SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2017

Ukuran Huruf:  Kecil  Sedang  Besar

Factors Affecting Students’ Reluctance to Speak: A Case Study of an Interest-based Class in SMAN 1 Tumpang

Maria Ignatia Carolina Bessu Nande

Abstrak


ABSTRACT

 

Nande, Maria Ignatia Carolina Bessu. Factors Affecting Students’ Reluctance to
            Speak: A Case Study of an Interest-based Class in SMAN 1 Tumpang.
           
Thesis, Department of English, Faculty of Letters, UniversitasNegeri
            Malang. Advisors: 1) Dra. Sri Andreani, M.Ed. 2) Dr. SinthaTresnadewi,
            M.Pd.

 

Keywords: Reluctance to Speak, Students’ Reluctance

 

The study was conducted to know the factors that affect students’ reluctance to speak English in class. The researcher chose this study because there were very few studies about factors that affect students’ speaking reluctance in interest-based class, including non-linguistic factor and linguistic factor. The researcher also chose this study because the students showed low interest to speak English in class, even though English is their subject in the interest-based class. For this reason, knowing what caused the students’ speaking reluctance and the factors affecting the students’ reluctance is important to avoid and to overcome problems related to speaking reluctance.The sooner this problem could be detected, the less problem regarding speaking reluctance might happen in the future.

This study used descriptive qualitative design to obtain the data. The subjects of the study were the students of class X LintasMinatBahasaInggrisin SMAN 1 Tumpangin the second semester in academic year of 2016/2017. The data were collected by using some instruments namely questionnaire, in-depth interview guide, and observation sheet. The questionnaire used was an adapted version of Horwitz’s Foreign Language Anxiety Scale (FLCAS). Originally the questionnaire by Horwitz consisted of 33 questions with five alternatives in each item which are strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree. However, the questionnaire that was used by the researcher in this study was adapted into a simpler one to make it suitable with the problems and the respondents of this study. The questionnaire for this study consists of 21 items of close-ended types with only two answers for each item either agree or disagree and 1 item of open-ended type. The questionnaire was used to gather the data about students’ responses concerning factors which affect their reluctance in speaking English, while the interview and the observation were used to support the data collected from the questionnaire. The data gathered from the questionnaire were put into tables with their percentiles which were obtained through simple calculation methods. The researcher analyzed the highest percentage of the result in each item and made a brief conclusion about the factors affecting the students’ reluctance to speak. Meanwhile, the recorded data from the in-depth interview were transcribed to make it easier for the researcher in analyzing the data. Then, the data gathered from the in-depth interview and the classroom observation were explained and interpreted to strengthen the data from the questionnaire.

The findings of the study showed that the students’ reluctance to speak English was due to three major factors, namely non-linguistic factors, linguistic factors, and other factors. The findings indicated that most of the students were reluctant to speak and respond to the teacher’s question. The students remained silent during the class due to several non-linguistic factors, like motivation, anxiety, shyness, nervousness, and lack of confidence. In addition, some linguistic factors like lack of vocabulary, grammar mastery, and poor pronunciation also hindered students from speaking. Besides, the findings of the study also showed that the students’ reluctance was also due to other factors such as the classroom condition, the teaching method, relationship among the students, and relationship between the students and the teacher.

From the results obtained, it can be concluded that students’ reluctance in speaking English emerges from the students themselves and their environment. Therefore, this problem cannot be neglected since it is considered as one of the main source of students’ problem in speaking. Teacher also has an important role to help students to deal with it. Teacher should be able to create a comfortable class atmosphere and avoid reluctance-provoking activities in the classroom. They also need some strategies that encourage students to speak English during the teaching and learning process.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ABSTRAK

 

Nande, Maria Ignatia Carolina Bessu. Factors Affecting Students’ Reluctance to
            Speak: A Case Study of an Interest-based Class in SMAN 1 Tumpang.
           
Thesis, Department of English, Faculty of Letters, UniversitasNegeri
            Malang. Advisors: 1) Dra. Sri Andreani, M.Ed. 2) Dr. SinthaTresnadewi,
            M.Pd. 

 

Kata Kunci: KeenggananBerbicara, KeenggananSiswa

 

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