the third year students’ difficulties in learning...

1 Zahrina: The Third Year Students’ Difficulties In Learning Speaking …

THE THIRD YEAR STUDENTS’ DIFFICULTIES IN LEARNING SPEAKING:a Case Study at MTsN Grong-Grong

ZahrinaAL-Hilal College Sigli

Zahrina.hamid.gmail.com

ABSTRAKPenelitian ini berjudul "Kesulitan Siswa Kelas Tiga dalam Belajar Berbicara (Bahasa

Inggris): Studi Kasus di MTsN Grong-Grong." Penelitian ini dilakukan untuk mengetahuikesulitan yang dihadapi siswa kelas tiga MTsN Grong-Grong dalam pembelajaran berbicara.Untuk melihat hambatan siswa dalam belajar berbicara, maka diperlukan instrumenpenelitian, dalam hal ini, tiga instrumen yang andalkan yaitu: observasi, wawancara, dankuesioner. Hasil penelitian menunjukkan bahwa siswa kelas tiga MTsN Grong-Grongmengalami beberapa kesulitan dalam belajar berbicara. Alasannya dapat dilihat dari duafaktor yaitu internal dan eksternal. Faktor internal adalah kurangnya minat para siswa dalambelajar bahasa Inggris sehingga mereka tidak menyadari betapa pentingnya menguasai kosakata sebagai kebutuhan dasar untuk belajar berbicara. Faktor eksternal beranjak dari fasilitasyang tidak mencukupi, lingkungan sekitar dan masalah keuangan yang tidak mendukungyang juga perlu dipertimbangkan. Dengan demikian, hasil penelitian ini diharapkan sebagaidasar untuk menyelesaikan permasalahan atau setidaknya meminimalisirnya.

ABSTRACTThis research entitled “The Third Year Students’ Difficulties in Learning Speaking: A

Case Study at MTsN Grong-Grong.” This research was conducted to find out the difficultieswhich were faced by the third year students of MTsN Grong-Grong in learning speaking. Inorder to notice the students’ obstructions in learning speaking, it was required to apply theinstruments of the research, in this case, three instruments presented; observation, interview,and questionnaire. As the result of the research, it was found out that the third year studentsof MTsN Grong-Grong dealt with several difficulties in learning speaking. The reasons werederived from both sides which were internal and external factors. The internal factor wascame from the less interest of the students in learning English which led them to be unawareof how important mastering vocabulary as the base requirement for learning speaking. Theexternal factors were derived from the insufficient facilities, unsupported surrounding lifeenvironment and financial problems which were also necessary to consider. Thus, the resultof this research could be expected as the groundwork to solve the problems or at least tominimise them.

Key words: Difficulties, learning speaking, third Year Students, MTsN Grong-Grong.

IntroductionSpeaking is one of four major skills in learning English. Speaking means process of

building and sharing through the use of verbal and non-verbal symbols. It has an essentialrole for students in order to hold conversation between one and another. Speaking instructionrequires students to talk fluently and arrange words appropriately. As the clarification byHadfield and Hadfield (2008: 105)

Jurnal Prodi PGMI, Eksperimental, Vol. 5, Nomor 1, Juni 2017 2

They have to put phrases and sentences together using grammar and vocabulary toexpress what they want to say in a way that others can understand. They have to be ableto vocalize this using pronunciation and intonation in a way that is clear enough for otherto understand. In order to do all this quickly enough to keep up the flow of conversationthey need to be reasonably fluent.

In this case, the preliminary research prooved, the activity of speaking wascomplicated for the third year students of MTsN Grong-Grong. In fact, the English teachersof MTsN Grong-Grong still face obstacles to hold speaking instruction to students. Besides,the role of society around their environment does not support the students’ effort to improvetheir ability practically since they are generally villagers which have never touched byEnglish associations. Furthermore, Hall and Hewings (2001: 210) remark that: “If learnerswere in an environment rich in language input just beyond what they were able to producethemselves in a stress free environment, they would acquire the target languageunconsciously, effortlessly, and fluently”. It points out that surrounding society has animportant influence to assist the students in learning speaking.

Furthermore, based on the explanation above, it is necessary to find out what isactually the major parts that make speaking difficult to the third grade of junior high schoolstudents. It is essential that teachers to select the speaking instruction materials which areconsidered appropriate and relevant in increasing students' speaking ability. Regarding to thisissue, using this study is expected to elicit the problem face in teaching-learning speaking andfind the adequate solution for English language teaching.

Problem of the StudyBased on the explanation above, the writer formulated the problem of the study as

follow; What are the difficulties faced by the third year students of MTsN Grong-Grong inlearning speaking?

The Objective of the StudyRelating to the description above, the writer can conclude that the main purpose of

this study as follow; to identify the difficulties faced by the third year students of MTsNGrong-Grong in learning speaking.

The Significance of the StudyThe result of this study is expected to be benefit to the writer, the teacher and the

students:1. By this research, it will reveal several things needed by the third year students of

MTsN Grong-Grong in order to assist them in learning speaking.2. By knowing the obstructions, of the third year students of MTsN Grong-Grong to

speak English will contribute consciousness to seek out the solution.

The Operational DefinitionTo clarify the terms of this research, the researcher defines them in this part, and this

part is to lead the readers understand about the research that is designed with the title of thisresearch is “The Third Year Students’ Difficulties in Learning Speaking: a Case Study atMTsN Grong-Grong. Furthermore, the researcher explains them as clearly as possible. Thereare several terms used in the title of this research, and they are required to define in order toavoid misinterpretation for readers.

1. The third year students of MTsN Grong-Grong. The word the third year means thethird level or grade. Meanwhile, Student means boy or girl attending school (Hornby,1980: 858). So, the writer can conclude that the third year students of MTsN Grong-


Grong mean the third level pupils of one of Junior High School which is located inPidie district.

2. Difficulties derive from the word difficulty. It means problem, things or situation thatcauses problems (Hornby, 2008:124). It has also similar meaning to complications.Thus, difficulties could be explained as several obstacles that might create troubles.

