnaire showed that some students

were inhibited about trying to speak English in their daily

communication. That was indicated in some phenomenon. First,

there were 79,2% of students felt unconfident to speak English in

front of many people in the public area such as in the class room

during the lesson with the teacher, in the canteen, in the mosque

or while they make interaction with their friends in the dormitory.

There were also 60,8% of students ashamed to express their

opinion in English. whereas, only 39,2% of them were brave to

speak English in their daily communication. It means that there

was more than half of students felt embarrassed to speak English

although some of them actually know the vocabularies that they

want to speak in English.

53,3% of students afraid of being criticized when they

speak English incorrectly. It means, they also fear of making

mistake in some language components.

b. Nothing to Say

1) Based on the result of researcher’s observation showed that some

students answered Arabic or Indonesian when they were asked in

 46

English. They also felt confused to arrange English sentences. It

was found in the classroom during English learning process.

There were some responses when the teacher taught the students

using English language, some of them were not understand with

the material, then the teacher had to translate it in Indonesian, or

they understood to the teacher’s explanation but they felt difficult

to replay the teacher’s question in English.

2) From the result of interview, students had nothing to say in

English. They actually knew some words in English but they

found it difficult to put it into a sentence and expressed it in oral

conversation. The language section stated:

“Some (students) actually know the meaning of English

(words) but they still confuse to put it in a sentence.”

3) The result of students’ questionnaire showed 70,0% of students

took long time to answer English question. They felt difficult to

answer it spontaneously in English. They maight feel difficult to

find out the meaning of English sentences. It means that only few

of them understood English question well. As well as they could

answered English question directly.

Moreover, most of students actually understood what

people said in English and could catch the message well from the

interlocutor. But unfortunately they found it difficult to response

 47

it using English. Whereas only few of them could understand and

got the message of English conversation.

Furthermore, students still confused to apply grammar in

their speaking practice. 78,3% of them were difficult to arrange a

sentence in the right grammatical. They did not really understand

how the tenses and to be applied in a sentence.

c. Lack of Participant

1) Based on the result of researcher’s observation students had limit

time to speak English during the learning process in the

classroom. It also happened in some English discussion. Some

students talked much in English while the other took a long time

to say something in English.

2) The result of students’ questionnaire showed 75,8% of students

did not speak English in their daily communication because they

saw the people around them did not speak English too. So they

will feel so weird if they speak English but the listener did not

respond it in English.

58,3% of students could not speak when they attend English

discussion. They could not express their opinion because the limit

time of discussion. In other word, only few students had a chance

to speak in the discussion group. Sometime it was because the

speaker mastered English better than other students.

 48

d. Mother Tongue Use

1) The result of students’ questionnaire showed that 52,5% of

students answered indonesian when they were asked using

English language. They were difficult to utter English words, and

it was easier for them to use Indonesian language.

There were 60,0% of students prefer to speak Indonesian or

Arabic in their daily communication during English week. They

rarely used English to communicate with other students. It means

that many students trespass the language rule. It also indicated

that students better mastery of Arabic speech than English.

61,7% of students had the bad intonation in speaking

English. They had the same intonation and accent both speaking

in English or Indonesia or their original language. Most of them

found the difficulty to speak English like a native speaker.

2. The Factors Cause of Students’ Speaking Problem in English Daily

Communicatioon Program

a. Linguistic Factor

1) From the observation result, students were lack of some linguistic

aspects, such as vocabulary, pronunciation and grammar. Some of

them mastered few English vocabularies because they seldom to

use the new vocabularies given by language section every

morning in English week. They only speak English in the well-

known word such as eat, drink, take a bath, sleep, study etc.
 49

The students also did not understand well about grammar.

They still confused to arrange a sentence in correct rule. This case

found when the language section gave students the material and

vocabularies in the morning vocabularies (Tasyji’ul Lughoh).

When students were asked to put a word in a sentence, some of

them made it with a wrong grammar rule. For example I am get

small change from the cafeteria. Where the true one was I get

small change from the cafeteria. And translated pulpen merah by

pen red, where the true one is red pen.

2) From the interview result, some students did not understand well

about grammar when the teacher taught them in the class. They

also find it hard to pronounce English word and poor of English

vocabulary because they seldom to use it in speaking practice. As

the language section said:

“There are students who do not speak English because

they do not understand the use of grammar, difficult to
pronounce (English word) and rarely use (English)
vocabulary, this is experienced by most of the students.”

3) The result of students’ questionnaire showed 75,0% of students

were find the difficulty in pronouncing English word. Because

English has different way to pronounce with the letter of the

word. Whereas, pronunciation plays important role in speaking

performance in order to avoid the misunderstanding in the

conversation. And there were only 25,0% who speak English with

the good and clear pronunciation.

