AN ANALYSIS THE DIFFICULTIES IN SPEAKING SKILL FOR THE

STUDENTS OF THIRD SEMESTER FROM ENGLISH DEPARTMENT

AT TIDAR UNIVERSITY

Dini Dwi Hastutik

1710302003
Skill 1

ENGLISH DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

TIDAR UNIVERSITY
 CHAPTER 1
INTRODUCTION

A. Background of The Study

Speaking is one of the most important skills that require to be developed for students
to communicate effectively in a different context. Language is a type of code that people
express in communicating in the world. Language has become an important thing in our lives,
to convey the intentions, thoughts, feelings, or explanations of an object. Language is widely
used in places such as home, school, market and so on. Everyone can use the language
formally while learning the language of school.
English is one of the foreign languages studied throughout Indonesia. In studying
English it should be known that there are four skills studied such as speaking, listening,
reading and writing. Speaking is one of the skills that use voice or speech in communicating
to express purpose, thought, or explanation of an object, to convey the purpose of the speaker
to the partner talk.
In speaking, students are not only required to use grammar correctly or have good
pronunciation and vocabulary. They also demanded to know knowledge about how to use
language. Hinkel (2005) claims communication problems occur because students find words
they do not understand, forms of words they do not know how to use or find that they cannot
express the intended meaning. Another problem that arises in students' speaking is a lack of
self-confidence and anxiety. Speaking skill in a foreign language is a challenge for the
students because to speak a foreign language such as English requires more than knowing
grammar but also the use of English in a real context.
According to Doris and Jessica (2007), language problems have a function as one of
the important reasons behind the poor academic performance. These problems can become
obstacles for students to improve their speaking skills. The reason students experience
problems speaking is that they lack grammar, vocabulary, and pronunciation. These
problems belong to linguistic problems. These problems make students' speaking abilities
worse.
  Another problem that might be a barrier for students to become good speakers of
English is psychological. Xinghua (2007) states that psychological problems are problems
that often interfere with your emotional and physical health, your relationships, work
productivity, or life adjustments such as nervousness, lack of confidence and fear of
speaking. These problems can cause difficulties in speaking skills. Psychological problems
are those problems, which often interfere with emotional or physical health. This
psychological problem can have a negative effect on students' speaking performance.

Indonesian as an English Foreign Language learner is particularly finds difficulty with

the ability to speak because oral communication requires the ability to use appropriate
language in social interaction. In interacting not only verbal communication but also some
components that must be considered in talking such as pitch, stress, and intonation. Also not
only gesture/body language, facial expression, and talk or no friends to talk. As Brown says,
in Richard, "There is tremendous variation cross-culturally and cross-linguistically in the
specific interpretation of gesture and body language". Some students argue that speaking
English is difficult for them so that teachers change all the views and find an effective way
for them to understand what is taught by the teacher. Teachers can design learning by
connecting all the skills as an interaction in real life in the classroom or outside the
classroom. A teacher must be very careful in giving instructions or a topic that students can
understand. As Rivers said, in Brown, "Communication derives essentially from interaction".
Based on the results of school observations in English Department at Tidar
University, researchers concluded that students still have difficulty in direct interaction using
English. Students still can not say a word with good pronunciation, lack of vocabulary, and
mother tongue. They sometimes choose to silent because they cannot express what will be
discussed, and some of them still find difficulties to speak English.
In the class, students required to communicate using English but it is not easy for
students. As Barker says "Communication is the act of transmitting and receiving
information. So from the demands that many students are looking for ways to communicate
well with English and many find many difficulties.
Since the Third Semester Students of English Department at Tidar University are the
English foreign learners (EFL) they may face certain problems that keep themselves cannot
speak English better. Students in the third level also have to prepare their self for practising
teaching in the seventh semester. Within this research, the researcher wants to find out what
are the problems faced by the Third Semester Students of English Department at Tidar
University in speaking skills. Based on the results of the description above the researcher
interested to analyze the student's difficulties in speaking or communicating using English by
taking the title of research: "AN ANALYSIS THE DIFFICULTIES IN SPEAKING SKILL
FOR THE STUDENTS OF THIRD SEMESTER FROM ENGLISH DEPARTMENT AT
TIDAR UNIVERSITY” (A case study in English Department at Tidar University).

B. Identification of the Problem

Based on the background above the researcher concluded that there are some problems to
learn English, such as :
 The students get difficult in speaking English because lack of self-confidence.
 The students still less grammar, lack of vocabulary and poor pronunciation.
 The students need a strategy to improve their speaking ability.

C. Limitation of the 'Problem

This research focuses on students of third semester in English department at Tidar University.
The researcher focuses to describe what are the students problems on speaking English, why
speaking difficulties occur on students of third semester in English departement at Tidar
University, and then how to slove the problems of speaking difficulties.
 D. Formulation of the Problem
1. What are the problems in speaking English faced by students in the third semester of
English department at Tidar University?
2. Why do those problems occur?
3. What is the solution to solve student's difficulties in speaking English in the third
semester in English Departement at Tidar University?

