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THE ANALYSIS OF PRIVATE SPEECH IN SPEAKING CLASS AT
THE THIRD SEMESTER OF MUHAMMADIYAH UNIVERSITY
OF MAKASSAR
A thesis
Submitted to the faculty of Teacher Training and Education Makassar
University in part Fulfillment of the Requirement for the degree of
education in English Department
ANDI SATRIANTO PATTAH
10535 11061 16
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION
MAKASSAR MUHAMMADIYAH UNIVERSITY
2020
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini :
Nama : ANDI SATRIANTO PATTAH
Stambuk : 10535 11061 16
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Analysis of Private Speech in Speaking Class at The
Third Semester of Muhammdiyah Univesrity of Makassar
Dengan ini menyatakan bahwa :
Skripsi yang saya ajukan di depan Tim Penguji adalah ASLI hasil karya
saya sendiri,bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian surat peryataan ini saya buat dengan sebenarnya dan saya bersedia
menerima sanksi apabila peryataan ini tidak benar.
Makassar, Agustus 2020
Yang Membuat Pernyataan
Andi Satrianto Pattah
viii
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini :
Nama : ANDI SATRIANTO PATTAH
Stambuk : 10535 11061 16
Jurusan : Pendidikan Bahasa Inggris
Dengan ini menyatakan perjanjian sebagai berikut :
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya yang
menyusunnya sendiri (tidak dibuatkan oleh siapapun)
2. Dalam penyusunan skripsi, saya selalu melakukan konsultasi dengan pembimbing
yang telah ditetapkan oleh pimpinan fakultas.
3. Saya tidak melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3 maka saya
bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Agustus 2020
Yang Membuat Perjanjian
Andi Satrianto Pattah
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ABSTRACT
Andi Satrianto Pattah, 2020. The Analysis of Private Speech in Speaking
Class at The Third Semester of Muhammdiyah Univesrity of Makassar.
Under the thesis of English Education Department, The Faculty of Teacher
Training and Education, Makassar Muhammadiyah University. Supervised
by Eny Syatriana and Maharida.
The research aim to find how the students‟ english vocabulary
achievement in using private speech in speaking class at the third semester
of Unismuh Makassar and what are the students‟ reasons in using private
speech on students speaking skills in terms of accuracy in speaking class at
the third semester of Unismuh Makassar at the third semester of Unismuh
Makassar.
This research was a Descriptive Quantitative research which was
implemented to 10 students at the third semester. It consisted of giving
interview. Every statement in the interview for knowing the students‟
English vocabulary achievement and the students‟ reasons in using Private
Speech in speaking class
The research findings indicated that students‟ English vocabulary
achievement in using Private Speech were classified good and the students‟
reasons in using Private Speech were helped the students‟ self confidence,
speaking, pronounciaition and grammar to be better.This can be seen from
the results of data analysis, the students were feelings had many
advantages in using Private Speech in speaking class on terms of accuracy.
Keywords : The Analysis, Private Speech, Speaking, Accuracy.
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ABSTRAK
Andi Satrianto Pattah, 2020 Analisis Private Speech dalam kelas
speaking pada semester 3 Universitas Muhammadiyah Makassar). Di
bawah tesis Departemen Pendidikan Bahasa Inggris, Fakultas Pelatihan dan
Pendidikan Guru, Universitas Muhammadiyah Makassar. Dibimbing oleh
Eny Syatriana dan Maharida.
Tesis ini bertujuan untuk mengetahui bagaimana kemampuan kosakata
Bahas Inggris siswa dalam menggunakan Private Speech pada semester 3
Universitas Muhammadiyah Makassar.
Penelitian ini adalah penelitian deskriptif kuantitatif yang dilaksanakan
pada 10 siswa di semester 3. Itu terdiri dengan memberikan wawancara.
Setiap wawancara untuk mengetahui kemampuan bicara siswa dalam hal
akurasi dan apa alasan siswa menggunakan Private Speech dalam kelas
speaking.
Hasil penelitian mengindikasikan bahwa kemampuan kosakata Bahasa
Inggris siswa dalam menggunakan Private Speech di klasifikasikan baik
Dan alasan siswa menggunakan private speech adalah membantu percaya
diri siswa, keamampuan berbicara, pengucapan, dan kemampuan grammar
menjadi lebih baik. Hal ini dapat dilihat dari hasil analisis data dalam skil
berbicara dalam hal akurasi. Hal ini dapat dilihat dari hasil analisis data.
Siswa merasa banyak mendapatkan manfaat dalam menggunakan private
speech pad speaking kelas dalam hal akurasi.
Kata Kunci : Analisis, Private Speech, berbicara, akurasi
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MOTTO
Allah has a plan,
don’t ever stop believing
Keep praying, and keep trying.
Don’t be sad, Allah is always besides us
I dedicate this thesis was to:
my parents, my brother and all my best friends,
for your sincerities and lots of prayers in supporting
the writer making her dream comes true.
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ACKNOWLEDGMENT
Al-hamdulillaahirobbil-„aalmiin, praise and grateful for Allah SWT on mercy
and blessing then writer have great healthiness, opportunity, and patience in other
hand marvelous grant of Allah is giving easiness to have done the proposal. Shalawat
and salaamalways pass away to Rasulullah Muhammad Salallahualaihii‟ wassalam as
great guidance and marvelous teacher for all of human in the world.
As leaners who eventually struggle enhance knowledge so there are many to
construct this proposal but the writer believes that the difficulties are able to help
increase a good habit how to be a good researcher. The writer is getting a help from
several special people. Consequently, this proposal is able to compose systematically
then the gratitude and appreciation deeply for:
Prof. Dr. H. Ambo Asse.,M.Ag, as rector of Muhammadiyah University of
Makassar, Erwin Akib, M.Pd., Ph.D, as Dean of Faculty of Training Teachers And
Eduation, Muhammadiyah Univeristy of Makassar, Ummi Khaerati Syam, S.Pd.,
M.Pd as head of English department, Faculty of Training Teachers And Education,
Dr. Eny Syatriana, M.Pd. as consultant I and Maharida, S.Pd.,M.Pd as consultant II
eventually give guidance, and motivation to have done the thesis. They are always
giving knowledge and references how to construct the good research. Great
appreciation for parents always gives neither motivation nor spirit to have done
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thesis. In other hand thank you so much for classmate brave class on support that
struggling every time and never give up to catch your dream.
In globalization area education is one of particular aspect is important to
enhance as principal of human faces the world. Hence, teacher is definitely role and
agent of change to save the world from the ignorance through learning for students.
Importance foreign language especially English is one of way in order students
accessed references in the world to increase their capability that absolutely teacher as
guidance for students how to implementation about it. In other hand, teacher must be
having various learning media in teaching with the result that creates virtuous and
academic students. Therefore the educations have to the teacher professional that is
able great organized learning process.
Hopefully, the proposal with the tittle “The Analysis of Private Speech in
Speaking Class at The Third Semester of Muhammdiyah Univesrity of Makassar”
gives more than information about learning media then it can be developing and
furthermore for thesis preparing. The last one, gratefulness for attention then
available suggestion from reader is most necessary for the next better.
Makassar, August 2020
Author
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TABLE OF CONTENTS
Page
TITTLE PAGE ............................................................................................... i
APPROVAL SHEET ..................................................................................... ii
CONSELING SHEET ................................................................................... iii
SURAT PERNYATAAN ............................................................................... vi
SURAT PERJANJIAN .................................................................................. vii
ABSTRACT .................................................................................................... viii
MOTTO .......................................................................................................... x
ACKNOWLEDGMENT ............................................................................... xi
TABLE OF CONTENT ................................................................................. xiii
LIST OF APPENDICES ............................................................................... xv
CHAPTER I : INTRODCUTION
A. Background .......................................................................................... 1
B. Research Question ................................................................................ 4
C. Objective of the Research .................................................................... 4
D. Significant of the Research .................................................................. 4
E. Scope of the Research .......................................................................... 5
CHAPTER II : REVIEW OF LITERATURE RESEARCH
A. Previous Research Related Findings .................................................... 6
B. Some Partinent Ideas ............................................................................ 8
1. Definition of speaking ...................................................................... 8
2.Aspect of speaking ............................................................................ 10
3. Types of speaking ............................................................................ 16
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4.Importance of speaking ..................................................................... 22
5.Definition of private speech .............................................................. 28
6.Characteristic of private speech ........................................................ 29
7.Types of private speech ..................................................................... 34
8.Functions of private speech ............................................................... 35
C. Conceptual Framework .................................................................. 36
CHAPTER III : RESEARCH METHOD
A. Research Design ................................................................................... 38
B. Research Subject .................................................................................. 38
C. Research Instrument ............................................................................. 39
D. Data Collection Tehcnique ................................................................... 39
E. Data Analysis Technique ..................................................................... 40
CHAPTER IV : FINDING AND DISCUSSION
A. Findings ................................................................................................ 44
B. Discussions ........................................................................................... 52
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusions .......................................................................................... 58
B. Suggestions .......................................................................................... 58
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITTAE
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TABLE OF APPENDICES
APPENDIX 1 Instruments
APPENDIX 2 The Answer of Respondents
APPENDIX 3 Curriculum Vitae
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CHAPTER I
INTRODUCTION
A. Bacground
In time of globalization English use to be a universal language to
connect among people from different background, ethnic, culture and many
more around the world therefore English is very important for every people.
Many people use English as a media or tools of communication and it makes
people who more easier in making interaction and communication inspite of
different countries. In Indonesia, English used as second language to do
communication and there are four skills in English: reading, writing, listening
and speaking. Thereby, every people especially the students must have skill or
even mastering English subject in order to effective communication
In Webster New World Dictionary, speaking is to say words orally, to
communicate as by talking, to make a request, and to make a speech (Nunan,
1995). Whereas According to Chaney (1998), “speaking is the process of
making and transfer meaning by using verbal and non-verbal symbols in
different contexts, speaking is speech or utterances with the purpose of having
intention to be recognized by speaker and the receiver processes the
statements in order to recognize their intentions”. Rebecca (2006:144) stated
that speaking is the first mode in which children acquire language, it is part of
the daily involvement of most people with language activities, and it is the
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prime motor of language change. It also provides our main data for
understanding bilingualism and language contact.