 50

Moreover, 70,8% of students were lack of vocabularies.

Most of students didn’t speak English because they didn’t master

enough English vocabularies. It means only few of them who

mastered well English vocabularies and used it in their daily

communication.

The last data of questionnaire showed that 69,2% students

didn’t understand well about Grammar. They still confused how

to apply some language component in order to make a sentence

that they want to speak in English. Whereas grammar rules show

how a sentence is formed correctly. That case will cause students’

difficulty in conveying message. So that, they like to speak

Arabic or Indonesian rather than speaking English language.

b. Psychological Factor

1) From the observation result the researcher found that students had

low interest and less awareness in speaking English. Some

students spoke English only when there was a language section

standing around them. So, they rather to shut up in order to avoid

themselves from slipping out of speaking Indonesian in the public

place. Because when students are caught for violating the

language, they will be punished by the language section.

2) From the interview result showed that students had low awareness

and less of motivation in speaking English. When the language

section gave the motivation by practicing English language in

 51

daily communication, some people from other section of student

organization were not do the same. It was state by the language

section.

“Some students have no awareness (to know) how

important is English and its benefits. Even though we
(language section) have been reminded them many times,
but it will be the same if they have not awareness from
themselves.”

Other language section said:

“We are as the language section have given example for

speaking English, but our friends from other section
trespassed the language, and they feel free to speak any
language.”

The motivation and self- awareness to speak English was

the most important thing that the language learners should have,

beside the motivation from the language section and other people

who interact orally with them most every day.

3) The result of students’ questionnaire showed that 48,3% of

students didn’t interested in English. Even just for joining the

activity using English or only to speak it in their daily

communication. In other word, most of student actually had a

good interesting to use English in the daily conversation.

There were 64,2% of student seldom to practice the new

words that given by the language section in their daily

communication because of their laziness. They would only speak

English in the familiar word known without trying to use the new
 52

English vocabularies given by language section every morning

during English week.

65,0% students felt less of motivation in speaking English

and just them of them had motivation in speaking English. This

result showed that more students are less motivated to use English

as their communication tool in carrying out daily activities.

Whether the motivation from themselves, other people, or the

environment around them.

In other case 65,8% students speak English in their daily

communication only when there was Language section around

them because they were afraid of getting punishment from the

language section when they did not speak English.

c. Environmental Factor

1) There were some aspects related environment factors such as the

teacher, society and friends, teaching strategies, time and teaching

frequency, and school. From the observation result, it was found

that there were limited English teacher and language supervisor

who stayed for twenty four hours in the boarding school as the

figure and role model for students in practicing English language.

Moreover, some people in the boarding school were not speaking

English to communicate in English week.

In other side, the material taught and the method used in

teaching process actually were good enough. The teacher used

 53

direct method and lecture method in teaching process. The

material taught to students such as English lesson, Grammar,

Composition, includes all aspects of English skills. The media

also used in the learning process based on the material given to

the students. But the time of teaching English material in the

classroom was limited. So that, students had limit of teacher

supervision on their speaking practice. Beside, many other lessons

in the boarding school were taught in Arabic. The students

learned and heard much Arabic material than English in the

classroom.

In the informal activities or outside of classroom learning

process, the language section implemented some activities in

Language daily communication program in order to help students

in improving their English skill. The activities such as morning

vocabulary, conversation practice, listening, watching, public

speaking, Language Fun Olympiad, English and Arabic Fun Club

(EAFC), weekly language, and language court support students to

practice their speaking in daily communication. But, sometimes

the society and friends did not support each other in practicing

English in their daily communication during English week. Some

students did not respond in English when the other tried to speak

English. It caused students lack of confident to speak English by

themselves.
 54

2) The result of interview with the English teacher, it showed that

actually there were students who want to speak English but

unfortunately their friends didn’t respond them by speaking

English either. When students speaking English but no one to

respond them to speak English they will feel so weird.

“Sometimes there are friends who are less supportive,

there are friends who are lazy to use the language
(English) and actually he wants to speak (there are no
other people to talk to in English).”

Sometime the environment was not support student to speak

English. Students will not speak English when there were just few

people who speak English around them.

3) From the questionnaire result it showed that 91,7% need some

who is fluent in speaking English around them to practice their

speaking performance. It means almost all students need an

example out of people in the boarding school for speaking

English in daily communication. Obviously, only few of them

were speak English in English week.