E. Objectives of the Study

According to the statement of the problems above, the researcher has the purpose appropriate
to the background of the study that the purpose of this research as follows:
1. To find out student's difficulties when speaking English in English class.
2. To analyze why the problems occur in the third semester students of English department
at Tidar University.
3. To know the solutions made by the students in solving the difficulty of speaking English.

F. Significance of the Study

This study will provide benefits for both part teachers and students.
As for teachers, among others, can help them to:
1. Know the difficulties of the students in learning especially in learning speaking so
that teachers can use appropriate strategies in dealing with students who have
difficulty.
2. Know why the difficulties of speaking occur in the third semester students of English
departement at Tidar University.
3. Know the solution in providing stimulus to easily communicate with students who
have difficulty.

As for the students the result of research expected to:

1. Improve the student's ability to speak English.
2. Help the students to speak English fluently.
3. Make the students dare to use English to communicate without any constraints.
 CHAPTER II
REVIEW ON RELATED LITERATURE

A. Theoritcal Description

1.Definition of Speaking
According to Douglas Brown, speaking is a skill that can directly and empirically
observe, and those observations are various by the accuracy and effectiveness of two test-
takers. Listening skill, which necessarily compromises the reliability and validity of an oral
production test. The challenge in speaking is the design of the elicitation technique. Because
most of the speaking is the product of creative construction of linguistic strings, the speaker-
make choices of lexicon, structure, and discourse.
From another book said that speaking is one of the abilities that must be mastered by
everyone. Speaking a language is difficult for foreign language learners because effective
oral communication requires the ability to use the language appropriately in social
interaction. Diversity in cooperation involves not only verbal communication, but also
paralinguistic elements of speech such a pitch, stress, and intonation.
From the definition above, it can conclude that speaking is a production skill, it
involves the way expressing ideas, opinions, or feeling to others by using word or sounds of
articulation to inform, to persuade, and to entertain. Speaking develops in children's life that
happened after the children listen.

2. The Types of Speaking

According to Brown, there are types of classroom speaking performance there are:
1) Imitative
At one end of the continuum of types of speaking performance is the ability to parrot
back simply (imitative the phrase with their own words). This is a purely phonetic level of
vocal production, several prosodic, lexical, and grammatical properties of language may
include in the criterion performance.
2) Intensive
The second type of speaking can be employed in assessment context is the production
of short stretches of oral language designed to demonstrate competence in a narrow band of
grammatical, phrase, lexical or phonological relationship.
3) Responsive
Responsive assessment tasks include comprehension and interaction test but at the
somewhat limited level of a concise conversation, standard greeting and small talks, simple
requests and comments, and the like.
4) Interactive
The difference between interactive and responsive speaking is in the length and complexity
of the interaction, which sometimes includes multiple exchange or multiple participants. The
interaction can take the two forms of transactional language, which has the purpose of
maintaining the social relationship.
5) Extensive
Students are called on to give extended monologues in form oral report, summaries, or
perhaps short speeches. Those kinds of type in speaking activity are learning in class based
on the situation needed. It depends on the teacher, conditions and the material that deliver.
3. Classroom Activities
Students are required to use the language learned when learning English class as both a
second language and a foreign language (EFL / ESL). Many students who experience
difficulty, especially foreign languages with various factors: for example because of
differences in student background, so that teachers use many styles in teaching.
Teachers use technology to attract the attention of the students, process the material well,
and with the type of learning is attractive. Some of the most widely by the teacher in teaching
English in the classroom are:
 Acting From a Script

The student will often act out of dialogues they have written themselves. With this, frequently
involves them in coming out to the front of the class. When choosing who would come out to
the front of the class we need to be careful not to select the shyest student first, and we need
to work also to create the right kind of supportive atmosphere in the class.
 Communication Games

Games which designed to provoke communication between student frequently depend on an

information gap so that one student has to talk to a partner to solve a puzzle, draw a picture
(describe and pull), put things in the right order (explain and arrange), or find similarities or
differences between images.
 Discussion

One of the reasons that discussions fail (when they do) is that students are reluctant to give an
opinion in front of the class. Many students feel extremely exposed in discussion situation.
 Prepared Talks

The prepared talks are a popular kind of activity where a student (or students) makes a
presentation on a topic on their own choice. Such discussions, they are not designed for
informal, spontaneous conversation: Because they have already prepared, they are more
writing like than this. However, if it is possible, students should speak from notes rather than
from a script. Prepared talks represent and defined useful of speaking genre, and if properly
organized, can be extremely interesting for both speaker and listener.
 Questionnaires
Questionnaires are useful because by being pre-planned. They ensure that both respondent
and questioner have something to say to each other. Student can design questionnaires on any
appropriate topic. So, the teacher can acts as a resource, helping them in the design process.
The result obtained from questionnaires can then form the basis for written work, discussion,
or prepared talk.
 Simulation and Role Play

From the simulation and role-play, the students derive great benefit. Student 'simulate' a real-
life encounter (such as a business meeting, an interview and meet in the cabin of an aeroplane
). As if they did it in real life and they were doing so in the real world.
In learning, of course, a teacher must be able to manage the class well, from the material side
and the classroom. Interactive teachers will make students interested to be more interactive in
communicating in the classroom. Creating an exciting atmosphere for students is one of the
most important things for teachers when starting learning.