Speaking is the process of building and sharing meaning thought in
verbal and symbol of varieties in context. Many people feel that speaking is
very difficult to learn it because every single words or sentences in English
has different way to pronounce it As a result, speaking is crucial part of
second language teaching and learning. The researcher believes the problems
in learning speaking is lack of basic knowledge of English, for example lack
of vocabulary, grammar, self confidence, pronounciation , and particularly
strategy in the way they speaking. This condition influences students‟ self
confidence in speaking. According to Tanaka (2004) the conception of self
efficacy /confidence in language learning has more to do with how learners
perceive their ability as language learners and their progress in relation to the
particular context in which they are learning.
According to Vygotsky (1978) in Abadikhah and Khorshidi (2013),
private speech is the process through which language initially serves a social
purpose and later plays a self-regulatory function. He considers private speech
as “the process of privatizing speech in a way that higher forms of
consciousness arise on the inner plane and in this way our biological
capacities are organized into culturally mediated mind”
Sociocultural theory proposes that almost all mental functions of
humans originate in the social and cultural context and language is like a tool
for mediating our mental functioning (Vygotsky 1978) in Abadikhah and
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Khorshidi (2013). Embedded in sociocultural theory is the concept of private
speech, a kind of speech directed to self with no communicative function.
Private speech is a widespread phenomenon in children acquiring L1 (first
language) (Berk 1986, Berk & Spuhl 1995, Fraunglass & Diaz 1985, Winsler
et al. 2003). A growing number of studies have also reported the use of private
speech by L2 (second language) learners (Brooks, Donato & McGlone 1997,
Dicamilla & Anton 2004, De Guerrero 1999, Ohta 2001, Saville-Troike
1988). Nonetheless, little is known about the nature of private speech in peer-
peer interaction of learners in English as a Foreign Language (EFL) context.
Accroding to Anani Sarab and Gordani (2014) found that private
speech has with it such beneficial functions as planning, managing the
thought, self-orientation, motivation, and controlling anxiety According to
Vygotsky (1978) in Abadikhah and Khorshidi (2013), private speech is the
process through which language initially serves a social purpose and later
plays a self-regulatory function. He considers private speech as “the process
of privatizing speech in a way that higher forms of consciousness arise on the
inner plane and in this way our biological capacities are organized into
culturally mediated mind” (Lantolf 2000, p.15). According to Ohta (2001)
private speech as oral language uttered not for communicative interaction with
another, but for dialogue with the self. Private speech is spoken out loud and
is audible to others, but it differs from social speech in that it is directed at the
self and serves no social purpose (Frauenglass & Diaz, 1985). Private speechis
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defined as “an audible conversation or speech of a child with himself which is
neither addressed to another person nor received as such” (Gibrau, 2007 p.42).
As Lantolf (2006) in Abadikhah and Khorshidi (2013) claimed,
without private speech language acquisition is not likely to occur; therefore, it
seems necessary to explore the occasions when students employ private
speech in L2 (second language) classrooms. In addition, creating a non-
threatening language learning environment and providing adequate time for
learners to get psychologically ready through private speech is an important
factor for learning to occur. Nonetheless, in EFL (English foreign language)
classes, students are required to produce public speech and they are not given
the chance to talk to themselves. Furthermore, the students are prohibited
from using L1 (first language) when they want to produce the target form.
Rahimi and Tahmasbi (2010) studied the private speech and
collaborative interaction among 54 EFL freshmen students during a reading
course. For the control group, the teacher paraphrased and discussed the
reading; the learners in the experimental group were asked to perform
different tasks including paraphrasing, discussing collaboratively and using
private speech. The sessions were video-recorded for nine sessions, each one
lasting for 90 minutes. The final test of comprehension and oral presentation
were the two measurements used in this study. The performance of learners
was analyzed based on accuracy, complexity and fluency. It was revealed that
scaffolding and private speech helped the learners be successful and accurate
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in task completion. Manfra, L., & Winsler, A. (2006) Children who were
aware of their private speech were significantly older, had greater expressive
language skills, used more private speech, and had higher deceptive-box
scores than children who were not aware of their private speech. Participants
believed that private speech was positive and helpful,
There are many ways that can be done to support private speech in
developing successful in english learning and teaching. From the facts above
the researcher interest and focus in analyzing The Analysisof private speech in
speaking class at the third semester of Unismuh Makassar.
B. Research Question
The problem in this research is formulated in a research
question as follows :
1. How the students‟ English vocabulary achievement in using private
speech in speaking class at the third semester of Unismuh Makassar
2. What are the students‟ reasons in using private speech on students
speaking skills in terms of accuracy in speaking class at the third
semester of Unismuh Makassar
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C. Objective of the Research
Based on the research question, the objective of this research
are:
1. To find out how the students‟ english vocabulary achievement in using
private speech in speaking class at the third semester of Unismuh
Makassar
2. To find out what are the students reasons in using private speech on
students speaking skills in terms of accuracy in speaking class at the third
semester of Unismuh Makassar.
D. Significant of the Research
The significances of this research is expected to provide some
advantages for English teaching and learning process. The significances of
this research are:
1. For lecturers, it can be used as more references to improving students‟
skill particularly in speaking.
2. For students as the subjects of the research, it can be motivation to
improving skill in particularly speaking.
3. For readers, This research can be use as a source or reference for further
research.
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E. Scope of the Research
In collecting the data for this research, the researcher would limit this
study only focuses on The Analysis of private speech on students‟ speaking
skills in terms of accuracy and what are the students‟ reasons in using private
speech in speaking class at the third semester, English education department
of Unismuh Makassar.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Research Related Findings
To get the framework of the problem, in this literature review the
researchers discussed several important aspects related to this research. First,
this chapter presents several definitions of terminology used in reference
journals relating to the definition of private speech and further, this chapter
presents a review of related studies and is followed by a conceptual
framework of research and hypothesis.
Many researchers have been conducting studies relate to this research,
there are as follows :
Analyzes the speech of English‐speaking college students of Spanish,
DiCamilla, F. J., & Antón, M. (2004) found that working in pairs to produce
compositions in Spanish. Although there was considerable variability in the
frequency of private speech from one dyad to another, the main goal of the
study was to analyze those instances of private speech that could be clearly
identified by both linguistic and paralinguistic evidence. Eight such excerpts
are analyzed and discussed here. The analysis reveals that private speech of
the participants facilitated two fundamental cognitive operations: focusing of
attention and the creation of psychological distance. That is, private speech
enabled the participants to concentrate on the task at crucial moments and to
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distance themselves from the problems they encountered, thereby achieving
a perspective that in turn helped them to gain control in the performance of
the task. It is argued that private speech that occurs in a social context can be
identified and analyzed, and ultimately distinguished from social speech”.
Studying private speech in an L2 Japanese class, Ohta (2001) found that
private speech can have three main uses (repetition, manipulation, and
vicarious response), and that private speech can improve L2 development.
She stated that private speech is a creative locus of linguistic manipulation
and hypothesis testing. It is a phenomenon which results in what Ohta (2001)
terms „‟ a covert social space‟‟ (p. 30) during which learners actively engage
themselves in some sort of what Lave and Wenger (1991) termed „‟
legitimate peripheral participation‟‟. According to Ohta (2001), learners
cannot be regarded as passive or disengaged learners as they have their
private speech strategy as a vehicle for „‟ interactive hypothesis testing‟‟
(p.30) during the moments when the learner is appropriating the language for
him/herself.
Sawyer, J. (2016) found that, private speech and bilingualism have been
fruitful but generally separate avenues for investigating the relations between
social interaction, language, and cognition. Surprisingly, the private speech
of bilinguals has received little attention outside the context of second
language acquisition. This paper reviews extant research regarding (1) how
the developmental trajectory and general purposes of bilinguals' private
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speech compare to that of monolinguals, (2) how bilingual linguistic and
social interactions influence bilingual private speech, and (3) potential
bilingual advantages in the use of private speech. The small number of
relevant studies tentatively suggest that bilinguals' private speech follows a
similar trajectory to that of monolinguals, and that bilinguals use private
speech for the same general purposes as monolinguals. The social origins of
private speech are evident in some bilinguals' propensity to switch languages
during private speech, and language switching appears more common in
balanced bilinguals than less-balanced bilinguals. Evidence on bilingual
advantages in private speech is mixed. In some studies, balanced bilinguals
have demonstrated a wider variety of private speech uses, and more
developmentally advanced private speech than less-balanced bilinguals.
Balanced bilinguals appear capable of carrying out reasoning using private
speech in two languages, while less balanced bilinguals may rely primarily
on one language for complex verbal thinking. A case is made for reviving
and elaborating the verbal mediation hypothesis as a unified explanation for
reported verbal and nonverbal bilingual cognitive advantages. Future
research on bilinguals' development of unique forms of private speech and
verbal mediation is recommended.
Centeno-Cortés and Jimémez-Jiménez (2004, cited in Lantolf 2006)
studied the use of L2 (second language) private speech in three groups of
participants: six intermediate learners of Spanish (L1 English), six advanced
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L2 speakers of Spanish, and six L1 speakers of Spanish (proficient in
English). They reported that L1 private speech was the key to successful task
completion. L1 speakers produced only two instances of private speech in
L2 (English) and the rest was in L1 (Spanish); the intermediate group
produced 35 % of their private speech in Spanish; however, the advanced
learners uttered 52 % of their private speech in Spanish.