Moreover, only 35,8% of student who didn’t like the

teachers method in teaching English. It means that most of them

were like the way the teachers and the language section taught

them in English.
 CHAPTER V

DISCUSSION

This chapter discused the result of the research based on the statement of

the problems. The result of this research is to find out some problems in speaking

English and factors cause the problems faced by students of Al Iman Islamic

Boearding School for Female. The data of this research was taken from the

description of the researcher’s observation, English teacher’s interview, and

students’ questionnaire result. The descriptions are presented as follows:

A. Students’ Speaking Problems in English Daily Communication Program

at Al Iman Islamic Boarding School for Female

In learning foreign language, students need to master all languages

skills such as speaking, reading, listening and writing. Moreover, the ability

in speaking skill requires not only mastering grammatical and semantic rules,

but students also obtaining bravery and having the courage to speak orally.

In everyday social life, people need a language in their communication

between one another. In this case, speaking is the most important language

skill to be mastered in order to make a good communication. Speaking is the

skill to use the language accurately to express meaning in order to transfer or

to get knowledge and information from other people in the whole life

situation.42

42
Misna Amelia and Endang Komariah, Analyzing English Speaking Skill Problems
Encountered by Students at Islamic Modern Boarding School, Research in English Education
(READ),2 (2), 119-126, June 2017, p. 121.

55
 56

People convey and express their thought orally to the listener for many

purposes. According to Brown speaking is literature to express something,

express thoughts loudly, and use sound. 43 The ability to master a foreign

language is that people can talk and communicate it orally.

In this research, the researcher employed observation, interview, and

questionnaire to analyze students’ speaking problems in English Daily

Communication Program at Al Iman Islamic Boarding School for Female.

After conducting the research, the researcher found that there were some

problems faced by students of Al Iman Islamic Boarding School for Female.

The problems in speaking English are line with Ur theory on his explanation

of students’ problem in speaking foreign language, they are; inhibition,

nothing to say, mother tongue use, and lack of participation.

Based on the result of the research, the researcher found that each

student actually faced different kinds of problems in speaking English. In this

case, inhibiton is the most speaking problem faced by students of Al Iman

Islamic Boarding School for Female. Students were inhibited when they try to

speak English in their daily communication. They worried about making

mistake in some language aspects such as pronunciation, grammar, and

vocabularies. They did not master enough vocabularies for their daily

communication, or they only used some famed words to practice it with their

friends. Besides, students felt anxiety and shy of people attraction and

attention when they speak English. Even though, some of them actually

43
Brown, 2001, p. 257.
 57

mastered some linguistics aspects well. They chose not to speak anything

instead of speaking English in the public area.

The second problem was nothing to say. Students still confused about

how to arrange English sentences in order to express their thought orally.

Some of them actually understood what other people say in English, but they

found it difficult to respond it using English language. This case can be seen

during learning process in the classroom. When the teacher asked them using

English language, they still confused and took long time to reply it in English.

The other case also found when the language section asked the student to put

some new word into a sentence. They often made it in the wrong grammar.

In the other case, students often infringe the language. Most of them

communicate Arabic or Indonesian to their friends during English week. They

also have no motive to speak English and feel inadequate in some language

skills to express what they want to say.

The third problem was student lack of participants. In this case, students

seldom to speak English in their daily communication because some friends

around them were not speak English. So that they felt it was rather weird to

speak English themselves.

Moreover, students had limit time to practice English language in

English discussion. Some of them got little chance when they tried to express

their idea because there was another student who better in English talked

much in the group discussion.

 58

The last problem was mother tongue use. Students often use their

mother tongue when they do not know what they want to speak in English.

They also speak English unnatural because some of them were not good

enough in pronouncing English words because, English has the different way

to speak between its letter and its way to pronounce the word. Therefore, it

was easier for students to use Indonesian language in order to communicate

clearly with their friends.

B. The Cause of Students’ Speaking Problems in English Daily

Communication Program at Al Iman Islamic Boarding School for

Female

There were some factors that caused students’ problem in speaking

English. The researcher sump up some factors caused of speaking problems

as follows:

The first factor was linguistic factor. Based on the result of

questionnaire and interview of English teacer, some students had difficulties

in their daily communication using English because they lack of some

linguistics aspects such as, vocabularies, grammar, and pronunciation.

Students only mastered limited vocabularies becuse their laziness in using

new vocabularies given by the language section every morning. Besides, they

only speak English with the familiar word and sentences they heard often,

such as sleep, eat, plate, pray, I don’t know, etc. Whereas mastering a lot of

vocabulary is the main factor for being able to speak foreign language. People

could not speak properly about anything they want to speak without knowing
 59

the vocabularies. Student also still confused how to arrange English sentences

with the right grammar structure because they did not understand the use of

grammar when they learn it in the class. Besides, they did not interest in

learning Grammar so they felt hard to understand grammar rules. Moreover,

they also found it difficult to pronounce English word. All these cases were

the caused students less fluent and inhibited in speaking English.

The second factor was psychological factor. The students often lack of

confidence and fear of making mistake when they try to speak English. They

also simply shy to attracted people attention if they speak English in the

public place. Or they were afraid of people laughing when they speak wrong.