3. Speaking is a noun which is derived from verb speak. It has the meaning as use yourvoice to say something (Hornby, 2008:426). In this case, speaking could be defined asthe act of pronouncing words in order to get our idea out and to make the listenerunderstand our purpose.

Review Of LiteratureDefinition of Speaking

Speaking has many notions according to view of people who are talking about it.However, all the opinions have the same purpose that is getting words out to make thelistener understand the things we deliver to him or her. Speaking comes from the word‘speak’, which is to make use of language in ordinary, not singing voice. (Hornby 1980:827).

Speaking is also defined as the act to utter words for giving information as plain aspossible. The following are some notions of speaking.

1. Uttering speech; used for conveying speech.2. The act of uttering words.3. The utterance of intelligible speech.

So, the writer can conclude that speaking is the act of pronouncing words in order to get ouridea out and to make the listener understand our purpose. Furthermore, speaking might haverelation to exchange information, communication or interaction between one to another.

2.1 The Importance of SpeakingSpeaking is an activity that we perform very much in our daily life. We can not live in

silence without sharing everything to others. Thornbury (2005:1) says “The average personsproduce ten of thousand words a day, although some people like auctioneers or politiciansmay produce even more than that”.

Learning English is worthless without speaking. Three requirement skills; listening,reading and writing are not enough without speaking. Kayi (2006) states:”Speaking is acrucial part of second language learning and teaching”. A speaker could change theinformation perfectly to the listener by vocalizing words. Suppose each person in a meetingwere only given a chance to note down everything he or she wants to express at once, he orshe could be frustrated. A person can’t stand if he or she had an idea but could not tell anyoneelse freely. The result in the end, the meeting would not work as well as possible or it couldbe no effect at all. Therefore, speaking has the big power for people in daily life. Mostly, themain purpose of everyone who learns a foreign language is in order to have a skill tocommunicate effectively. Maxom (2009:9) confirms: “These days English is viewed as alanguage which gives you access to the world. Some want to study at prestigious English-speaking universities; some want a high flying career with international connections. Othersjust want a better chance in life and move to wherever the money seems to be…”

Base on the view above, it indicates that speaking skill (especially in English) playsan essential role for people who would reach better future. Through speaking skill, one getsinto much information of various issues of whole universe. Speaking skill enables people toexchange and share ideas, experience and so many other activities or events that happen inevery second in this earth. Therefore, some people even want to spend their time to have aspecial class (English-speaking) at University, although they already finished their study inthe previous time.


Some others who have been mastering speaking skill well try to extend their businessabroad. Kierren (2003) says “…face the reality that the English language (as an accidentalresidual by-product of European colonial history) has become the language of business in theglobal economy”. We know that overseas business could not work smoothly unless theentrepreneur is capable of mastering speaking English properly. Meanwhile, the other peopleexpect they will find a golden opportunity, it could be; scholarship or filling the vacancy in acertain company abroad. Thus, speaking could not be ignored since it plays a vital role inverbal communication.

2.2 The Kinds of SpeakingLearning English as a foreign language is not simple. If a teacher taught students by

offering monotonous methods and materials in every meeting, it would be a terrible result.Students might be discouraged, unconcern, or they might prefer to stay out of the Englishclass instead. To provide attractive, motivating and fun atmosphere for students, teachershould create variety of different tasks. According to Hadfield and Hadfield (2008:109)

Some learners might prefer serious discussion, other might prefer lighter-heartedactivities like game and role play. You need to provide a balance to cater for all yourlearners, but also to provide a range of different kinds of speaking: discussion andargument around various topics of interest, social conversation (for example, invitingpeople round), conversational about personal feelings, experiences, and preferences (forexample childhood memories, or where you would like to live), factual information (forexample describing a person), transactional language (for example making enquires at arailway station).

In addition, topic delivering is important as well as providing the diversity ofstudents’ attraction and impression. Wallace et.al (2004:10) state: “Students can give betterspeeches when they can organize their presentation in a variety of a different ways, includingsequentially, chronologically and thematically”.

Besides, determining of group of work should be also controlled by teacher. Wallaceet.al (2004: 10) clarify: “Teacher can enable learners to present ideas to individual peers, peergroups and entire classes of students”. In fact, it influences the activity of students’ speaking.In some situations students would like to work in pairs, or in small group, large group or evenindividually. Consequently, students can obtain best result for each activity which is doneevery meeting.

Here are various activities to promote speaking for students Kayi (2006)1. Discussion

In discussion the students may aim to arrive at a conclusion, share ideas about anevent, or find solutions in their discussion groups. It’s important for the teacher toorganize the class before performing the discussion, such as setting the groups and theinstructions should be done by the students during the discussion. This is done toreduce time for students to chat irrelevant problem except the topic. Throughdiscussion students can express their opinions “agree or don’t agree” about the topic.

2. Role PlayIn role play, a student is supposed to be another person in a various social

contexts and have a variety of social roles. This is implemented to bring students todiverse situations. For example one student becomes a shop keeper while anotherbecomes a customer.

3. SimulationThis item is very similar to role play. However in simulation the situation created

closer to the real environment. For instance, if a student is acting as a singer, she


brings a microphone to sing and so on. Role plays and simulations have manyadvantages. First, since they are entertaining, they motivate students.

4. Information gapsIn this activity, students must work in pairs and share the information to each

other. Students can’t work individually because to do the task completely they needto ask information to other students. One student will have the information that otherpartner does not have and the partners will share their information.

5. BrainstormingTeacher can give a special topic to his/her students and limited time. Then,

students start to generate their own ideas without any criticized from teacher becausebrainstorming is an opened-minded activity.

6. StorytellingStudents can briefly summarize a tale or story they heard from somebody

beforehand, or they may create their own stories to tell their classmates. It also helpsstudents express ideas in the format of beginning, development, and ending,including the characters and setting a story has to have. Students can also tell riddlesor jokes. This way will help students to get out their ideas freely and happily.

7. InterviewStudents can do the interview with people whom they prefer. They can also

select the free topic. It is a good idea that the teacher provides a rubric to students sothat they know what type of questions they can ask or what path to follow, butstudents should prepare their own interview questions. Student can present theirinterview in pairs to the front of the class. The advantage that students get from thisactivity is students can be linked to the new issues and surely they can becomesocialized too.