Lee (2008) on private speech produced by advanced Korean learners of
English in a biology class at the University of Midwestern, it was found that
participants resorted to both L1 and L2 private speech to better mediate the
L2 learning process. Emphasizing the significance of private speech
produced in interactional encounters, Smith (2007) stressed the importance
of private speech as a social semiotic tool which helps reorganize and
regulate the cognitive functions of the learners.
Aspect of the language of children is their private speech, Clark, B.
(2005) found that The immense potential of language, for learning, building
relationships, as the embodiment of culture, for an understanding of the
world and for expressing 'self'. One less apparent aspect of the language of
children is their private speech. In this thesis the research questions focus on
whether children from diverse language backgrounds attending English-
speaking kindergartens use private speech. Further, if so, what is the context,
who is present when it is used and is there a response from the person or
people? These questions are primarily addressed through observations of
eight children as well as recordings of their private speech. An
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understanding of the context is supported through interviews with the
parents and teachers in the kindergartens. The expectations for this research
were largely based on the work of Vygotsky, and adapted to the natural, 'free
play' environments of the kindergartens. It was expected that children from
diverse language backgrounds in English medium kindergartens would use
private speech in their own language. While the children did use private
speech (unlike the results from Vygotsky's research) they talked to
themselves in English using the language that they had acquired from the
community, from the media, from their experiences at kindergarten and in
some cases from their families. Based on Krafft & Berk's categories of
private speech, a significant focus of this research is the categories of private
speech that were used by individual children. These findings pose interesting
insight into the experiences of the children. This research has shown the
child's remarkable ability to tune into the language and culture of context
and to do so not only in relation to the socio-cultural context but also
through thinking and acting. This study has also provided insight into the
early childhood environments and the experiences of the teachers. As the
first known research into private speech/self-talk in early childhood in
Aotearoa New Zealand it can serve as a spring-board for further research to
enhance our understanding of the child's thinking and learning through
private speech.
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The similarity of this research is to find out The Analysisof private
speech to enhancing the students‟ skill in English. The differences of this
research are the level and location to do the research. Beside that, my
research only focuses to get information about The Analysisof private
speech in speaking class at the third semester of Unismuh Makassar
A. Some Pertinent Ideas
a. Speaking
1. Definition of Speaking
There are many definitions of speaking stated by different experts some of
definition we have stated as below:
According to Chastain (1998), “speaking is a productive skill that
involves many components, such as grammar, strategy, sociolinguistics and
discourse”. Eckard and Kearny (1981), Florez (1999), Howarth (2001), and
Abd El Fattah Torky (2006) defined speaking as a two–way process including
a true communication of opinions, information, or emotions. This top-down
view regards the spoken texts as the collaboration between two or more
persons in the shared time and the shared context. Speaking Intermediate is a
stage that is in the middle of beginner and advanced in speaking skills
According to Chaney (1998: 13), “speaking is the process of building
and sharing meaning through the use of verbal and non-verbal symbols, in a
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variety of contexts”.Huebner (1960: 5) says that speaking is a skill used by
someone in daily life communication whether at school or outside. Skill is
required by much repetition, it primarily neuromuscular and not an intellectual
process. It contents of competence in sending and receiving massage.
Mackey (2001:79) defines that speaking is an oral expression that
involves not only the use of right patterns of rhythm and intonation but also
right order to convey the right meaning. While Thornbury (2005: IV) says that
speaking is an interactive and requires the ability to cooperate in the
management of speaking turn.
From experts statements above the researcher can get a conclusion that
speaking is a process of sharing meaning through the use of verbal and non-
verbal symbols with among people who is doing conversation and
communication itself with oral expression
2. Aspects of Speaking
In teaching speaking, there are some aspects which considered by
teacher. Brown (2001: 268-269) proposes four aspects of speaking skills.
There are fluency, accuracy, pronunciation and vocabulary.
1. Fluency
Speaker can be said as fluent speaker if he/she can use the language
quickly and confidently, with few hesitation or unnatural pause, false stars,
word searches, etc (Nunan, 2003:55). Speaker needs to know where she/he
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has to pause and stop his/her speaking in appropriate place. Furthermore, it
can be said to speak fluently if a speaker does not produce word per word at a
time in his/her speaking. Therefore a good speaker is demanded to be able to
produce word in speech into groups of words that form a meaningful unit
(phrases or clauses).
(Pollard, 2008) defines Fluency as the ability to speak communicatively,
fluently and accurately. Fluency usually refers to express oral anguage freely
without interruption. In teaching and learning process, if the teacher wants to
check students‟ fluency, the teacher allows students to express themselves
freely without interruption. The aim is to help students speak fluently and with
ease. The teacher does not correct immediately whereas the idea being that too
much correction interferes with the flow of conversation.
According to (Oxford Dictionary, 2018), comprehensibility means can
be understood. Comprehensibility in speaking means that the people can
understand what we say and we can understand what they say. In speaking,
meaning is very important thing if we want to make a good communication.
(Harmer, 2007) said that if there are two people want to make communication
to each other, they have to be speaking because they have different
information; there is a „gap‟ between them. It is not a good communication if
the people still confuse with what we say.
The more present study about fluency adopting Lennon‟s (Jamatlou:
2011: p.11) that is fluency might be rapid, smooth, accurate, lucid, and
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efficient translation of thought or communicative intention into language
under the temporal constraints of on-line processing. This earlier concept of
fluency was acceptable by most of the teachers and researchers since they
have to realize that fluency is different in nature from other components of
oral proficiency such as range of vocabulary and complexity of syntax which
are associated with linguistic knowledge of accuracy.
2. Accuracy
Nunan (2003:55) states that accuracy happens when students speech
matches what people actually say when they use the target language
specifically, accuracy deals with the grammatical structures which cover some
aspects like part of speech, tense, phrase, sentence, etc. therefore, in order to
achieve the level of accuracy the students are demanded to use the correct
grammatical structures in their speech. Merriam-Webster (2020) Accuracy is
freedom from mistake or error : the quality or state of being
accurate : correctness or the ability to work or perform without making
mistakes. 1. Examples Each experiment is performed twice to
ensure accuracy. 2The police questioned the accuracy of his statement.3.He
could not say with any accuracy what he had seen 4.She shot free throws with
an accuracy of 80 percent. [=80 percent of her free throws were
accurate/successful] 5.Several managers have tried to increase the speed
and accuracy of the workers.
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A focus on accuracy is a focus on the correctness of one‟s use of
grammar, vocabulary and pronunciation. Here are some examples:
1.Is the student using the right tense and right verb forms? (e.g. We
don‟t say „She has did it already,‟ we say „She has done it already.‟)
2.Are they choosing the right vocabulary to express what they need to
say? (e.g. We don‟t normally say „He is vast,‟ we say „He is fat/big.‟)
3.Do the collocations work? Are the right prepositions being used?
(e.g. We don‟t normally say 4.„I will make a photo on you,‟ we say „I will
take a photo of you.‟)
Is the word order correct? (e.g. We don‟t normally say „Always he
does this,‟ we say „He always does this.‟)
5. Is the student pronouncing the word correctly? Is the stress put in
the right place? (e.g. We don‟t normally say „badminton‟ but we say
„BADminton‟)
Many English language exams pay a lot of attention to accurate use of
language, and accuracy is no doubt important especially in written
communication, e.g. emails, reports, essays, etc., as lexico-grammatical
mistakes stand out more when written down. Inaccurate writing can cause
misunderstandings and be seen to reflect carelessness, a lack of attention to
detail, and general incompetence. Aside from grammar explanations, lexical
definitions, concept checks, and drills, teachers often use controlled practice
activities to help students work on their accuracy. These are activities that
18
enable repeated practice of the target language, with little variation and
minimum amount of free speaking. Teachers will correct mistakes made either
on the spot or after the activity. For example:
To practise using the present perfect to talk about experiences,
students are asked to work in pairs asking each other which countries they
have been to.
Student A: Which countries have you been to?
Student B: I‟ve been to Denmark. You have been to Denmark?
Teacher: Have you been to Denmark?
Student B: Have you been to Denmark?
Student A: No, I haven‟t. I‟ve been to Korea. Have you been to Korea?
Student B: No, I haven‟t. I‟ve been to Vietnam …
3. Pronunciation
Pronunciation is an essential thing in good communication because the
wrong pronunciation will lead to misunderstanding and negative impression
with the other person. According to Suwartono (2006: 41), Pronunciation is an
essential part in a language, for the nature of language is spoken.
Pronunciation is the most important and difficult problem that non-native
English speakers have to face when studying English. A common mistake
made by many international students who study English as a foreign language
is not paying attention to English pronunciation well. Most of students
underestimate the importance of pronunciation because they consider that the
19
pronunciation is less important than other English aspects such as grammar,
lexicology and vocabulary.
Many cases of understanding in communication were caused by the
mispronouncing of words or the improper intonation. Many words in English
that have pronunciation are almost same or may be the same but have
different meaning. Let‟s take a few example: if someone pronounces the
words shit, sheet, sit, seat; Dessert with Desert; Sent with Cent; Find with
fine; Ball with Bawl; Their with There; Beach with Bitch; Advise with
Advice. In addition, correct pronunciation can also give a plus value to those
who master it. What do you think which makes people get amazed of your
English language when their hear you speaking? Your grammar,
pronunciation or vocabulary? The answer is certainly pronunciation, because
it is the main aspect in speaking. Therefore, it has become more and more
obvious that pronunciation cannot be underestimated. It must become one‟s
priority while she/he is learning English. At least, they have to give the same
proportion of time and attention to pronunciation as well as they do to
grammar and vocabulary.
At the beginning level, the goal of teaching pronunciation.