3. The Problem of the Students in Speaking Activities

As it is known, there are many problems that students experience in learning English. Such as
challenging to learn and listen because not yet used to listen to a foreign language, difficulty
reading foreign language book, difficulty writing foreign language sentence, and difficulty
talking using a foreign language, especially in learning English in the field of speaking skills
There are some problems in getting learners to talk in the classroom there are:
a) Inhibition
Unlike writing, reading, and listening activities, speaking requires some degree of real-time
exposure to an audience. Students are often inhibited about trying to say things in a foreign
language in the classroom worried about making mistakes, fearful of critics or losing face, or
shy with the concern.
b) Nothing to say
You often hear learners complain that they have no motive to express themselves beyond the
guilty feeling, they cannot think of anything to say, even if they are not inhibited.

c) Low or uneven participation.

Only one participant can talk in a large group. This means that each one will have only very
little talking time. This problem is compounded by the tendency of some learners to
dominate, while others speak very little or not at all.
d) Mother's tongue.
Mother's tongue is used in the classes where all or a number of the learners share the same
mother tongue. Maybe, they tend to use it, because it is easier. After all, it feels unnatural to
speak to one another in a foreign language, and because they are speaking their mother
tongue. If they are talking in the small group, it can be quite difficult to get some classes-
particularity the less disciplined or motivated ones-to keep to the target language.
While according to Martin Bygate, which mentions that three common problems
encountered in speaking there are:
1) Pronunciation
Pronunciation is the most common problem encountered in speaking. When speaking
English, we have to consider not just word pronunciation but the connections between the
words in the sentence.
2) Vocabulary
Vocabulary is one of the essential factors in speaking. Sometimes it is difficult to say what
you are thinking because of the limitations of vocabulary.
3) Confidence
In speaking, confidence is important so that the other person can clearly understand what the
person says and explain. Many things that affect the lack of self-confidence in speaking, one
of which is the lack of vocabulary
So in speaking there are some problems that are often faced, namely lack of
vocabulary, pronunciation is less clear, which causes them less confident in speaking.
Besides the frequent practice will help students improve their ability in speaking, both in
terms of pronunciation and vocabulary owned.
Common problems in learning English have been encountered, for example, unclear
pronunciation, weak of vocabulary mastery, lack of grammar understanding, this is what
students will encounter in learning English. But the researcher is more focused interested to
know more about the problems that arise when learning to speak English.
The researcher is more interested in speaking skills because according to the fact that
it has been experienced as a student, many of them who complain cannot fluently to speak
English. Given the above theories on the problems found the researcher wants to know more,
there are many other problems beyond the theory that will be new findings on the results of
research conducted.

4. Criteria of Good Speaking

Speaking is not merely expressing something orally. There is some aspect that needs
to be acquired by students to have excellent speaking skills; there are pronunciation, fluency,
accuracy, and vocabulary.
a) Pronunciation
Pronunciation is the ways a specific sound produced. It covers the technique for speakers to
provide clear language when they speak. To be able to have successful communication, the
speaker of speech needs to be able to understand each other with relative ease. It means that
the speaker has to be able to give a clear message to the listener. In the pronunciation include
stress, rhythm, and intonation.
b) Fluency
Fluency is also an essential aspect of speaking. Fluency is the ability to speak quickly and
automatically. It implies that a fluent speaker is a person who can use the language
automatically and rapidly in a conversation—the ability to keep going the conversation
naturally when speaking spontaneously. Thus, the activities focused on fluency are needed to
be conducted by the teacher.
c) Accuracy
Accuracy is the ability to produce a grammatically correct sentence or utterances. It means
that to speak accurately, the speaker needs to follow the rules of the language such as
grammar and structure.
d) Vocabulary
According to Ronald Carter, that vocabulary is a set of lexemes, including single words,
compound words, and idioms. It means that vocabularies one of the aspects which have to
learn if someone wants to speak in English. A speaker of a foreign language will speak
fluently and accurately if they master enough vocabulary and have the capability to use it
correctly.
B. Previous Study
The previous study comes from Ida Rahmawati from Muhammadiyah University of
Semarang. By the title “English Speaking Problems Faced by Students at e-Dutech Business,
Computer and Language Center “. Her study finds the speaking problem, like the researchers
study. The researchers study does not find the dominant factor, but she does. She explains
clearly and understandable. The weakness of the study is in the background of the study, she
mentions the setting of the study is a place where she teach in order to easy doing research.
In her study, she finds that speaking problems are lack of vocabularies, hesitation: silent and
filled pauses, repetition, mispronunciation, utterances left grammatically in complete, mother
tongue use, nothing to say, retrace and repair sequences: reformulation. And the dominant
factor is vocabulary.
She concludes that the English speaking problem faced by students depend on what media is
used. When the media use differently, the result can be found differently.
The next study is “The Speaking Problems Encountered by SMA Titian Teras Students on
EnglishDay: A Case Study” by Noprival, the year 2009, from Jambi University. The
relationship between his study and the researcher Are discussed speaking problems. The
difference is the researchers also discuss the causes, but he does not. His explanation is clear,
but the weakness is he only interviews five persons who have the problems in speaking. He
should interview with a sample of the population.
 C. Conceptual Framework