Students also lack of motivation in speaking English. Even though the

motivation from themselves, their friends, or some people in their

environment. Furthermore, motivation influenced much on students’ success

in speaking practice because it raised someone’s decision to act. From the

result of questionnaire, it can be seen that students had no motivation from

themselves to increase their speaking ability. Students often feel lazy to open

the dictionary when they do not know the meaning of a word. Besides, they

rarely use the vocabularies given by language section every morning. They

also have no willing to ask some vocabularies to their teacher or language

section in order to increse their vocabulary mastery.

Moreover, some students have no self- awareness in using English in

their daily communication in order to improve their speaking skill. They often

speak English only when there was language section around them. Because
 60

they will get punishment from the language section if they didn’t speak

English during English week. Besides, student also had low interest in

English. Even just speaking English, hearing English song, or attending

language activity. So that, they preferred to speak Arabic or Indonesian to

communicate with other people during English week.

The last factor was environmental factor. By the background of

education, Al Iman as a boarding school had many lessons that were taught in

Arabic. Almost everyday students listen to Arabic material. When the teacher

explain the lesson in Arabic, the students will certainly listen and absorb a lot

of Arabic words. As a result, Arabic language was the more familiar language

for students than English language. Eventhough in English week all sounds

entire boarding school was used English language, such as announcement and

the song played. That is why students enjoy and feel more confidence in

speaking Arabic.

In learning process, the material taught and the method used by the

teacher actually were good enough. But students had limited time in learning

English with the teacher in the classroom. Students had limited opportunities

to practice their English speaking in front of the teacher in order to get

teacher’s corrections and feedback when they found some errors. It forced

students to practice English more in their daily activities out of the classroom.

Beside there were limited of profesional English teaching staff those

who stayed in the boarding school for twenty four hours. There still few

people are proper in speaking practice as a role model for students to speak
 61

English well in their daily communication and as supervisor for the language

section. Because, through good example and role model of practicing

English, students will be good in listening and imitating them. This case

caused English become less familiar to the students.

Moreover, the language environment was less effective in English

week. Students sometime do not speak English not because they do not know

how to speak English well, but they find people around them do not speak

English. Whether their friends, some teacher staff and other stakeholder in the

boarding school. Then they prefer to not speak English to their friends

because they will feel guilty and awkward when they speak it by themselves.
 CHAPTER VI

CONCLUSION AND SUGGESTION

In this chapter, the researcher presented some conclusion from the result of

the research in order to make the readers more understand about students’

speaking problems and some factors caused speaking problems in English daily

communication program. The researcher also gave some suggestions for students,

English teacher and language section in the following discussion.

A. Conclusion

After analyzing the data, the researcher concluded students’ speaking

problems and some factors caused speaking problem in English daily

communication program.

1. The students apeaking problem were inhibition, nothing to say, lack of

participant, and mother tongue use. Some students were inhibited in

speaking English because they mastered limited vocabularies, lack of

Grammar and pronunciation. They were also lack of confidence, fear of

mistake and feel ashamed for attracting people attention when they speak

English in front of many people. Students had nothing to say something in

English for their difficulties in arranging English sentences. There was

also lack of participant on students’ speaking English because when

student tried to speak English, some friends around them were not speak

in English. Sometime, students also use their mother tongue to speak in

English week.

62
 63

2. The factor caused speaking problem was categorized into three. That were

Linguistic factor, psychological factor and Environmental factor. Students

got some problem in practicing English language in their daily

communication because they lack of some linguistic aspects such as

vocabulary, grammar, and pronunciation. They rarely used some new

vocabularies given by the language section. Beside they were lazy to open

their English Dictionary. They did not understand Grammar well and

found it difficult to pronounce English word. Some psychological factor

was students less motivation, interest, and self- awareness in speaking

English. Moreover, the environmental was the most factor caused

students speaking problem. Because the limit time to practice speaking in

the classroom, less of professional English teacher and supervisor, and

then many people around them were not practicing English language

during English week.

B. Suggestion

Considering on the result of the research, the researcher would like to

propose some suggestion as follows:

1. For the teacher

a. Hopefully the teacher had the commitment with all people in the

boarding school to always speak English during English week as a

form of motivation to the students.

b. The teacher should help students to improve their speaking skill by

drilling them to speak as much as possible.

 64

c. The teacher should make language activity more interesting and fun.

2. For students

a. The student should improve their vocabulary, pronunciation and

meaning and then confidently practicing English in their daily

communication.

b. The students should realize and had motivation to learn English

because it is very useful for them in this globalization era.

3. For other researcher

For the future researcher with the same research subject, hopefully

could find the strategies to overcome students’ problem in speaking

English.
 65

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