Furthermore at the advance level the pronunciation goals can focus on
elements that enhance communication which will cover stress pattern,
intonation, voice quality, etc. However, Brown (2001: 284-285) states that
20
there are some factors within learner that effect pronunciation. They are
mentioned as follows:
a. Native language
It is clear enough that native language will become the most influential
factors affecting learners‟ pronunciation. Moreover, the native language inthis
case the learners‟ mother tongue usually brings a strong accent in their
pronunciation style.
b. Age
The ranges of age can influent the success of the pronunciation
mastery. Children under age of puberty will have an excellent chance
“sounding like native” if they continue living in authentic contexts. Beyond
the puberty, while they almost surely know a “foreign accent”, attribute of age
will have no longer advantage. Therefore, it just a myth about the belief that
“the younger, the better” in learning language.
c. Exposure
Having exposure in authentic context will encourage the learners to
have good pronunciation. It is because living in foreign country where the
native language spoken quite often will help to build learners having good
pronunciation practice.
d. Innate phonetic practice
There are some people that have a phonetic coding ability by using
their ear. Therefore, they believe they are easier to learn pronunciation well.
However, the teacher has to ensure their students who have naturally difficult
21
in pronunciation that with some effort and concentration they can improve
their competence.
e. Identity and language ego
If they want to be success to achieve goal of the study, learners need to
have positive attitude toward the people who speak the language they want to
acquire.
f. Motivation and concern for good pronunciation
Motivation will be the strongest factor that can bring the learners to the
success of study. If the motivation and concern are high, it will be a good start
for the learners to improve their pronunciation.
4. Vocabulary
Vocabulary can be defined as '' words we must know to communicate
effectively; words in speaking (expressive vocabulary) and words in listening
(receptive vocabulary)'' (Neuman&Dwyer, 2009, p. 385). Hornby
(1995)defines vocabulary as ''the total number of words in a language;
vocabulary is a list of words with their meanings While Ur (1998)states:
“Vocabulary can be defined, roughly, as the words we teach in the foreign
language. However, a new item of vocabulary may be more than just a single
word: for example, post office, and mother-in-law, which are made up of two
or three words but express a single idea.
22
Vocabulary becomes a very important part of language learning which
can use to determine students can speak fluently or not. They can generate
sentences in only by using words so it is impossible to speak fluently without
having vocabulary mastery. In fact, some students have only limited
vocabulary so they meet some difficulties when they want to speak.
Therefore, the teacher needs to make more effort to enrich the students‟
vocabulary.
Vocabulary is essential for successful second language use because
without an extensive vocabulary, it will be unable to use the structure and
function that have learnt for comprehensible communicative. It can be said
that one key the success in communicative, which is the power of words.
Vocabulary means the appropriate diction or the most important thing in a
language especially in speaking; Furthermore, knowing many vocabularies
makes easier to express ideas, feeling and thoughts both in oral or written
form (Christopher Turk, 2003).
Vocabulary is a basic building block of language learning. Students
need to know words, their meanings, how they are spelt and how they are
pronounced. Thus, when teaching vocabulary, the teachers have to make sure
that they explain the meaning as well as the spelling and pronunciation.
Vocabulary is the knowledge of meanings of words. What complicates this
definition is the fact that words come in at least two forms: oral and written.
Oral vocabulary is the set of words for which we know the meanings when we
23
speak or read orally. Written vocabulary consists of those words for which the
meaning is known when we write or read silently. These are important
distinctions because the set of words that beginning readers know are mainly
oral representations. As they learn to read, written vocabulary comes to play
an increasingly larger role in literacy than does the oral vocabulary (Hiebert &
Kamil, 2005)
3. Types of Speaking
There are some types of language that we have to know as the teacher
of English. According to Brown (2001:250), language teaching is devoted to
instruction in mastering English conversation. He divided oral language into
two types:
1. Monologue
a. Planned
b. Unplanned
2. Dialogue
a. Interpersonal
b. Transactional
The meaning of Monologue is the oral language involves only one
people in it. There is only one person who speaks as in lectures, news casting,
radio broadcast, etc. monologue can be divided into two types, planned
monologue and unplanned monologue. The meaning of planned monologue is
the person who speaks use monologue has prepared a note or text to help him
24
or her to speak fluently. The meaning of unplanned monologue is the person
who speaks in monologue does not use any notes or texts. All words spoken
emerge from the speaker‟s mind naturally and spontaneously.
The meaning of dialogue is the oral language involves two or more
speaker in it. Based on the function dialogue can be divided into two types,
interpersonal and transactional. Interpersonal dialogue is functioned to
promote social relationship meanwhile the transactional dialogue is aimed to
convey proportional or factual information. In this research, researcher will
focus on interpersonal dialogue because it is suitable with the purpose of role
play as a simulator for learners in experiencing real atmosphere of daily
speaking in society.
4. The Importance of Speaking
Although English has 4 skills, speaking may be the most important
skills of English. Mai (cited in Pattison) confirms that when people know or
learn a language, they mean being able to speak the language. It means that
when someone is acquiring a language, the proof that people want to confirm
is when that person can speak the language well, it also happens for English.
Besides, Ur stated that of all the four skills (listening, speaking, reading and
writing), speaking seems intuitively the most important. It may be true
because speaking involve a lot of ability within, such as pronunciation,
vocabulary, grammar and even accent. In-order to become a well rounded
communicator one needs to be proficient in each of the four language skills;
25
listening, speaking, reading and writing, but the ability to speak skillfully,
provides the speaker with several distinct advantages. Syatriana, E.,
Ardiansyah, A., & Orem, R. (2018) Speaking plays an essential role in the
production of a variety of languages, it can be in the form of discussions,
speeches, debates, argumentation, conversation, storytelling and retelling”
even in interactive Task-Based Learning for EFL students where The study
concludes that although the participants have shown their ability to speak
using task- based learning improvement is needed to increase fluency,
accuracy, flexibility, comprehensibility appropriately and effectively to make
theirs speaking better.
The capacity to express one‟s thoughts, opinions and feelings, in the
form of words put together in a meaningful way, provides the speaker with
these advantages Therefore, any gap in commutation results in
misunderstandings and problems with the person to communicate with
because that person does not understand the message uttered by the speaker.
Efrizal (2012) Pourhosein Gilakjani (2016) expressed that speaking is
of great significance for the people interaction where they speak everywhere
and every day. Speaking is the way of communicating ideas and messages
orally. If we want to encourage students to communicate in English, we
should use the language in real communication and ask them to do the same
process. Richards and Rodgers (2001) stated that in the traditional methods,
the speaking skill was ignored in the classrooms where the emphasis was on
reading and writing skills. For example, in The Grammar-Translation method,
26
reading and writing were the important skills and speaking and listening skills
were not of great significance. According to Ur (2000), of all the four
language skills called listening, speaking, reading, and writing, speaking is the
most important one that is very necessary for the effective communication.
The significance of speaking is indicated with the integration of the
other language skills. Speaking helps learners develop their vocabulary and
grammar skills and then better their writing skill. Students can express their
emotions, ideas; say stories; request; talk, discuss, and show the various
functions of language. Speaking is of vital importance outside the classroom.
Therefore, language speakers have more opportunities to find jobs in different
organizations and companies. These statements have been supported by Baker
and Westrup (2003) who said that learners who speak English very well can
have greater chance for better education, finding good jobs, and getting
promotion
According to Bueno, Madrid, and Mclaren (2006: 321), “Speaking is
one of the most difficult skills language learners have to face. Speaking is
considered the most important of the four language skills of English. Even the
learners learn the language for so many years; they find it difficult to speak in
real time situations when it is demanded. There are many reasons to overcome
this. First of all, the ELLs should understand the importance of speaking skills
and try to acquire them as they need them to compete in this competitive
world.
27
Among the four basic skills of the English language, speaking seems
to be difficult because the speakers have to produce sentences on the spur of
the moment. It is quite difficult for foreign or second language learners to
produce sentences without learning the grammatical structures and having
proper knowledge of adequate vocabulary. Therefore, the English language
learners of EFL/ESL face many problems in speaking grammatical sentences
in English. Since speaking skills play a dominant role in communication,
people try to learn these skills in order to communicate well with the entire
community all around the world.
Moreover, these speaking skills are also useful for learners when they
have to settle down well in their professions. In the modern world, it has
become quite common to prove the candidates‟ talents at the time of their job
interviews and many of the selections are based on the performance of the
interview. The job aspirants have to participate and prove themselves in
debates and group discussions where the performance or oral communication
skills of the candidates are primarily measured. Besides, the professionals
have to give oral presentations as they have to promote the products or their
companies or give training to the other colleagues. Furthermore, an effective
speaker can inspire the audience a lot and gain the complete attention of the
audience and maintain the same tempo until the end of his/her speech. So the
audience involves completely in the speaker‟s speech and they sometimes
forget the real world and put their complete concentration on the speech. So,
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speaking skills play a vital role as everything depends on the way how people
communicate their messages with others. Rao, Parupalli. (2019) found the
importance of speaking as follow as;
1.Interviews 4. Public Speeches
9.Presentations
2.Debates 5. Career Development
3.Group Discussions 6. Sound Business Relationship
7. Higher Confidence Levels 8. Better Job Opportunities
Speaking skills are the most essential skills for all the learners who
wish to learn English to enhance their career, improve business, build
confidence levels, get better job opportunities, make public speeches, attend
interviews, participate in debates and group discussions, give presentations
and so on. In the present modern world, everything is linked with speaking
skills. One who has good talent in speaking can conquer the whole world.
Having good communication is the passport to get better employment
opportunities. In the modern interviews, the real talent of the job aspirants is
tested through their performance in group discussions, debates, presentation
skills and so on. Therefore, job seekers have to acquire good oral
communication skills in order to grab better opportunities. Once the learners
practice these speaking skills in their EFL/ESL classrooms, they get the
mastery of these skills and perform well in the activities in and outside their
29
classrooms. Let us discuss the purpose of teaching speaking skills in English
classrooms.
a. Private Speech
1. Definition of Private Speech
Lantolf (2000) defined private speech as “speech that has social
origins in the speech of others but that takes on a private or cognitive
function” p.15. In other words, it is a speech that is not for communication;
however, it is originally social.
Lantolf and Thorne (2006) described private speech as an utterance in
which the child attempts to self-regulate in the face of complex process of
learning. Ohta (2001) defines private speech as “audible speech not adapted to
an addressee”.