As discussed above, speaking in English as a foreign language is considered as a

difficult skill to acquire by most learners. That is why many students are not really interested
to the speaking activity. Therefore, many of the students cannot speak in English, even the
simplest one. Most of the learners only got a little exposure from this language. They either
find it difficult to know the real example of English or the practice of this language in daily
life. All of those 36 conditions make the teaching and learning process ineffective, especially
in the speaking class. As a matter of fact, teaching and learning process cannot be separated
with the use of strategy that can encourage the students in speaking english.

Based on the results of observation on-site observation, student still have

difficulties in speaking English. Speaking English is essential to the students. Students need
to master speak English. Speaking English is also a fundamental thing in learning English. If
the students cannot master speaking, it will automatically not obtain the four competencies of
English, such as writing, reading, speaking, and listening. When the students want to speak
English, they often make a mistake and they feel shy. However, with this research, we can
know what the difficulties faced by students. And how to overcome this problems.

In obtaining the four competencies of English, the teacher must use an

effective method in teaching speaking. However, they often face difficulties. It based on
the fact that the teaching-learning process is monotonous. Therefore, students often face
challenges in mastering speaking. The students need a strategy in learning process.

.
 CHAPTER III

METHODOLOGY OF RESEARCH

A. Research Design

In this study, the researchers used qualitative research methods to focus primarily on
the facts that will enable to understand the meaning of what is going on. Then
methodologically is the case study. A case study, as Gilham defines is one which investigates
an individual, a group, an institution or a community to answer the specific research question,
in the care setting, and which response to questions. Case study approaches in research are
often placed on qualitative research (Bogdan & Biklen, 1982; Burges, 1985).
Similarly, the opinions of Vrendenbergt (1978), Ary, Jacobs, and Raavieh (1985)
describe the nature of case studies as an approach that aims to maintain the wholeness of
objects, meaning that data collected in case study frameworks are studied as an integrated
whole. The case study used by the researcher is a type of observation case study that
prioritizes data collection techniques through participant observation while focusing studies
on a particular organization or some organizational aspect.
The regulatory sections of the focus of the study 
 (a) a particular place within the school;
 (b) a group of students;
 (c) school activities

The researcher used this method because she wants to know how students experience
and find solutions to the difficulty of speaking English in class or outside the classroom. And
will use an interview research tool for each student as a sample taken.
B. The subject of the Study

The subjects of this study is the students at Third Semester of English Departement at
Tidar University. As the part of or represents the population that has been studied. The
researcher took 30 random sample (sample subjects at random from a list of the population)
of thirty students as a sample for this study. The sample is from the studens of third semester
of Englih epartment at Tidar University. The reason for the researcher to conduct the study
in that department is because the students from English Department still have problems in
speaking English.

C. The setting of the study

               For the collection of research data, the researcher determines in the English
Department at Tidar University. It is located in Magelang. Especially in English Department.
Researchers take this school because the students in the third level have to prepare their self
for practising teaching in the seventh semester. So, by understanding students problems in
speaking, it could help the students to solve their speaking problems. The researcher did the
research on May,19th 2020.

D. Research Instruments

The researcher needs some instruments. It is a methodological research tool used in

research to collect the data. Thet instrument, which is used in this research is interview guide
and questionnaire.
 a. Interview guide
The researcher uses an interview guide to get information about students” problems in
speaking English. Interview refers to a dialogue which has been done by the interviewer. The
purpose of the discussion is to get the information from the interviewer (respondent). The
researcher interviews students in the speaking class to get information about students”
problems in speaking English, and why the problems occur.

  b. Questionnaire
  The researcher uses a questionnaire in this study because by using it, the answer will
organize. In this case, the survey is to answer what is students” difficulties in speaking
English at the third semester of English department at Tidar University, why does the
problem occur, and how to solve the issues”. 

 Nasution said questionnaire is a research tool in the form of questions list to gather
information from the respondents.

 Besides, there are three kinds of the questionnaire: 

a. From the style to answer
 1. Opened-questionnaire, which allows respondents to respond by their own words.
 2. Closed-questionnaire, which the researcher has prepared the answer, and the respondents
just choose the answers. 

b. From the given answer

 1. Direct questionnaire means answer about the respondents selves. 
2. Indirect questionnaire is the respondents answer about the others. 
c. From the form of the questionnaire
 1. Multiple-choice questionnaires indicate closed-questionnaire. 
2. Essay questionnaire means opened-questionnaire.
3. Checklist, a list, which the respondents give the checkmark ( ) on available column. 
4. The rating scale
 
 In this research, the researcher uses a survey for collecting information about their
behaviour or their problems in speaking English and why the problems occur. The researcher
distributes a questionnaire to the students. Then, the researcher counts to analyze the
questionnaire and percentages.
 