8. Story completionThis is a very enjoyable, whole-class, free-speaking activity for which students

sit in a circle. For this activity, a teacher starts to tell a story, but in a certain partteacher stops narrating. Then students continue the story by using their own wordstill the end. They can also adding the new events, character, place, etc.

9. ReportingBefore coming to class, students are asked to read a newspaper or magazine and, in

class, they report to their friends what they find as the most interesting news. Studentsmight also tell their experience or their daily activities in front of the class.

10. Playing CardsStudents will have a pleasant speaking session when games could be included in

their learning activity. In this session, students could be grouped in four. Each grouphas one different topic from others as they choose the card randomly and themembers of the group should write four or five questions individually about theirown topic. Then, a student should ask their questions to a member of another groupand so on. For instance the topic is about “Heart: love and relationship”, possiblequestions as below: What do you think about love? Why is love very important for you? Who you love most in this world? Etc.

In addition, teacher should notice his/her students not to answer yes or no only, butthey should include the reasons.


11. Picture narratingThis activity is based on several sequential pictures. Students are asked to

arrange the story about the picture. Teacher could give a help by providing rubrics.Rubric can include the vocabulary or structures they need to use while narrating.

12. Picture DescribingAnother way to make use of pictures in a speaking activity is to give students

just one picture and having them describe what it is in the picture. Students mightwork in group and each group has the different picture from others. After finishingdescribing the picture, one who selected as a spokesperson should tell their story tothe whole class. This activity fosters the creativity and imagination of the learners aswell as their public speaking skills.

13. Find the DifferenceFor this activity, students can work in pairs and each couple is given two

different pictures, for instance, student A is given the picture of a bat and anotherpicture for student B is a bird. Students in pairs discuss the similarities and/ordifferences in the pictures.

Another, it is useful for teacher to plan a deep observation about speaking might be differin two, that are formal teaching and informal teaching. We can find both in our daily life.Formal teaching could be a conversation between a student to his teacher or a lawyer to ajudge, and so on, while informal teaching such as a conversation among a students to hisclassmates or a son to his parents (however, the student or the son respectively should talkpolitely). Therefore, it is a teacher’s responsibility to inform the students those ways.

As the opinions above, they show that diversity is really necessary in teachingspeaking. Students can have a pleasure sense while learning process as a consequence ofdiverse impression of each meeting. They might disregard or get through the complicatednessof learning speaking skill.

The Obstructions in Learning SpeakingMostly, difficulties arise in every kind of our activity in this world, and there is no

exception for learning speaking skill too. Difficulties could be from both factors; inside andoutside. As the clarification of Westwood (2008: 45) “Students may have learning difficultyfor a variety of reasons, some intrinsic to the child (e.g. below-average mental ability;attention deficits; hearing or vision problem; learning disability) but others are due to outsideinfluences including inappropriate school curriculum or methods of teaching”.

The term ‘below-average mental ability’ is showed to mental handicap children ormental retardation. Children with intellectual disability are those with an IQ below 70 (Insome cases far below 70) and who display limitation in self control and independentfunctioning (Westwood 2008: 59) Another, children who have vision or hearing impaired orother physical disability could be also found the complicatedness while learning speaking. Inthis case, this kind of children would always be left behind the gifted or talented children. Infact this type of children could still be found in mainstream school. Nevertheless, parents whohave the handicap children either below average mental ability or physical handicap hadbetter put their children in special school which have special equipments for them.Furthermore, the outside factors could derive from teaching models which are method ofteaching or unskillful teacher on giving enough attention for better result of teaching-learning. For instance, class organization is not proper, using monotonous technique forvarious topics in teaching, and not offering attention for advanced learning.As Nunan and Lamb (2001:27) state:

The decisions that teachers are required to make during the instructional process are alldriven by the nature of the program, the goals of Instruction, and the needs of the


individual learners. It is therefore critical for us to consider. These issues before turningto the management of the learning process in the classroom.

That opinion represents the true preparation before teaching-learning. It encorporates thewhole crucial elements in the process.

The next reasons, the difficulties are found in some cases as the following Brown(2001:270)

1. ClusteringIn this point, learners have to convey their speaking by forming the phrase.

2. RedundancyThis item shows how learners have an opportunity to make meaning clearer. Forinstance, to express about a rose, it is fairly not only a rose, but it could be toldmore as a flower which has a special fragrance, thorns, and so on.

3. Reduced formDecreasing the forms has the special problem in teaching spoken English. Theform might be reduced as contractions, elisions, reduced vowels, etc. It is atrouble for students who do not learn colloquial contraction, as the result theycan sometimes develop a stilted or being bookish quality of speaking.

4. Performance variablesThis part gives details about how the process of thinking for the speaker tomanifest a certain number of performances such as hesitations, pauses,backtracking, and corrections. For example, in English our “thinking time” is notsilent but we insert certain fillers such as uh, um, well, you know, I mean, like,etc.

5. Colloquial languageColloquial language is certain terms which are used in everyday speaking. Forinstance; the idiom a hand me down, which has the true meaning as second-hand.

6. Rate of DeliveryAnother significant characteristic of fluency is rate of delivery. Learners shouldachieve an acceptable speed along with other attributes of fluency.

7. Stress, rhythm, and intonation:The stress-timed rhythm of spoken English and its intonation patterns conveyimportant messages. For an illustration, a learner should notice practically thedifferent stress between the words ship and sheep and etc.

8. InteractionTo practice speaking alone without interlocutors is not reasonably enough. Thelearners would not obtain a result of their both cognitively and physically output.So, learners have to be encouraged by others.

Moreover, learning speaking is impossibly standing alone without other languageskills. In fact, it relates to others such as reading, writing and particularly listening, thosewhich are called integrated skills. Thornbury (2005:118) states:

In fact, very few speech events in the real world exist independently of other languageskills. Even such relatively non-interactive speech events as making a formal speechinvolve some preparation in the form of writing. And of course speaking always assumesa listener, whether physically present or at the other end of the line. Indeed, one of thechief difficulties that speaker of another language face is the problem of understandingwhat other speakers are saying.