(Lantolf 2000, p.15). The issue of private speech, as an important
phenomenon in language learning and development is an under researched
area (Ehrich 2006, p.20). Private speechis defined as “an audible conversation
or speech of a child with himself which is neither addressed to another person
nor received as such” (Gibrau, 2007 p.42).
From experts statements above the researcher can get a conclusion that
private speech is a spoken out loud or process of people to practice then
produce the language direct by the self.
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2. Characteristics of Private Speech
The fact that private speech is the internalization of social speech turns
it into the most complicated form of speech (Lantolf & Frawley, 1984, cited in
Centeno-Cortes & Jimenez Jimenez, 2004). The nature of private speech,
contrary to what it seems, is dialogic rather than monologic (Centeno-Cortes
& Jimenez Jimenez, 2004). In the private speech, as argued by Centeno-
Cortes and Jimenez Jimenez (2004), not all the information becomes explicit,
and words do not need to be fully pronounced, because of the fact that they
can be understood by the intention to utter them.
This form reduction is compensatedby semantic richness (Centeno-
Cortes & Jimenez Jimenez, 2004). Vygotsky (1986, cited in Centeno-Cortes
& Jimenez Jimenez (2004) distinguishes between the sense of a word and its
meaning. Meaning is deco textual while sense is put in the context where the
word is produced, “to the extent that the new senses are created every time the
word is uttered” (p. 10). “In private speech, sense predominates over meaning,
and type deeper underground private speech goes, the more predominance
sense has” (Vygotsky, 1986, cited in Centeno-Cortes & Jimenez Jimenez,
2004, p. 10), thus allowing for concluding that in extreme cases, private
speech becomes pure sense and, as a consequence, it is situated in a way that
if it were to be heard by a person not conversant with that particular situation,
it could be completely incomprehensible.
Gholami, Morteza & Salehi, Naser & Azizi, Esmaeel & Fazli,
Behtash. (2016) Found that characteristic Private speech among adults It is
31
obvious that if one averages over numerous young children, a wide range of
settings, and various tasks, one understands that preschool-age children are
more inclined to show spontaneous, obvious private speech than older ones.
However, it is also obvious that private is not just limited to younger children.
While engaging in challenging issues and problem solving activities older
children [31], as well as adolescents [32], and even adults [33] use overt self-
talk. Researchers who examined self-talk among adults also found the same
micro genetic patterns of internalization during repetition and increased
application of private speech in performing more difficult tasks as well as
particular tasks over others [33]. The above observations, application of
private speech among children, and the similar relationship available between
speech and task difficulty among adults and children have raised the question
that what these findings mean for Vygotsky‟s theoretical notions of
developmental course and the particular contribution of private speech in early
childhood. The findings of the research on the role of private speech among
young children are consistent with this hypothesis. However, recent data
demonstrate that older children as well as adults use private speech
periodically in some situations and under some certain tasks. The
development strategy show that it is clear that all people use various tools and
strategies in cognitive development during problem-solving tasks in which
some of these strategies are use more frequently than the others[34]. In
addition, a decline of frequency of use of a strategy during completing a task
that is probable to occur for a particular activity does not reflect the fact that a
32
strategy or behavior would not be appeared in accomplishing a different task
[34-36]. Ferny though features the phenomenon of private speech among
adults as required as “re-externalization” which depends on contextual,
personal stresses, or cognitive challenges [37]. Furrow D.[1992] found that
categorizes private speech into 12 functional categories including:
• Instrumental: An utterance that indicates desire or is in the form of a
whine; (e.g., “I want it”).
• Regulatory: Referring to an imminent future event. The utterance is
directing another person‟s
actions; (e.g., “Go there.”).
• Self-regulatory: Referring to an imminent future event. The child is
directing his/her own actions;
(“I put that there.”).
• Attentional: Referring to an ongoing sensory event or a sensory event
that is eminent; (e.g.,
“Look”).
• Interactional: Talking to someone else or offering a greeting; (e.g.,
“Hi.”).
• Expressive: Describing an internal state or affect, offering an
opinion, or expressing a feeling;
(e.g., “I love you.”).
33
• Referential: Talking about an object in the immediate surroundings
or referring to an event
occurring in the present; (e.g., “That.”).
• Description of one‟s own activity: The utterance refers to an event
that is ongoing or an event
that occurred right before the utterance. The event is one in which the
child took part; (e.g., “Putting it.”).
• Questions: The syntax of the utterance is in the form of a question or
the child‟s inflection
indicates a question; (e.g., “What that?”).
• Imaginary: The utterance is sung, a word play or the child
labels/describes an object using
pretend words; (e.g., “That hat.”- referring to a block the child placed
on his/her head).
• Informative: Referring to an object or event not in immediate
surroundings; (e.g., “Daddy at
work.”).
• Incomprehensible: Utterances that were inaudible [43].
Therefore characteristics of private speech are:
1. The people do interction by theirself to produce language, this
means when
34
Interaction between themselves or with other people which when it
repeated every time will produce a new word for examples;
First example
Student A: going to the right?
Student B: yeah ... three centimeters long
Student A: exactly right?
Student B: yes
Second example
Student A: now ... now ... our maps are not the same/...but they're
almost the same
Student B: almost same/ and .... there are some .... uh ... there isn't ....
something
... in ... in ... my map ... which
Student A: which is in my map
Even when the interaction does not explicitly follow the question-
answer format, the utterances show a sense of shared knowledge and
responsibility between the interlocutors and then produce new words
2. Private speech is monologic, it means only one person,
monologic refers to task in which learners are asked to externalized their
thingking as they attempt to understand concepts of order of indexcality,- self
presentation in the absence of teacher. Example: Satria was given the task of
presenting diagrams to improve the English ability of Cambridge University
35
students. Notes (during the assignments a teacher leaves the classroom and
also leaving a video camera digital audio recorder on to record the
verbalizations. with the aim that students can externalize their mental activity
so they can think broadly critically and feel comfortable).
3. Private speech use simple word when talking about something
but the information are informative. The Informative Referring to an object or
event not in immediate surroundings for example : “daddy at work”
3. Functions of Private Speech
In a study examining private speech acts in intermediate and advanced
Spanish learners, Frawley and Lantolf (1985) found an inverse correlation
between communicative proficiency and private speech. The less private
speech learners used, the greater their communicative competence because a
decrease in the need for an interlocutor to facilitate understanding. Speech
utterances can be divided into two classes: social speech and private speech
(Winsler et al., 2005). While social speech is used for speech acts between
individuals, private speech is language, “we use when we are talking to
ourselves, not expecting anyone to hear or respond” (Lightbown & Spada,
2006, p. 203). There is a straightforward set of criterion that teachers and
researchers can apply when determining the classification of a speech act as
either social or private.
36
It is argued by Lantolf (2006) that private speech is responsible for
both regulating mental ability in complex tasks and facilitating internalization
of mental ability. Winsler et al (2005) further report the following three
functions of private speech identified by Furrow (1992):
1. Self-regulatory
In self regulatory, the learner can organize what they want to say in
social environment. For example in classroom when the students learn about
dialog transactional so the learner can control theirself to talk only about the
topic.
2. information seeking
In this case the learner looking for references to get the information
about what the learner want to say. So when the learner speak, they can speak
very well with accurate information.
3. Informative
In this case when the learner speak, the content by the learner give
benefits or new knowledge for other studets..
4. Types of Private Speech
Ohta (2001, cited in Mitchell & Myles, 2004) identifies three types of
private speech:
37
a. Repetation
The first type of private speech is repetation. In repetation, the learners
privately repeat what teacher and another students said. In this case must do
repetation in second language. This type of practice is argued by Mitchell and
Myles (2004) to be the most common practice with the newly lexical items
being taught in the second language or with sentences that are the focus of
class attention.
b. Vicarious Responses
The second type of private speech is vicarious responses. In vicarious
responses the learners privately respond to questions from teacher or
utterance by someone which is repaired or completed.
c. Manipulation
The third type of private speech is manipulation. In manipulation the
learners privately construct their own language utterance, “manipulating
sentence structure, building up and breaking down word, and engaging in
sound play” (p. 205).
Centeno-Cortes and Jimenez Jimenez (2004) also introduce private
verbal thinking (PVT) as a type of private speech. They define private verbal
thinking as “a particular type of private speech that surfaces during the
reasoning process as a tool used in resolution of problem-solving tasks‟ (p. 8).
38
B. Conceptual Framework
Referring from all previous statements above which related to The
Analysis of private speech on students‟ speaking skills in speaking class,
below is presenting conceptual framework. This part gives explanation about
the scheme of this research. It is described by the following Figure 2.1:
Figure 2.1: The Conceptual Framework
The figure 2.1 above describe about aims of this research. In this case
the researcher want to get the analysis how the students‟ english vocabulary
achievement in using private speech in speaking class at the third semester of
Unismuh Makassar and what are the students‟ reasons in using private speech
on students speaking skills in terms of accuracy in speaking class at the third
semester of Unismuh Makassar.
Accuracy
(vocabulary)
Private Speech Speaking
Skills
Students‟ English
accuracy in vocabulary
Achievement
Students‟ reasons in using
Private Speech
39
CHAPTER III
RESEARCH METHOD
A. Research Design
In this study the researcher got the information about “The Analysis
of Private Speech in Speaking Class at third Semester of Unismuh Makassar".
In this case the researcher used the design descriptive method. According to
Sugiono (2005) the descriptive method is a method that is used to describe or
analyze research results but is not used to broader.
This research includes the type of case study used descriptive
quantitative method. (Gay, Mills, & Airasian 2009) stated that quantitative is
relies on the collection and analysis of numerical data to describe, explain,
predict or control variables and phenomena of interest
B. Research Subject
Research subject of the research were the students of Unismuh Makassar,
English Education Department in C class at the third semester. The population
were 25 students. To determine the subject in this research, the researcher
apply purposive sampling the sample as reason were the students had
experience previously about private speech because the class is more than
excellent in speaking it easiness to get the data. The sample of this research
were 10 students in C class at the third semester of English Education
Department.