E. Data Analysis Technique

The data analysis from this research is following: 

1. Interviewing the students and teacher about students” problems in speaking English. 
2. Describing the result of the interview 
3. Distributing questionnaire 
4. Identifying the result of the questionnaire
 5. Analyzing the data after being identified to the percentage. 

The percentage is the rate of something expressed as if it is part of a total which is

100. In this research, the percentage used to calculate how many students get problems in
speaking English.

To get the percentage of each item questionnaire, the researcher used the formula as
stated below:

P= F X 100% 
N

Where: 
P = the percentage of students” problems 
F = the number of frequency of the respondent answer
 N = the number of respondents
 This formula is only used to know the percentage, but overall this study uses a qualitative
approach
 REFERENCES

Heriansyah, H. (2012). Speaking problems faced by the English department students of Syiah
Kuala University. Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa,
6(1), 37-44.
Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International
Journal on Studies in English Language and Literature (IJSELL), 2(6), 22-30.
Al Nakhalah, A. M. M. (2016). Problems and difficulties of speaking that encounter English
language students at Al Quds Open University. International Journal of Humanities
and Social Science Invention, 5(12), 96-101.
Al-Saadi, S., Tonawanik, P., & Al Harthy, S. (2013). Perspective Speaking Difficulties Faced
by Omani Students: Empirical Data on Self-Perception. Arab World English
Journal, 4(3).
Saleh, N., & Zakaria, N. (2013). Investigating the difficulties faced in understanding, and
strategies used in processing, English idioms by the Libyan students. International
Journal of English Language and Translation Studies, 1(2), 69-90.
Leong, L. M., & Ahmadi, S. M. (2017). AN ANALYSIS OF FACTORS INFLUENCING
LEARNERS’ENGLISH SPEAKING SKILL.
 B. Recheck your research proposal that you have constructed. Identify them carefully and
answer the following questions on the provided space (enter the space as you need it).

CHAPTER I (20 points)

1. What is your title? Why did you choose this topic?

 My title of this proposal is “AN ANALYSIS THE DIFFICULTIES IN SPEAKING

SKILL FOR THE STUDENTS OF THIRD SEMESTER FROM ENGLISH
DEPARTMENT AT TIDAR UNIVERSITY”
 I choose this topic because I want to know the students’ speaking difficulties, why
these problems occur, and how to solve these problems.

2. What is/are the background/s of your research proposal? Make a list of it!

 The backgrounds of my research proposal as follows:

 The students get difficult in speaking English because of lack of self-confidence.

 The students still less grammar, lack of vocabulary and poor pronunciation.
 The students need a strategy to improve their speaking ability.

3. What is/are your research question/s and objective/s?

 The research questions that arise about the problems to be solved in my proposal,
including:

 What are the problems in speaking English faced by students in the third semester of
English department at Tidar University?
 Why do those problems occur?
 What is the solution to solve student's difficulties in speaking English in the third
semester in English Departement at Tidar University?

 The objectives of the study in my research proposal as follows:

 To find out student's difficulties when speaking English in English class.

 To analyze why the problems occur in the third semester students of English
department at Tidar University.
 To know the solutions made by the students in solving the difficulty of speaking
English.

4. Do you think the problems that you stated in your research proposal relate to the current
issues? Why do you think so?

In my opinion, the problems that I stated in my research proposal is related to the current
issues as we know that many students are still difficult to speak English well. There are so
many factors that affect it. For example, they shy to speak, lack of vocabulary, less understand
about grammar, have a high anxiety etc. So, the problem that I stated in my proposal is related
to the current issues. For that I analyze what is the difficulties when speaking English, why the
problem occurred and how to solve it.

CHAPTER II (40 points)

5. How many books and journals did you use? Make a list of them in the form of references.

 There are some journal that I use in my research, among others:

Heriansyah, H. (2012). Speaking problems faced by the English department students of Syiah
Kuala University. Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa, 6(1),
37-44.
Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International
Journal on Studies in English Language and Literature (IJSELL), 2(6), 22-30.
Al Nakhalah, A. M. M. (2016). Problems and difficulties of speaking that encounter English
language students at Al Quds Open University. International Journal of Humanities
and Social Science Invention, 5(12), 96-101.
Al-Saadi, S., Tonawanik, P., & Al Harthy, S. (2013). Perspective Speaking Difficulties Faced
by Omani Students: Empirical Data on Self-Perception. Arab World English Journal,
4(3).
Saleh, N., & Zakaria, N. (2013). Investigating the difficulties faced in understanding, and
strategies used in processing, English idioms by the Libyan students. International
Journal of English Language and Translation Studies, 1(2), 69-90.
Leong, L. M., & Ahmadi, S. M. (2017). AN ANALYSIS OF FACTORS INFLUENCING
LEARNERS’ENGLISH SPEAKING SKILL.