In this case, students should put them together (speaking and listening skills) inholding a conversation, to notice everything pronounced by the second speaker. The nextfact, whenever they need to find some information or instruct someone, for instance telling


one (foreigner) about the map, and to give the direction, it is required to unite four languageskills (speaking, listening, reading, or it might be writing) precisely to reach an exactinstruction. And as the statement above, it would be reasonably hard work for students.

In addition, adequate facility is required to run speaking teaching-learning process.For instance, students require such the things called media to sustain them in learningspeaking properly. The varieties of teaching media, Harmer (2002: 134) as follows:

a. Picture and images: Teacher can use picture and image to create the attractivelearning for students. Picture can be in the form of flashcards, large wall,pictures, photographs, illustrations, projected slides, and projector.

b. The overhead projector: Overhead projector (OHP) is really influencesstudents to work better because they can gain impact of a certain objectpresented.

c. Board: The most versatile piece of teaching equipment is the board- whetherthis is of the more traditional chalk-dust variety, or the whiteboard, written onthe marker pens.

d. Language laboratory: Today language laboratories occupy a position withinthe whole range of audiovisual media which is rather different from what itwas a few decades ago. The modern language laboratory has between ten ortwenty booths, each equipped with a tape deck, headphones, microphone, andnow computers. The technology is organized in such a way that students canwork on their own, can be paired or grouped with other students, or caninteract on a one-to-one basis with the teacher.

e. Bits and pieces: A teacher may bring photographs, letters, or an object thatinteresting for the students.

f. Computer: Computer uses in education generally and in the teaching ofEnglish in particular, continue to increase at an extraordinary speed-quite apartfrom its use in language laboratories.

g. Video: The use of video has been a common feature in language teaching formany years. Students do not only listen to speaker but also can see them,especially to imitate the speaker’s tongue directly.

h. Radio: Radio is an important source of high-quality material. The advantagesof radio are it is topical and authentic, and learners are generally motivated.

i. Tape recorder: Tape recorder plays a supporting role in teaching language. Itenables to reproduce and record sound. Students could listen how the nativespeaker pronounce words through tape recorder. So, it is very useful forlearning speaking.

Conquering the Obstructions in Learning SpeakingIf there is a problem, there must be the way to solve it. Either teacher or principal

could do several ways to overcome the obstructions in learning speaking. However the mostprecious thing that should be done by teacher is to give praises for students to encouragethem studying better tomorrow. Teacher should not be loss control, bored of giving guide andre-explanation for students, especially for students whose intellectual ability is a bit lowercompare to others. A teacher has to always remember his or her role that is as a motivator forstudents. Moreover, a teacher should not discriminate one student from another because ofwhatever reason.Leslea Markwick in Goodwyn and Branson (2005: 136) confirms:

All teachers, both newly qualified and more experience, find pupils with behavioral andemotional difficulties challenging and wearing. What we must remember is that thesepupils’ needs should be treated with the same care as pupils with other educational


needs. We would not show our frustration or lose our temper when a student has misspelta word or has not understood the instruction because we know that would not beproductive or help the students to understand what he/she has done wrong.

In addition, an appropriate method of teaching is firstly depending on the way ofteacher in delivering subject and classroom control. The effect of teacher’s professional skilland attitude become one of determine factors of successful learning for students.

Currently, many teacher of ESL agree that communicative language teaching (CLT)bring a better impact for students. In fact, CLT is based on ‘real life’ situation whichintegrates four language skills and helps students to interact each other easily. Harmer(2002:85), states “Activities in CLT typically involve students in real or realisticcommunication”. This method is really useful to improve students in learning speaking skill.It emphasizes students to train speaking by applying role-play system and simulation. For anillustration, students could imitate immediately a scene at the air port after watching thevideo.

Here is the example of methods in teaching speaking skill for teacher to follow inorder to have a better result, Kayi (2006)

1. Provide maximum opportunity for students to speak the target language.2. Try to involve all of students to speak up in the class.3. Reduce teacher speaking time while students’ turn.4. Do not correct student’s pronunciations mistake while they are still speaking.5. Ask them eliciting questions to make them speak more such as “what do you

mean” “give your reason” etc.6. Circulate around classroom to ensure students whether they are working

properly and watching whether they need teacher’s help.7. Identify the matter of students who have complicatedness in expressing their

idea in target language.8. Ensure that vocabularies related to the topic are available for students.9. Give students encouragement by saying “good job” or “excellent” etc.

Several obstructions could be faced by students in learning speaking and the ways tosolve them might be applied by teacher to students as follows, BBC Word Service (2003)

1. Becoming a confident speaker: Many learners worry that they are going tomake mistake or that the people listening will not understand them. The wayto make learners more confident is suggest them to practice as frequent as theycan, be relaxed and only think about the message that will be delivered.

2. Fluency and accuracy: To make the students having fluency and accuracy inspeaking, they should do some steps:

a. Focus on one area at that time: The students should try to focus onmaking sure their friends understand what they said, not on avoidingmistakes.

b. Vary the practice: They have to vary the types of activities they do sothat they get both in fluency and accuracy.

3. Finding the right words: We all know how important vocabulary when we arelearning a language. So, students need to do some steps below:

a. The students should not worry if they can not find the exact word theyare searching for. Instead try to explain what they mean. This is knownas paraphrasing and is an important skill. They can give a shortdefinition, for example they want to utter “envelope”, but they forgetthe word. They can say “the thing you put a letter in before you postit”.


b. Start the sentence again: Don’t let the students stop their conversationwhen they get a stuck. Teacher can ask them to remember by startingagain what they have said.

c. Ask for help: A student might ask the person who is listening for help,to find the word he/she needs. Working together will make the flow ofconversation easier.

4. Showing where they are going: One thing which is important to consider whenstudent start to speak English is how they are going to show the listener whatis important in their talk and places where they do not need to concentrate somuch. It is called signposting, showing the information is relevant to the talk,and it’s is an important feature in spoken English. Students can keep theirpoint by following these steps:

a. Listening out for signposting: Students should listen how other speakersignpost their talk, it will help them to do the same.

b. Plan what they are going to say: If they want to give presentation, theyhave to plan the stage first.

c. Ask a friend to follow their plan: Students might ask one their friendsto note down phrases they notice you to signpost your talk.