40
C. Research Instrument
The researcher also used interview instrument by asking questions
to the students. The researcher used interview after the students answer
the questionare The interview technique is one way of collecting data
in a qualitative study. The researcher may prepare a list of questions but
does not necessarily ask them all, or touch on them in any particular
order, using them instead to guide the conversation., (Sulistyo-Basuki,
2006: 171).
To measure the students‟ speaking skills in terms of accuracy the
researcher used speaking assessment in scoring the performance of the
students speaking skill in accuracy.
D. Data Collection Technique
The data of the research collect through interviewed. The procedure of
collect the data in this research describe below.
1. First, the researcher got permission from speaking subject
lecturer
2. Second, the researcher prepare the list of questions for
interviewing at the third semester of English Education
Department.
3. Third, The researcher command to the students to learn first
about the list of the questions and the answer
41
4. Four, the researcher conducted an interview with each of the
sample and record the entire conversation use voice record
5. Fifth, the researcher made transcript of the voice record
6. The last step of data analysis is to find out The Analysisof private
speech and speaking skills in terms of accuracy
The interview is conducted to get the addition of information in
response to interesting or important answer that arises unexpectedly
from the planed questions (cited in Haris, 2007).
E.Techniques of Data Analysis
Data analysis is the next process after the data collection. The process of
analysis were continually as long as the research is conducted. The data
analysis in quantiative research involves three things, namely; the data
reduction, data display, and the conclusion drawing/verification (Sugiyono,
2016: 337).
a. Data Reduction
The data obtained from the field is quite a lot, it needs to be
recorded carefully and in detail. As stated, the longer the researcher
is spacious, the greater the amount of data, complex and
complicated. For this reason it is necessary to analyze the data
through data reduction. Reducing data means summarizing,
choosing key things, focusing on important things to look for
themes and patterns. Thus the data that has been reduced will
provide a clear view, and make it easier for researchers to conduct
42
further data collection, looking for when needed. Data reduction can
be assisted with electronic equipment such as mini-computers, by
giving codes to certain aspects (Sugiyono, 2012: 247).
b. Data Display (data presentation)
After the data reduction, the next step is to display the data. In
qualitative research, the presentation of data can be do in the form
of brief descriptions, charts, relationships between categories,
flowcharts, etc. The most frequently used to present data in
qualitative research is with narrative text (Sugiyono, 2012: 249).
By displaying data, it will be easier to understand what is
happening, plan the next work based on what has been understood.
Furthermore, it is suggested, in displaying data, in addition to
narrative text, it can also be in the form of, graphics, matrices,
networks (work networks) and charts (Sugiyono, 2012: 249).
c. Conclusion Drawing / verification
The third step in qualitative data analysis according to Miles
and Huberman is drawing conclusions and verification. The initial
conclusions raised are still temporary, and will change if there are
no strong supporting evidence at the next data collection stage. But
if the conclusions raised at the initial stage, supported by valid and
consistent evidence when the researcher returns to the field to
collect data, the conclusions expressed are credible conclusions
(Sugiyono, 2012: 252)
43
Thus the conclusions in qualitative research may be able to
answer the formulation of the problem formulated from the
beginning, but maybe not, because as stated that the problems and
formulation of the problem in qualitative research are still
temporary and will develop after the research in the field
(Sugiyono, 2012: 252).
Conclusions in quantitative research are new findings that have
never existed before. Findings can be a description or description of
an object that is previously still not clear but after being examined it
becomes clear, it can be a causal or interactive relationship,
hypothesis or theory (Sugiyono, 2012: 253).
In assessing the students‟ english vocabulary achievement in using
private speech, the researcher gave a speaking assessment in scoring the
performance of the students speaking skill in terms of vocabulary.
44
Table. 3.1: Accuracy in Vocabulary
Classification Score Criteria
Excellent 5 Use of vocabulary or idioms is virtually that of a native speaker
Very good 4 Sometimes uses inappropriate terms or
must rephrase ideas because of lexical Inadequacies
Good 3 Frequently uses the wrong words, conversation somewhat limited vocabulary
Average 2 Misuse of words and very limited vocabulary make comprehension quite
difficult
Poor 1 Vocabulary limitations so extreme as to make conversation virtually impossible
(Hughes in Annas,2017)
To calculate the scores, the researcher used the following formla:
Scores = Obtained Score
× 100
Maximun Score
(Depdiknas, 2006)
45
After collecting the data of the students, the researcher classified
the scores into the following criteria:
0
Interval
Classifications
81-100
Excellent
61-80
Good
41-60
Fairly Good
21-40
Fair
0-20
Poor
(Depdiknas,2006)
46
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter deals with the findings of the research and discussion of
the result of the data analysis.
A. Findings
The findings of the research the students‟ English vocabulary achievement in
using private speech in speaking class at the third semester of Unismuh
Makassar and what are the students‟ reason in using private speech on
students speaking skills in terms of accuracy in speaking class and the
discussion concerned with description and explanation of the finding. To find
the the students‟ English vocabulary achievement in using private speech and
the students‟ reason in using private speech on students‟ speaking skills on
terms of accuracy applied by the third semester students studying at
Muhammadiyah University of Makassar, the researcher analyzed the data
based on the keywords and which defined by the students‟ reasons in using
private speech The Analysis of private speech in speaking skills in terms of
accuracy related on the theories of private speech in the chapter two.
47
1. The Analysis of Private Speech in speaking skills in terms of accuracy
in students’ vocabulary achievement
a. Students‟ vocabulary achievement
In assessing The Students‟ vocabulary achievement the researcher
gave a speaking assessment in scoring the performance of the
students speaking skill in accuracy in vocabulary achievement.
Classification Score Crieria
Excellent 5 Use of vocabulary or idioms is virtually that of a native speaker
Very good 4 Sometimes uses inappropriate
terms or must rephrase ideas
because of lexical Inadequacies
Good 3 Frequently uses the wrong words, conversation somewhat limited
vocabulary
Average 2 Misuse of words and very limited vocabulary make comprehension quite
difficult
Poor 1 Vocabulary limitations so extreme alto make conversation virtually impossible
(Hughesin Annas,2017)
To calculate the scores, the researcher used the following formla:
Scores = Obtained Score
× 100
Maximum Score
(Depdiknas, 2006)
48
After collecting the data of the students, the researcher classified
the scores into the following criteria. 81-100 (Excellent) 61-80
(Good) 41-60 (Fairly good) 21-40 (fairly) 0-20 (Poor). (Depdiknas,
2006).
Table 4.2 The students‟ speaking skills in terms of accuracy in
vocabulary achievement.
Speaking Skills
ACCURACY
No
Respondents
Vocabulary
Classification
1 SHJ 84 Excellent
2 NHU 79 Good
3 SA 77 Good
4 NU 79 Excellent
5 AHA 83 Excellent
6 ASAPA 85 Excellent
7 SRN 80 Good
8 NA 83 Excellent
9 KS 79 Good
10 NF 79 Good
Total 808 Good
The table 4.2 showed that the classifications of students‟ accuracy in
vocabulary in interviewed results were 5 students got excellent scores (50%)
and 5 students got good scores (50%) and the total scores overall were 808
and it was classification as good. Based on the results it can be concluded the
students‟ speaking skills in terms of accuracy in vocabulary achievement had
significantly helped the students‟ speaking skills in vocabulary achievement.
49
2. The Students’ reasons in using Private Speech in speaking class in
terms of accuracy
The interview was conducted at the third semester at Muhammadiyah
University of Makassar. It was aimed at obtaining the data about the Students‟
reasons in using private speech and The Analysis of speaking skills in terms
of accuracy in vocabulary achievement at English Department of
Muhammadiyah University of Makassar. The researcher interviewed the
students at the third semester.
The Semi-structured interview was given to the informants. From this
interview, it can be known that the students‟ reasons in using private speech
Therefore, based on the interviewed, that conducted in Muhammadiyah
University of Makassar the researcher found that there were 4 reasons
conveyed by the students in using private speech
Table 4.1 Students reasons in using Private Speech in speaking skills in terms
of accuracy in vocabulary achievement.
No Indicators Students’ Opinion
1. Improving Self
Confidence more confident in speaking in front of class
ease the nervousness of being in public
perform well
makes more relaxed and confident
2 Improving
Speaking Skills a good method to improve speaking skills
can give good language skills enrich
vocabulary
can correct what is wrong before perform
very helpful
50
to improve speaking skills
is one of the best way to improve my
speaking skills
3 Improving
Pronunciation able to practiced how to pronounce words.
constantly practice make the
pronunciation get better
very helpful
to improve pronunciation skills
4 Arrange the sentence with a good grammar
can practice and review the material and
make arrange sentence with a good
grammar
Automatically Improve grammar
especially in arrange the sentence
Are able to organize sentences and
grammar for the better
Are able to adapt the structure of sentence
arrangement in speech
From table 4.1, shows that there are four indicators that carried out by the
researcher in term the students reasons in using private speech.
In term of Improving Self Confidence, the students more confidence,
ease the nervousness being in public and perform well and makes the student
relaxed.
In terms of Improving Speaking Skills, the students have a good
method to improve their speaking skills, can give a good language skills,
enrich vocabulary, can correct what is wrong before perform, very helpful to
improve speaking skills and one of the best way to improve speaking skills.
In terms of Improving Pronunciation, the students are able to practice how to
pronounce words, constantly practice make the pronunciation get better and
very helpful to improve pronunciation skills.
51
The last is arrange the sentence with a good grammar, the students can
practice and review the material and make a sentence with a good grammar
for the better, automatically improve grammar especially in arrange the
sentence, able to recognize and grammar for the better and are able to adapt
the structure of sentence arrangement in speech.