6. How many previous studies that you refer? Mention all of them and state the difference/s
between yours and the previous studies.

 To make this research valid and credible, I take two previous studies to support the
research.

The previous study comes from Ida Rahmawati from Muhammadiyah University of
Semarang. By the title “English Speaking Problems Faced by Students at e-Dutech Business,
Computer and Language Center”. Her study finds the speaking problem, like the researchers’
study. The researchers’ study does not find the dominant factor, but she does. She explains
clearly and understandable. The weakness of the study is in the background of the study, she
mentions the setting of the study is a place where she teaches in easy doing research.
In her study, she finds that speaking problems are lack of vocabularies, hesitation: silent and
filled pauses, repetition, mispronunciation; utterances left grammatically incomplete, mother
tongue use, nothing to say, retrace and repair sequences: reformulation. And the dominant
factor is vocabulary. The differences between her study and my studies are she just do the
research about what kind of speaking difficulties faced by the students. However, in my
studies, I also give the problem solving for this research.
She concludes that the English speaking problem faced by students depend on what media is
used. When media are use differently, the result can be found differently.
The next study is “The Speaking Problems Encountered by SMA Titian Teras Students
on EnglishDay: A Case Study” by Noprival, the year 2009, from Jambi University. The
relationship between his study and the researcher Are discussed speaking problems. The
difference is the researchers also discuss the causes, but he does not. His explanation is clear,
but the weakness is he only interviews five persons who have the problems in speaking. He
should interview with a sample of the population.

7. Write your research proposal’s theoretical framework.

 My Theoretical Framework

1.Definition of Speaking
According to Douglas Brown, speaking is a skill that can directly and empirically
observe, and those observations are various by the accuracy and effectiveness of two test-
takers. Listening skill, which necessarily compromises the reliability and validity of an oral
production test. The challenge in speaking is the design of the elicitation technique. Because
most of the speaking is the product of creative construction of linguistic strings, the speaker-
make choices of lexicon, structure, and discourse.
From another book said that speaking is one of the abilities that must be mastered by
everyone. Speaking a language is difficult for foreign language learners because effective oral
communication requires the ability to use the language appropriately in social interaction.
Diversity in cooperation involves not only verbal communication, but also paralinguistic
elements of speech such a pitch, stress, and intonation.
From the definition above, it can conclude that speaking is a production skill, it
involves the way expressing ideas, opinions, or feeling to others by using word or sounds of
articulation to inform, to persuade, and to entertain. Speaking develops in children's life that
happened after the children listen.
2. The Types of Speaking
According to Brown, there are types of classroom speaking performance there are:
1) Imitative
At one end of the continuum of types of speaking performance is the ability to parrot
back simply (imitative the phrase with their own words). This is a purely phonetic level of
vocal production, several prosodic, lexical, and grammatical properties of language may
include in the criterion performance.
2) Intensive
The second type of speaking can be employed in assessment context is the production
of short stretches of oral language designed to demonstrate competence in a narrow band of
grammatical, phrase, lexical or phonological relationship.
3) Responsive
Responsive assessment tasks include comprehension and interaction test but at the
somewhat limited level of a concise conversation, standard greeting and small talks, simple
requests and comments, and the like.
4) Interactive
The difference between interactive and responsive speaking is in the length and complexity of
the interaction, which sometimes includes multiple exchange or multiple participants. The
interaction can take the two forms of transactional language, which has the purpose of
maintaining the social relationship.
5) Extensive
Students are called on to give extended monologues in form oral report, summaries, or perhaps
short speeches. Those kinds of type in speaking activity are learning in class based on the
situation needed. It depends on the teacher, conditions and the material that deliver.
3. Classroom Activities
Students are required to use the language learned when learning English class as both a second
language and a foreign language (EFL / ESL). Many students who experience difficulty,
especially foreign languages with various factors: for example because of differences in student
background, so that teachers use many styles in teaching.
Teachers use technology to attract the attention of the students, process the material well,
and with the type of learning is attractive. Some of the most widely by the teacher in teaching
English in the classroom are:
 Acting From a Script

The student will often act out of dialogues they have written themselves. With this, frequently
involves them in coming out to the front of the class. When choosing who would come out to
the front of the class we need to be careful not to select the shyest student first, and we need to
work also to create the right kind of supportive atmosphere in the class.
 Communication Games

Games which designed to provoke communication between student frequently depend on an

information gap so that one student has to talk to a partner to solve a puzzle, draw a picture
(describe and pull), put things in the right order (explain and arrange), or find similarities or
differences between images.
 Discussion

One of the reasons that discussions fail (when they do) is that students are reluctant to give an
opinion in front of the class. Many students feel extremely exposed in discussion situation.
 Prepared Talks