5. Keeping the listener interested: To keep the listeners’ attention, studentsmight do these patterns:

a. Vary their vocabulary: When speaking English it’s important to avoidthe same word too often. To help students vary their vocabulary,teacher had better to ask them to make space in their vocabularynotebook for ‘synonyms’.

b. Plan what they want to say: Student can brainstorm the vocabularywith their friends before presentation.

c. Involve the listener: The most effective speakers find ways to keeptheir listeners involve. The easiest way to do this is to ask questions -don’t worry, the listener do not actually need the answer.

6. Being a supportive listener: The person who is listening in a conversation canhelp the speaker a lot. So, teacher should ask his or her students who are thelisteners to keep their attention during the conversation flows. Teacher mightinterest the attention of his or her students by permitting them to ask forclarification to another who delivers the presentation.

7. Sounding natural: Teacher has to lead the students slowly to pronounce theirword well without sounding nervous or stiff in order to become a little bitsimilar to native speaker.

Furthermore to avoid teaching monotonous topic teacher should update theinformation which can be changed at any time. Meanwhile to vary the kinds of activitiesteacher can implement some activities to promote speaking skill as the clarification in theprevious page.

Besides, teacher should realize that to overcome the difficulties in learning speakingrelate to time use. Providing enough time for students to prepare themselves presenting infront of class is very crucial thing. Students might be frightened or feeling nervous whenteacher ask them to stand at the front of class and look at all their friends. Nonetheless, if thetime is adequate, at least students could feel a bit satisfy before delivering their talk,Thornbury (2005:73) says “One way to ease pressure on learners is to give them sufficienttime before asking them to perform in front of the class”. Furthermore, the same reason isclarified by Maxom (2009: 59) ”A very important factor to consider when putting your lessontogether is the amount of time available to you and how you want to spend it”. So, a teacher


must organize the time as efficient as possible, especially for the students’ opportunity, inorder to gain the good teaching- learning result in the end.

Research MethodThe Location

MTsN Grong-Grong is one of Junior High School in Pidie district. The School wasestablished in 1981 with its status as private school. However, in 1999 it was recognized asthe state owned Junior High School. It is located nearby SMAN I Grong-Grong, Ds.Meunasah Sukon Kec. Grong-Grong. The school area takes 2304, 14 m2, while the wide ofthe building totally is 584 m2. It consists of 14 rooms, which are; nine rooms for classrooms,one principal’s office, one teachers’ office, and the rest respectively are administration room,library and laboratory.

The current leadership of the school is led by Mrs. Cut Roswati Ts S.Ag. Theprincipal was graduated from TPA/PTI Al-Hilal Sigli, who was appointed as the permanentteacher in 1985. The permanent teachers in MTsN Grong-Grong are 26 persons, whereas theEnglish teachers are 5 persons totally.

In addition, facilities available in this school are not absolutely adequate as requiredby the current curriculum applied. For instance in English learning, especially for speakingskill practice, it demands a language laboratory provided the media such as tape recorder,microphone, headphone, video, and as well as LCD projector. In fact, the facilities in theschool involve only library, science laboratory, and computer, (particularly in this case, itsamount is still less supported for students usage).

Population and SampleThe population of this research is the third year students of MTsN Grong-Grong.

The whole numbers of them are 85 persons and they are divided into three classes: III.1, III.2and III.3.

Because of the large numbers of the third year students, the writer decided to selectone class which was III.3 randomly as the sample of the study. This class has 24 students,where the numbers of the boys are 11 persons and the girls are 13 persons.

The Procedure of ResearchIn this research, the researcher used case study in order to identify the phenomena of the

situation in the place adrressed. Moreover, the researcher included both of data types that arequalitative and quantitative data. The researcher intended to find a number of data eitherthrough field research or library sources. To obtain field data, the researcher had appliedthese various research instruments. Furthermore, theoretical data could be achieved byanalyzing some relevant books and previous investigations. Hence, researcher applied someinstruments below as the field data collecting technique:

ObservationObservation was performed to examine the situation, the feature of management,

vision/mission, and relation among principal, teachers, students and students’ parentsnaturally in the environment of the school (MTsN Grong-Grong). Moreover, observationapplied as well to observe the circumstance of the teaching learning English particularlyin speaking skill, for instance about how the English teacher promotes speaking skill forthe students, and what the students require to enhance their skill. Therefore, theresearcher could find the data which might be considered as the reasons behind theresearch problem.

Interview


Interview was implemented to gain the accurate data directly from therespondents. The benefit of using interview is the researcher could ask the questions asdetailed as required relating to the study and the answer of the respondents could beclearer, as he or she explains base on his or her opinion at once. So, the researcheroffered some relevant questions orally and directly to the persons who have responsibilityin this case, principal and English teacher. Thus, the researcher arranged 8 questions forthe principal and 10 questions for the English teacher. Questionnaire

In this section, the researcher provided 13 written questions which contained ofthe main points; the difficulties that the third year students of MTsN Grong-Grong oftenface in learning speaking, the factors which cause difficulties and the solution could bedone according to their own view, within 13 questions attached, then, it is hoped thatthese questions would enumerate the students’ problems in speaking instruction.

As the explanation above, to obtain the field data, the researcher passed through somesteps with three instruments of the study, those are observation, interview and questioners.For the first attending, the researcher held the observation regarding the situation and thelocation of the school, including watching the characteristic of leadership and schoolmanagement applied. Furthermore, the researcher examined the teaching strategiesimplemented by the English teacher. In this case, the researcher tended to be concentrated onthe methods used, the technique performed by the English teacher in order to present thetopic and to control the class, and about how she assisted the diverse type of students with thedifferent intelligence and needs as well. Moreover, the researcher also saw the students’response on speaking activity presented in class.

Moreover, next occasion, the researcher met the Principal of MTsN Grong-Grong andperformed the interview. The content of the interview was mainly about the school identityand the primarily problem that was the difficulties faced by the third year students of MTsNGrong-Grong in learning speaking. Thereby, the researcher expected the principal’sclarification as plain as possible in order to gain accurate data.