A. Improving Self Confidence
1). More Confidence
Based on the interview result, some of the research subjects admitted
that they used to Private Speech to enhance their confidence. It is indicated
from their answer to words question “Do you have high self-confidence when
use private speech in speaking class and why?” Below are the extract from
the dialogue.
Extract I
1. Yeah. I think it's because when I do private speech before speak directly.
It's like like I was practicing and with that I have prepared well what I will
say so that it can increase my self-confidence.(Student 1)
2. Yes I do, because I feel relaxed so I can be confident. (Student 5)
3. Sometimes, because at certain times I am very confident when I do
private speech.(Student 6)
4. Yes, of course, Eee as I said when using this private speech method it will
make me more competent .and become a transition towards the beginning
To be communicative and more confident than when i didn't do a
private speech. (Student 8)
The data shows the students do Private Speech because they more have self
confidence especially in speaking skill.
52
B. Improving Speaking Skills
1. Improving Speaking Skills
Based on the interview result, some of the research subjects admitted
that they used to Private Speech to enhance their speaking skills. It is
indicated from their answer to words question “Do you use private speech to
improving your speaking skills and why?” Below are the extract from the
dialogue.
Extract 2
1. Yeah, I use private speech to improve my speaking skills because I
think private speech is one of the best way to improve my speaking skills.
When I use private speech my speaking skills is way better.(Student 1)
2. Yes i do, because private speech its a good method to improve
speaking skills. (Student 2)
3. Yes I do, this is one of the suggestions from the English teacher by doing
a private speech to in order to improve my speaking skills and after I
did it, it was eee proven.(Student 5)
4. Yes, I always do it to improve my speaking skills because it helps me
quite a bit even though sometimes I need people to know whether my
pronunciations are good or not. (Student 6)
The data shows the students do Private Speech because they can improve their
speaking skills.
53
D. Improving Pronunciation
1. Pronunciation more better
Based on the interview result, some of the research subjects admitted that
they used to Private Speech to enhance their pronunciation. It is indicated
from their answer to words question “Does the private speech make your
pronunciation better and why?” Below are the extract from the dialogue.
Extract 3
1. Yeah private speech make my pronunciation better because when I use
private speech I practiced how to pronounce words and made myself
better at conveying them in speak directly.(Student 1)
2. I think yes. Because when we constantly practice, of course, our
pronunciation of the word gets even better. (Student 2)
3. Yes, doing private speech makes my pronunciation better because I
often say it over and over again if there is something wrong in my
pronunciation.(Student 5)
4. Eee I think yes, because we will often talk and because we are used to it,
of course it trains us to make our pronunciation better. (Student 6)
5. yes, that's very true, because before giving a speech, I definitely practice
hard so that my pronunciation is good and that makes my
pronunciation better (Student 7)
6. Yes, because when we do private speech we will often repeat the
sentences to be delivered so that our pronunciation will get better.
(Student 8)
The data shows the students do Private Speech because they can improve their
pronunciation.
54
E. Grammar
3. Arrange the sentence with a good grammar
Based on the interview result, some of the research subjects admitted that
they used to Private Speech to enhance their grammar. It is indicated from
their answer to words question “Do you believe the private speech can
arrange the sentence with a good grammar and why?” Below are the extract
from the dialogue.
Extract 4
1. Yeah. Eee Probably, cause with private speech we can practice and review
the material and make arrange sentence with a good grammar.(Student
5)
2. Yes i do, because private speech its a good method to improve
grammar. (Student 5)
3. Sometimes, because not everything can be done directly with practice it
takes theory too, so I think we have to know theory and do practice to be
able to organize sentences and grammar for the better.(Student 6)
The data shows the students do Private Speech because they can arrange
sentence with a good grammar.
The information from interviews in table 4.1 showed that there were
almost students in using private speech because the Private Speech can
improve self confidence, improve speaking skills, improve pronunciation, and
improve grammar.
55
C. Discussion
As has been presented on findings, results in interview showed that
research subject had various answer towards the question of their reasons in
using the Private Speech and also showed the students‟ vocabulary
achievement in speaking skills in terms of accuracy. Below were details from
students‟ vocabulary achievement from all of the data subject.
1. The Analysis of Private Speech in speaking skills in terms of accuracy
in vocabulary achiehvement.
In terms of The Analysis of Private Speech in speaking skills in terms of
accuracy in vocabulary achivement, the result of the interviewed showed
significantly the use of Private Speech were help enhance the students‟
accuracy in vocabulary achievement were the table 4.2 showed that the total
scores of the students who were having Private Speech were classification as
good.
This support also by Martín, Conchi & Montero, Ignacio & Navarro, M. &
Biglia, Barbara. (2014). The development of referential communication:
Improving message accuracy by coordinating private speech with peer
questioning. They found that the number of modified messages, the mean
frequency of private speech in the messages, and the number of peer's
questions all increase with age. Only in the case of the modified messages by
the speaker did we find a triple interaction among age, use of private speech,
and the presence of peer's questions. At 8.5 years, the presence of peer's
questions and subsequent use of private speech appeared together for the
56
majority of the modified messages. This was not the case at the ages 4.5 or
6.5. In line with Vygotsky's theses, private speech would play an important
role to allow communicators to reflect on the quality of their communicative
utterances, and to modify and improve them accordingly. In this process, the
capacity to improve message accuracy by coordinating private speech with
peer questioning clearly emerges with age. Therefore the conclusion of the
use of private speech were improved the accuracy speakers, this related with
the result of the research that Private speech influence or even improved the
accuracy of the speakers.
Based on the results above, the researcher concludes that the students
reasons in using Private Speech because to help the students‟ self confidence,
speaking skills, pronunciation, and grammar to be better. In addition in terms
of The Analysis of Private Speech in terms of accuracy in vocabulary
achievement showed that significantly help the students‟ speaking skills in
terms of accuracy and classified as good in speaking assessment.
In terms of enhancing self confidence, most correspondents reasons in
using Private Speech were the students more confidence, ease the nervousness
being in public, avoid an appearance of nervousness and perform well and
makes the student relaxed.
In addition, the theories related to the findings of students‟ Private Speech
to enhance self confidence Fernyhough (1997) points out that the direction of
effect is unclear. Mature, self-regulatory private speech might be the product
57
of increased metalizing skills, or private speech may lead to increased
metalizing skills; both causal directions may be in place simultaneously, or
both may be caused by other mechanisms. This means improve the self
confidence
When it came to the Private Speech to enhance speaking skills, most
correspondents‟ opinion were the students have a good method to improve
their speaking skills, can give a good language skills, enrich vocabulary, can
correct what is wrong before perform, very helpful and one of the best way to
improve speaking skills.
Moreover, the theories related to the findings of students‟ Private Speech
to enhance speaking skills, speaking skill is one‟s important skill to improve
English proficiency from the very beginning of language learning. Speaking is
one of the most important language skills. This skill can be developed and
enhanced as an effective means of communication (Morozova, 2013).
Therefore this speaking skills are very essential to improved, and one of the
best way to improve it by doing Private Speech.
2. The Students’ reasons in using Private Speech in speaking class in
terms of accuracy.
In terms of the students‟ reasons in using Private Speech in speaking class in
terms of accuracy the result of the interviewed showed were the students had
four reasons in using Private Speech those were to make their pronunciation
better, most correspondents‟ opinion were the students are able to practice
58
how to pronounce words, constantly practice make the pronunciation get
better and very helpful.
Furthermore, the theories related to the findings of students‟ Private
Speech to enhance pronunciation refers to According to Kristina, Diah, et al
(cited in Pratiwi, 2012; p. 12), pronunciation is the act or manner of
pronouncing words; utterance of speech. In other words, it can also be said
that it is a way of speaking a word, especially a way that is accepted or
generally understood. It is an essential component not only of learning a
language but also of using that language (Bilash, 2009). Without proper
pronunciation, people will be misunderstood by others and they will be judged
as incompetent, uneducated or lacking in knowledge. By doing Private, the
students pronunciation has improved based on the result of the data.
Therefore, the use of private speech in improving pronunciation is
recommended by the researcher
Next when it came to the Private Speech to enhance grammar most
correspondents‟ opinion were the students can practice and review the
material and make a sentence with a good grammar for the better,
automatically improve grammar, able to recognize and grammar for the better
and are able to adapt the structure of sentence arrangement in speech.
Moreover, the theories related to the findings of students‟ Private
Speech to enhance Grammar refers O'Reilly, Erin. (2013). Private Speech for
Action Research in the Language Classroom. The use of private speech as a
59
way to measure a learner‟s ability to process language and use self-regulatory
behaviors. As a dialogic meditational tool, learners use private speech to
reorganize thoughts, plan, and problem solve particularly in grammar class.
The use of Private Speech also has helped the students to finish or engage
individual task of the students. It refers to The role of private speech in
language acquisition has its roots in the Vygotskian socio-constructivist
perspective which presupposes that learning occurs when an individual can
engage successfully with material at a higher level than his or her own
individual performance would allow, termed the zone of proximal
development (ZPD) (Vygotsky, 1978). Therefore the conclusion is that the
use of Private Speech help the students problem especially in grammar class
and also engage the students individual performance.
60
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Considering the data analysis and the discussions in the
previous chapter, the researcher puts forward the following
conclusions:
1. Students‟ reasons in using private speech in fact they used private
speech in order to help them make their self confidence, speaking
skills, prnounciaiton and grammar to be better.
2. The Analysis of speaking skills in terms of accuracy in vocabulary
achievement has shown that significantly helped the students to
enhance their speaking skills in terms of accuracy in vocabulary
achievement.
B. Suggestions
Based on the conclusion above, the researcher proposes the
following suggestions:
1. In speaking, the students need to use private speech so it will help students
to have good skill in speaking, self confidence, pronounciation and
grammar.
2. The lecturer need to apply private speech when teaching in classrom so the
students have motivate to use private speech in learning English.