The prepared talks are a popular kind of activity where a student (or students) makes a
presentation on a topic on their own choice. Such discussions, they are not designed for
informal, spontaneous conversation: Because they have already prepared, they are more writing
like than this. However, if it is possible, students should speak from notes rather than from a
script. Prepared talks represent and defined useful of speaking genre, and if properly organized,
can be extremely interesting for both speaker and listener.
 Questionnaires

Questionnaires are useful because by being pre-planned. They ensure that both respondent and
questioner have something to say to each other. Student can design questionnaires on any
appropriate topic. So, the teacher can acts as a resource, helping them in the design process.
The result obtained from questionnaires can then form the basis for written work, discussion, or
prepared talk.
 Simulation and Role Play

From the simulation and role-play, the students derive great benefit. Student 'simulate' a real-
life encounter (such as a business meeting, an interview and meet in the cabin of an
aeroplane ). As if they did it in real life and they were doing so in the real world.
In learning, of course, a teacher must be able to manage the class well, from the material side
and the classroom. Interactive teachers will make students interested to be more interactive in
communicating in the classroom. Creating an exciting atmosphere for students is one of the
most important things for teachers when starting learning.

3. The Problem of the Students in Speaking Activities

As it is known, there are many problems that students experience in learning English. Such as
challenging to learn and listen because not yet used to listen to a foreign language, difficulty
reading foreign language book, difficulty writing foreign language sentence, and difficulty
talking using a foreign language, especially in learning English in the field of speaking skills
There are some problems in getting learners to talk in the classroom there are:
a) Inhibition
Unlike writing, reading, and listening activities, speaking requires some degree of real-time
exposure to an audience. Students are often inhibited about trying to say things in a foreign
language in the classroom worried about making mistakes, fearful of critics or losing face, or
shy with the concern.
b) Nothing to say
You often hear learners complain that they have no motive to express themselves beyond the
guilty feeling, they cannot think of anything to say, even if they are not inhibited.

c) Low or uneven participation.

Only one participant can talk in a large group. This means that each one will have only very
little talking time. This problem is compounded by the tendency of some learners to dominate,
while others speak very little or not at all.
d) Mother's tongue.
Mother's tongue is used in the classes where all or a number of the learners share the same
mother tongue. Maybe, they tend to use it, because it is easier. After all, it feels unnatural to
speak to one another in a foreign language, and because they are speaking their mother tongue.
If they are talking in the small group, it can be quite difficult to get some classes-particularity
the less disciplined or motivated ones-to keep to the target language.
While according to Martin Bygate, which mentions that three common problems
encountered in speaking there are:
1) Pronunciation
Pronunciation is the most common problem encountered in speaking. When speaking English,
we have to consider not just word pronunciation but the connections between the words in the
sentence.
2) Vocabulary
Vocabulary is one of the essential factors in speaking. Sometimes it is difficult to say what you
are thinking because of the limitations of vocabulary.
3) Confidence
In speaking, confidence is important so that the other person can clearly understand what the
person says and explain. Many things that affect the lack of self-confidence in speaking, one of
which is the lack of vocabulary
So in speaking there are some problems that are often faced, namely lack of vocabulary,
pronunciation is less clear, which causes them less confident in speaking. Besides the frequent
practice will help students improve their ability in speaking, both in terms of pronunciation and
vocabulary owned.
Common problems in learning English have been encountered, for example, unclear
pronunciation, weak of vocabulary mastery, lack of grammar understanding, this is what
students will encounter in learning English. But the researcher is more focused interested to
know more about the problems that arise when learning to speak English.
The researcher is more interested in speaking skills because according to the fact that it
has been experienced as a student, many of them who complain cannot fluently to speak
English. Given the above theories on the problems found the researcher wants to know more,
there are many other problems beyond the theory that will be new findings on the results of
research conducted.

4. Criteria of Good Speaking

 Speaking is not merely expressing something orally. There is some aspect that needs to
be acquired by students to have excellent speaking skills; there are pronunciation, fluency,
accuracy, and vocabulary.
a) Pronunciation
Pronunciation is the ways a specific sound produced. It covers the technique for speakers to
provide clear language when they speak. To be able to have successful communication, the
speaker of speech needs to be able to understand each other with relative ease. It means that the
speaker has to be able to give a clear message to the listener. In the pronunciation include
stress, rhythm, and intonation.
b) Fluency
Fluency is also an essential aspect of speaking. Fluency is the ability to speak quickly and
automatically. It implies that a fluent speaker is a person who can use the language
automatically and rapidly in a conversation—the ability to keep going the conversation
naturally when speaking spontaneously. Thus, the activities focused on fluency are needed to
be conducted by the teacher.
c) Accuracy
Accuracy is the ability to produce a grammatically correct sentence or utterances. It means that
to speak accurately, the speaker needs to follow the rules of the language such as grammar and
structure.
d) Vocabulary
According to Ronald Carter, that vocabulary is a set of lexemes, including single words,
compound words, and idioms. It means that vocabularies one of the aspects which have to learn
if someone wants to speak in English. A speaker of a foreign language will speak fluently and
accurately if they master enough vocabulary and have the capability to use it correctly.