After finishing the principal interview, the researcher met the English teacher andasked several items, mainly regarding the kind of methods applied in the classroom, theavailable of media required in teaching speaking, and about the great obstructions of the thirdyear students in learning speaking and solution could be proposed by her as the Englishteacher.

On the following day, the researcher submitted the questionnaire for every students ofthe class III.3 and informed them the instructions to answer the questions properly. It tookapproximately thirty-minutes for them to analyse and answer the 13 questions individually.

Data analysisThe researcher used both qualitative and quantitative data. The researcher analyses thequalitative data by using words or description. On the other hand, the quantitative data willcalculate by using formula. It can be described as follows:

The formula based on Sudijono:

p =N

fX 100. In which;

p: percentagef: frequencyN: the number of the students


The Result Of The ResearchAnalysis of Observation

There were several targets which were observed by the researcher. The first target wasthe nature of the school such as the characteristics of leadership and school managementorganization. In this part, the researcher found out the result of some significant matters suchas school vision that stated; increasing quality of education with the belief and faith to AllahSWT and being an advanced school in order to support government’s goal for success ofeducation. The next one is the mission, in which contained the statements as the following;first of all is to sustain the students finding their potential and talent so that they can developcompletely. Second, the students could apply the knowledge, technology and art which havebeen acquired at school to their environments. Finally, the school could produce the religiousgraduated students and be useful for the surrounding society, religion and nation.

In addition, on the view of the students interaction and leadership, MTsN Grong-Grong has an organization which is named Organisasi Siswa Intra Madrasah (OSIM) inwhich manage all the needs, the voices of the students and other subfields of students’activities at school.

Relating to the management of the school, MTsN Grong-Grong has a unique system ofleadership, in which women play some essential roles. It starts from the highest position thatis principal, go next to the vice of principal, the manager of curriculum and the head ofadministration.

Regarding on the model of learning applied by the English teacher, the researcherobserved the classroom teaching-learning process. Firstly, the English teacher began themeeting by simply greeting the students. Afterwards, the teacher wrote the vocabulary aboutthe responsive speaking on the whiteboard; it consisted of excuse me, tells me more about it,what a beautiful girl she is! and then asked the students to elicit the meanings.

As the main activity, the teacher started by reading the dialogue loudly to the students.The next step, the students were asked to answer the questions based on the dialogue, whilethe teacher checked them out individually and explained anything required. For the lastactivity the teacher asked the students to arrange a dialogue in pairs and performed it in frontof the class. Furthermore, the teacher supervised each pair’s performance and together, askedthe other students to listen and correct whether they made any mistakes after they had aperformance both in front of the class. Next, for interactive part drill, the teacher opened afree season for the students to ask questions about the topic learned. Thus, in the last ofsection, the teacher gave some exercises for the students in order to be done at home.

As long as observation performed, the researcher observed that the students’ responseson English learning were mostly discouraged to the teacher explanation, as the result, thestudents tended preferred to talk or just sat in silence instead of paying attention to thesubject. Only a few others who paid attention showed their front roles and followed the moveof the teaching- learning process.

Analysis of InterviewPrincipal

The interviewer offered some questions which were mainly about the great difficultiesfaced by the third year students in learning speaking. Thus, the principal clarified that severalobstructions faced by the students are; lack of interest in learning English generally, lack ofvocabulary, insufficient dictionaries at school and financial factor, which are frequentlyobstruct them to get improved. Base on the clarification of the principal, the researcher couldconclude that the difficulties faced by the third year students come from both sides those areinside and outside factors.


Relating to the problem solving could be attempted, the principal stated that toencourage them to enrich their vocabulary by opening dictionary frequently at home.Afterward, the principal added that another way could be done is to persuade the students tosearch the speaking material through internet so that they could gain new vocabularies.Teacher

Concerning on the questions conveyed by the interviewer on the perception about thegoal of teaching speaking for the students, the English teacher stated that they have to learnspeaking, firstly; in order to master daily conversation with the correct utterances andcomprehension. Furthermore, the English teacher stated that the methods applied in teaching-learning speaking is Communicative Language Teaching (CLT), in which are involvedvarious activities in the classroom, for instances; discussion, telling stories, demonstration,etc.

In addition, to encourage the students so that to be more active in the English class, theEnglish teacher suggested them to watch the English film and listening to radio programwhich is broadcasted in English. As the result, the students are asked to practice their abilityin front of the class with the various activities which are done in one meeting section.

Moreover, to organize the class properly, the English teacher said that it is required toenrich tasks for them. However, if they look irresponsive, it is also required to select otherstrategy, for instance; to let them learning around the school yard while enjoying thesceneries.

On the facilities required to support the students studying English generally andspeaking particularly, the English teacher clarified that there were still less facilities availableespecially those which are obliged by the current curriculum in teaching-learning process.

The next question was about the great difficulties faced by the third year students inlearning speaking. The English teacher stated that mostly the students are unwilling to leaveoff the first language at least when the class is starting on. In addition, on the average, they donot master vocabulary properly.

Another, the interviewer asked whether there were the ways implemented to overcomethe difficulties of the third year students in learning speaking. On the response of thisquestion, the English teacher answered that as an English teacher, she could only suggestedthe students to open dictionary as frequent as possible in order to rely their vocabulary.Moreover, as the matter of fact, the English teacher added that the students were stillmotivated to use the facilities available at school as efficient as possible to support them inlearning speaking skill.

The last question the interviewer asked for clarification about whether the Englishteacher had the expectation to develop the ability of the students especially in speaking skill.The English teacher replied that she truly hoped the students could be improved in speakingEnglish since English is the international language which is spoken by most people in theworld.

Analysis of QuestionnaireIn this part the researcher presents the result of the students’ opinions regarding to the 13

questions of the questionnaire.Table 4.1 The students’ interest in studying EnglishNo. Options Frequency Percentage1. Very interested 10 41,7%2. Interested 9 37,5%3. Less interested 5 20,8%4. Not interested - -

Total 24 100%


From the table above, it described about the interest of the students in learningEnglish. It showed that 10 students (41, 7%) stated that they were very interested in studyingEnglish. The next option, 9 students agreed that they were interested in English in which theestimated amount of (37, 5%). Another choice is English less interested, which was involved5 students (20, 8%). The last option is English not interested, and there were no studentsselected the option. As the conclusion, very interested is the first rank option which is meantthe students were determination to English subject representatively as the target language.

Table 4.2 Skill which is most interested in EnglishNo. Options Frequency Percentage1. Listening 6 25,00%2. Speaking 7 29,17%3. Reading 8 33,33%4. Writing 3 12,5%

Total 24 100%

The table above showed about the statement of the most interested skill in English.The result as could be seen as there were 6 students (25%) chose listening skill. Meanwhile, 7students (29, 17%) selected speaking skill, 8 students (33, 33%) were keen on reading skilland the rest were 3 students (12, 5%) selected writing skill. Base on the description above thewriter concluded that reading skill seemed to be more interesting for the students thanspeaking skill, although the deviation of the amount is not very significant.Table 4.3 Skill which is most difficult in EnglishNo. Options Frequency Percentage1. Listening 1 4,2%2. Speaking 9 37,5%3. Reading 6 25,0%4. Writing 8 33,3%

Total 24 100%

The table above described that only 1 student (4, 2%) stated that listening was themost complicated skill to learn. Moreover, 9 students (37, 5%) agreed that speaking was themost difficult skill in learning English. Another, 6 students (25%) decided that reading wasthe most complicated skill to learn. Final option was writing in which involved 8 students(33, 3%) stated that it is the most difficult skill in learning English. Base on the statementabove, the writer concluded that the students got the difficulties in learning speaking since thehighest percentage of the question above is speaking.

Table 4.4 The students’ view on speakingNo. Options Frequency Percentage1. Very important 14 58,3%2. Important 10 41,7%3. Less important - -4. Not important - -

Total 24 100%

In the table above, it could be seen as the opinion of the students on speaking skill. Forthe first option, there were 14 students (58, 3%) decided that speaking is very important.


Moreover, 10 students (41, 7 %) agreed that speaking is important. For the other choiceswhich are less important and not important, there were no students selected them. Inconclusion, most of the students said that speaking skill is very important.

Table 4.5 The students’ opinion whether they face difficulties in learning speakingNo. Options Frequency Percentage1. Yes 10 41,6%2. Sometimes 12 50,0%3. Seldom 1 4,2%4. Not at all 1 4,2%

Total 24 100%

From the table above, it described that 10 students (41, 6%) said whether they gotdifficulties in learning speaking. On the following option, there were 12 students (50 %) saidthat they sometimes got difficulties in learning speaking. However, 1 student (4, 2%) statedthat he or she seldom find difficulties in learning speaking. The last choice was only involved1 student (4, 2%) who stated that there were no difficulties at all in learning speaking. So, thewriter could conclude that the students sometimes got difficulties in learning speaking as ahalf amount of them stated it.

Table 4.6 The great difficulties of the students in learning speakingNo. Options Frequency Percentage1. Not fluent in

speaking8 33,3%

2. Less vocabulary 12 50,0%3. Afraid of being in

front of the class4 16,7%

4. Time provided islimited - -Total 24 100%

Concerning on the great difficulties faced by the students in learning speaking, thetable showed that 8 students (33, 3%) answered that they have no fluency in speakingEnglish. Meanwhile, 12 students (50%) stated that the problem was they were not supportedby enough vocabulary. The next option which is afraid to be in front of the class was statedby 4 students (16, 7%). For the last option about the limited time provided for teaching-learning, there was nobody stated it. As the conclusion about the matter above, the studentsgot the great difficulties in learning speaking since they have insufficient vocabulary toperform speaking in front of the class.


Table 4.7 Other obstructions in learning speakingNo. Options Frequency Percentage1. Supported media

are not available10 41,7%

2. Teacher’sexplanation is notclear

10 41,7%

3. Method used byteacher is notappropriate

1 4,1%

4. Topics deliveredare complicated

3 12,5%

Total 24 100%

From the table above the students clarified about the other obstructions in learningspeaking. The first option selected by 10 students (41, 7%) who said that supported mediawere not available. Also, 10 students (41, 7%) stated that the explanation of the teacher wasnot clear. For the next choice is the method applied by the English teacher was notappropriate, there was only 1 students (4, 1%) selected it. The rest of them whom involved 3students (12, 5%) answered that the topics delivered by the English teacher werecomplicated. The researcher could conclude that other obstructions which are often faced bythe students are the lack of media required and the explanation conveyed by the Englishteacher was not clear as required by the students.

Table 4.8 The students’ view on technique applied by the English Teacher in learning EnglishNo. Options Frequency Percentage1. Very good 10 41,7%2. Good 12 50,0%3. Not so bad 2 8,3%4. Bad - -

Total 24 100%

The table above described about the students opinion about the technique applied bythe English teacher in teaching-learning English. In fact, 10 students (41, 7%) stated that thetechnique used by the English teacher is very good. furthermore, a half of them (50%)answered the option good, 2 students (8, 3 %) clarified not so bad, and there was no studentsstated the choice bad. So, the researcher could make a conclusion that the technique appliedby the English teacher had been seen well by the students.

Table 4.9 The students’ opinion whether facilities (media) provided have been sufficientNo. Options Frequency Percentage1. Yes 2 8,3%2. A little bit 14 58,4%3. Less 6 25,0%4. Not at all 2 8,3%

Total 24 100%


From the table above, it is found that 2 students (8, 3%) said that media provided havebeen sufficient. In fact, 14 students (58, 4%) said that a little bit sufficient. However, 6students (25%) stated that the media is still less. The other choice is occupied by 2 students(8, 3%) who said that the facilities (media) are not sufficient at all. As the conclusion, theresearcher could state that the students still need more media to improve their speaking.