CHAPTER III (40 points)

8. Mention your type, subject, setting, and approach of your research.

 Research Design

In this study, the researchers used qualitative research methods to focus primarily on the
facts that will enable to understand the meaning of what is going on. Then methodologically is
the case study. A case study, as Gilham defines is one which investigates an individual, a
group, an institution or a community to answer the specific research question, in the care
setting, and which response to questions. Case study approaches in research are often placed on
qualitative research (Bogdan & Biklen, 1982; Burges, 1985).
Similarly, the opinions of Vrendenbergt (1978), Ary, Jacobs, and Raavieh (1985)
describe the nature of case studies as an approach that aims to maintain the wholeness of
objects, meaning that data collected in case study frameworks are studied as an integrated
whole. The case study used by the researcher is a type of observation case study that prioritizes
data collection techniques through participant observation while focusing studies on a
particular organization or some organizational aspect.
The regulatory sections of the focus of the study 
 (a) a particular place within the school;
 (b) a group of students;
 (c) school activities
 The researcher used this method because she wants to know how students experience
and find solutions to the difficulty of speaking English in class or outside the classroom. And
will use an interview research tool for each student as a sample taken.

 The subject of the Study

The subjects of this study are the students at Third Semester of English Departement at
Tidar University. As part of or represents the population that has been studied. The researcher
took 30 random samples (sample subjects at random from a list of the population) of thirty
students as a sample for this study. The sample is from the studens of the third semester of
English department at Tidar University. The reason for the researcher to conduct the study in
that department is because the students from the English Department still have problems
speaking English.

 The setting of the study

               For the collection of research data, the researcher determines in the English
Department at Tidar University. It is located in Magelang. Especially in English Department.
Researchers take this school because the students in the third level have to prepare their self for
practising teaching in the seventh semester. So, by understanding students problems in
speaking, it could help the students to solve their speaking problems. The researcher researched
on May 19th, 2020.
 The approach of the study
In this study, I use qualitative research approach.

9. What technique/s will you use to gain data? (as currently the world is in a fight against
covid-19, you may have to change a little bit form what you have written).
 The technique of Collecting Data

To collect the data, as currently, the world is in a fight against COVID-19, I still use
questionnaires. However, I don’t use printed questionnaires, but I will make an online
questionnaire. I will use questionnaires from google form as a data collection
technique. In this case, I am as the researcher wants to find out the speaking
difficulties faced by the students in English Department at Tidar University.
There are fifteen questions in the questionnaires. There is fifteen closed questionnaire
form. The results of the questionnaire will be analyzed by giving each system answer
a percentage so it can be judged by statistical interpretation.

10. How will you analyze your data? How will you provide the reliability and the validity
arguments for your quantitative data? or How will you provide the trustworthiness for
your qualitative data? Explain it.

 How will you analyze your data?

The data analysis from this research is the following: 

1. Interviewing the students and teacher about students’ problems in speaking English. 
2. Describing the result of the interview 
3. Distributing questionnaire 
4. Identifying the result of the questionnaire
 5. Analyzing the data after being identified to the percentage. 

The percentage is the rate of something expressed as if it is part of a total which is 100.
In this research, the percentage used to calculate how many students get problems in speaking
English.

To get the percentage of each item questionnaire, the researcher used the formula as
stated below:

P= F X 100% 
N

Where: 
P = the percentage of students” problems 
F = the number of frequency of the respondent answer
 N = the number of respondents
 This formula is only used to know the percentage, but overall this study uses a qualitative
approach

 How will you provide the trustworthiness for your qualitative data?

According to Burns (1999:17) in Monita, D (2015), an instrument is a tool that used

in collecting data. In qualitative research, the device is the researcher. The research worker
ought to be valid by themselves regarding their ability to conduct the analysis. In this study, the
data collected by an online questionnaire. The questionnaire consisted of fifteen items to collect
information about students’ difficulties in speaking English. Everything rated on a four-point
scale: strongly agree, agree, disagree, and strongly disagree.
In this data, I provide the trustworthiness for my qualitative data by giving credibility,
transferability, dependability, and confirmability in my research proposal.

Guba (1981) made four basic criteria that can be used as a reference so that trust or
conformity can be achieved, including:
a) credibility (for internal validity)
b) Transferability (for external validity)
c) Dependability (for reliability)
d) confirmability (for objectivity)

 Credibility, related to factors to build trust, that is, researchers try to ensure the steps of
the research are by the abilities of the researcher.
 Transferability, relating to data that can be applied in other conditions, especially in a
larger population.
 Dependability, related to the research model that can be applied repeatedly that is if
done repeatedly with the same context, the same method and with the same
 participants, then the same results will be obtained.
 Confirmability, related to the objectivity of researchers who sometimes have a
researcher's bias, can be minimized by acknowledging the researchers' beliefs in
making decisions and the methods adopted.