Table 4.10 Media which is often used in learning speakingNo. Options Frequency Percentage1. Picture 13 54,2%2. Tape recorder - -3. Computer - -4. ……………... 11 45,8%

Total 24 100%

Base on the table above, 13 students (54, 2%) decided picture as the media often usedin learning speaking. For the two choices those are tape recorder and computer, there were nostudents selected them. For the free option, eleven of them (45, 8%) said that book as themedia often used in learning speaking. In conclusion, picture is the most frequent thing usedin learning speaking.

Table 4.11 The students’ opinion whether surrounding environment support them to speakEnglishNo. Options Frequency Percentage1. Very supported 1 4,2%2. Supported 6 25,0%3. Less supported 10 41,7%4. Not supported 7 29,1%

Total 24 100%

Base on the fact in the table above, there was 1 students (4, 2%) stated thatsurrounding environment motivate he or she to apply speaking English. Next, there were 6students (25%) said supported, 10 of them (41, 7%) stated less supported and the rest are 7students (29, 1%) decided that their environment is not supported to speak English. To sumup, the researcher could state that the surrounding environments of the students are lesssupported for them to improve their English speaking.

Table 4.12 The kinds of speaking which are frequently applied by English teacherNo. Options Frequency Percentage1. Role play - -2. Discussion 9 37,5%3. Telling story 11 45,8%4. Demonstration 4 16,7%

Total 24 100%

The table above showed the opinion of the students about the kinds of speaking whichwere frequently applied by the English teacher. The first choice that is role play, there was nostudent stated it. However, 9 students (37, 5%) decided that discussion is frequent occurrencein speaking class. Another, 11 students (45, 8%), said that telling story as the kind ofspeaking often applied. Final choice is demonstration, which was involved 4 students (16,


7%). Base on the fact above, it could be concluded that telling story is the most frequentactivity of the speaking class.

Table 4.13 The students’ solution to overcome difficulties in learning speakingNo.No. Options Frequency Percentage

1. Increasing vocabulary 8 33,3%2. Intensify to

communicate Englishwith classmates 7

29,2%

3. Increasing theirconfidence inspeaking English 7

29,2%

4. Learning alone byusing media at home 2

8,3%

Total 24 100%

On the students view of the solution could be done to conquer the difficulties inlearning speaking, 8 students (33, 3%) said it was required to increase vocabulary.Meanwhile, 7 students (29, 2%) stated that they could speak English with their classmatesintensively. Also, 7 students (29, 2%) decided that increasing the self confidence is needed toovercome the difficulty in learning speaking. The other, those were 2 students (8, 3%) saidthat learning alone by using media at home is one of solutions to solve the difficulty oflearning speaking. Thus, it is obvious to state that increasing vocabulary recommended by thestudents representatively, nevertheless, intensifying talking to classmates and raising the self-confidence are also essential matters to do.

Examining Problem of the ResearchIn this section, the writer explained about the problems which were found in the

research. Firstly, base on the observation, the writer figured out that the main obstruction ofthe third year students in learning speaking was derived from the inside factors, which wereless interest and attention in studying English. Particularly for the speaking class, most of thestudents were just sitting in silence, while the few others were just talking. The writerconsidered the lack of interest was the hardest obstacle to overcome. In this case, the teachermight encourage the students as strong as she could, but the decision is come fromthemselves, whether they would change their mind to pay enough attention to the subject ornot.

Base on the questionnaire given, although the students representatively admitted thatthey were keen on English subject, but as the matter of fact as the explanation above showedthe contrary, which was proved that they were still discouraged in learning English.Moreover, the students expressed that they found the great difficulty in learning speakingcaused by the less vocabulary. However, the writer analyzed, actually, this matter might beback to the interest of the students. If the students had enough concentration in studying, itwould not be difficult for them to memorize and install the vocabulary that attached by everymeeting of lesson. Therefore, it should be treated as the philosophy: footstep in stepping thestone.

Another, the students stated that other sides obstructions are caused by the lack ofsupported media and the explanation of the teacher was not understandable. Within this case,the writer observed that supported media was less to fulfill the numbers of students practice.In fact, the student clarified that they were never taught by using computer or at least taperecorder, which are very useful instruments to motivate them in practicing speaking. In


addition, the English teacher also stated that the less of facilities is one of the obstacles inlearning English generally and speaking particularly. Regarding to the technique of theEnglish teacher in explaining the subject, the students stated that they could not understand itwell. So, the writer considered that this occured difficulty might blow because they can notrecognize the English utterances used by the teacher in clarifying the topic or givinginstructions in teaching-learning process.

Finally, the students representatively stated that their surrounding environments arenot supported them to practice speaking English. It is obviously to say that their residence arein villages on the average, in which occupied by farmers who are never touched by Englishassociation at all.

Conclusion and SuggestionsConclusion

As the result of the research, the writer found out that there were the difficulties facedby the third year students of MTsN Grong-Grong in learning speaking. In this case, thegreatest difficulty was the third year students of MTsN Grong-Grong did not master adequatevocabulary. As the consequence, when the speaking class was in progress, they were beingnot participated in the class. This occurred since the students were not encouraged inlearning English.

Furthermore, there were other difficulties happened in learning and developingspeaking skill. First of all, it was derived from the less supported facilities provided at schoolrequired by the students to practice speaking. Another, the explanation of the English teacherwas thought unclear by the students. The others, their environments and financials factorswere considered as the obstructions which block them to develop. In fact, almost of thestudents of MTsN Grong-Grong live in the villages, the community of the farmers who earnmoney to fulfill daily life needs.

SuggestionsRelating to the problem above the writer recommends all elements; the principal, the

teacher and the students to keep on their effort to reach the goal of teaching-learning English.Particularly for the principal who always struggles to develop the school so that she couldsucced fulfilling the facilities needed by the students in learning English. For the Englishteacher, the writer suggests her to include the up to date topics and exciting games in order toincrease the students’ interest in learning speaking.

In addition, the writer expects that the students could improve in speaking English. Inthis case, to conquer the insufficient things in learning speaking the writer recommends themto memorize new vocabularies at least five-words a day. Moreover, to get fluency in speakingskill, the writer suggests the student should have gradual practice for speaking with theirclassmates. Finally, by the suggestions above the writer expects the third year students ofMTsN Grong-Grong could move on and reach the best achievement in learning Englishgenerally and speaking particularly.


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