61
3. The students must always do private speech to improving the students skill
in English especially in speaking.
62
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Appendix 1
69
Interview
NO Questions
1 What do you know about private speech
2 Do you always do private speech in speaking class before perform and
why
3 What problem do you always face if you do private speech
4 Do you have high self-confidence when use private speech in speaking
class and why
5 Do you speak English fluently without private speech and why
6 Do you use private speech to improving your speaking skills and why
7 Do you use private speech only in speaking subject and why
8 Does the private speech only waste your time to speak directly and
why
9 Does the private speech make your pronunciation better and why
10 Do you believe the private speech can arrange the sentence with a good
grammar and why
Appendix II
Trancript interviewed results
70
1. St Harnita Jufri
1. Private speech or self talk is speech spoken to oneself for communication or
self-guidance.
2. Yes, I usually. Because private speech make me more confident in speaking in
front of class.
3. Yeah, sometimes private speech waste my time to speak directly.
4. Yeah. I think it's because when I do private speech before speak directly. It's
like Like I was practicing and with that I have prepared well what I will say so
that it can increase my self-confidence.
5. No. I don't. To be honest. Eee bcause my English-speaking is still bad with or
without private speech. Hahah
6. Yeah, I use private speech to improve my speaking skills because I think
private speech is one of the best way to improve my speaking skills. When I use
private speech my speaking skills is way better.
7. Mmmm No. I usually use private speech in another subject like reading and
writing. Because it has become my habit.
8. Yeah. Sometimes. When I use private speech it's make me Thinking and doing
it too long and waste my time to speak directly.
9. Yeah private speech make my pronunciation better because when I use private
speech I practiced how to pronounce words and made myself better at conveying
them in speak directly
10. Yeah. Eee Probably, cause with private speech we can practice and review
the material and make arrange
sentence with a good grammar.
2. Nurul Hasanah Usman
1.In my opinioin Private speech is communication by two means, internally
speaking silently and silently, and externally speaking in voice.
2. Sometimes, to ease the nervousness of being in public
3. A problem I have always faced is that when the wording and expression of it
are inconsistent with the text.
4. Sometimes, when I've known what to say and also mastered the stage
5. Seldom, because everything requires process and mastery
6. Yes i do, because private speech its a good method to improve speaking skills
7. Not really, for I also usually use private conversation in every given condition
8. In my opinion. It's not wasting my time. It can make my speech even better in
the future
9. I think yes. Because when we constantly practice, of course, our pronunciation
of the word gets even better
71
10. A ctuaally yes, but sometimes we need a theory so that when we want to
practice, it's even better
3. Samriani
1 Eee I think private speeches are practicing how someone speaks by improving
their pronunciation and using standard language.
2. yes, I usually do
3. Nervous, because I don't know much of the vocabulary and forms of
pronunciation correctly.
4. No, i don't
5. Maybe because we are too free to speak without paying attention to the
vocabulary we are going to use.
6. Eee Yes because it can help us
7. Yes, i always have
8. No, i don't
9. Yes, this is very helpful
10.Eee Yes, because in private speech we can improve our pronunciation and use
standard words.
4. Nurfadillah
1. Eee I think a personal speech to practice how a person increases their
enunciation to express himself or illustrate a matter
2. Yes, it is usually to smooth out our speaking properly in order to avoid an
appearance of nervousness and to perform well
3. Insecure, nervous and frightened of speech because I didn't really know much
about proper vocabulary and pronunciation..
4. No i don't
5. Maybe because we are used to speaking in English and have paid attention to
the vocabulary that we will use.
6. Yes Because I think private speech can be very helpful.
7. Yes always
8. I didn't think so
9. Yes, and it really help me
10. Because in our language we can correct and improve our pronunciation
5. Al Husna Almira
1. Mmm As far as I know, private speech is the activity of speaking to yourself
either in a voice or in your heart before making a speech.
2. Yes I do, because it makes me more relaxed and confident.
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3. If I do a private speech, it must be in a quiet place and it must be repeat many
times.
4. Yes I do, because I feel relaxed so I can be confident.
5. No, i don't think so, because consistently doing private speech is one of the
ways I speak fluently like a native.
6. Yes I do, this is one of the suggestions from the English teacher by doing a
private speech to in order to improve my speaking skills and after I did it, it was
eee proven.
7. No, I don't. I do private speech, not only speaking subjects, but to better
understand other materials such as grammar, especially to add vocabulary.
8. I don't think so, because this very helpful in my opinion.
9. Yes, doing private speech makes my pronunciation better because I often say it
over and over again if there is something wrong in my pronunciation.
10. Yes i do, because by consistently doing private speech, it can improve eee
grammar itself, we can see this look at real examples in every country that has a
language, people only speak every single day and automatically the grammar is
correct.
6. Andi Siti Ashila Putri Ananta
1. Eee Private speech is when we talk to ourselves, usually this is done to
increase our self-confidence
2. Yes, I always do private speech before performing because I feel if I do that I
can correct things that I don't need to say, so I can fix them before performing
3. Eee Sometimes I am confused whether what I am going to say is correct or not
because I am doing a private speech so people cannot correct me
4. Sometimes, because at certain times I am very confident when I do private
speech but at certain times I don't get my confidence, for example, when I have
to speak in front of people I don't know I will feel nervous and not confident
even though already doing a private speech
5. Sometimes, I speak fluently without private speech if I am in an environment
that is not is the first time I visit or everyone there is someone I already know and
familiar with
6. Yes, I always do it to improve my speaking skills because it helps me quite a
bit even though sometimes I need people to know whether my pronunciations are
good or not
7. Not really, I always do private speech in any situation, in other subjects I
sometimes use private speech to convince me
8. In my opinion, my private speech does not waste my time, because with
private speech I can sort out what I will convey and it can also help me improve
my speaking
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9. Eee I think yes, because we will often talk and because we are used to it, of
course it trains us to make our pronunciation better
10. Sometimes, because not everything can be done directly with practice it takes
theory too, so I think we have to know theory and do practice to be able to
organize sentences and grammar for the better
7. Sri Rahayu Nengsih
1. Eee Private speech of an activity carried out to give speeches in public in order
to express opinions. It is not just an opinion conveyed, but also the idea of an
individual against a matter or conditions that are developing today.
2. Yes because I think it can make it easier for me to make it running smoothly
and for more confident
3. Maybe in the preparation of words and how to make the speech to be
interesting
4. Yes because I think it's my own personal speech and certainly would be better
because I have been practicing before appearing
5. Mmm Sometimes because it's not my personal speech but I can learn and
practice better it will certainly be easy
6 Yes,. Because with personal speech it can give good language skills, multiply
vocabulary with many reading and writing. Search for vocabulary that is not yet
well known. The more we can express ourselves, the better our ability to
communicate.
7. No, because I think the ability to use my personal speech should be
empowered in thinking by doing activities or language skills, namely training
ourselves to be skilled eh skilled.
8. I don't think so because with private speech we can learn more about how to
structure words properly and be more confident
9. yes, that's very true, because before giving a speech, I definitely practice hard
so that my pronunciation is good and that makes my pronunciation better
10. I think yes because with our own thoughts it would be better but apart from
that I still adapt to the structure of sentence arrangement in speech
8. Nurul Azizah
1. Mmm As far as i know that private speech is an activity where someone will
talk to himself to train self-confidence and then performance before appearing in
public
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2. Yes I always, Eee because This method will make me more competent And
become a transition towards the beginning To be communicative and more
confident than when i didn't do a private speech.
3. Mmm The problem that I usually face when doing private speech is when I am
limited by the time when the class will start and I haven't finished the method
completely.
4. Yes, of course, Eee as I said when using this private speech method it will
make me more competent .and become a transition towards the beginning To be
communicative and more confident than when i didn't do a private speech
5. No, I don‟t. I think when I don't do private speech, when I speak in public it
won't be as good and smooth as when I do private speech because when I do
something I need good preparation.
6. Yes I do. Because with private speech, I can correct what is wrong and which
sentence I should use when speaking, so that it will keep me learning
7. No, I don't, I use this method not only in speaking class but when I want to
speak in public
8. No it doesn‟t. Private speech does not waste time but makes our appearance
better when speaking in public
9. Yes, because when we do private speech we will often repeat the sentences to
be delivered so that our pronunciation will get better
10. Yes, I do. Because the more we practice, we will know where the error is so
we can correct sentence that may not fit the grammar. So we will continue to
learn about.grammar again.
9. Karnila Sari
1.Eee I think eee private speech is a way for us to train ourselves to be able to
have a good dialogue with ourselves and other by developing the language used
to be better
2. Mmm, I think yes I usually
3. lack of confidence because the language and pronunciation of words are not
too good and fluent
4. No, I don‟t
5.Maybe because we feel free to speak differently from when doing private
speech which must be paid attention the use of words
6. Yes, because it‟s really help us to have a good dialogue and when we do
private speech we can get used to words that we may rarely use.
7. Yes, I always
8. Eee no, I don‟t
9. Yes, it is very helpful
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10. Yes, because during private speech, we certainly have to use good and
orderly language and must also have a serious manner
10. Nur Fadillah
1.Eee I think e personal speech to practice how a person increase their
pronounciation to express e himself or illustrate the matter
2. Eee yes, it is e usually to smooth out our speaking properly in order to avoid
an appearance of nervousness and to perform well
3. Eee not confidence, nervous nervous and afraid of miss pronounciation
because I don't really know much about vocabulary and correct pronunciation
form
4. No i don't
5. Maybe because we are used to a speaking in English and have paid attention to
the vocabulary that we will use.
6. Eee yes, because I think private speech can be very helpful.
7. Eee Yes always
8. If I didn't think so
9. Yes, and it really helped me
10. Yes Because in our language we can correct and improve our pronunciation
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CURRICULUM VITAE
ANDI SATRIANTO PATTAH is a student of
English Department in Muhammadiyah University of
Makassar. He was born on 30th
May 1997 in Makassar.
He is the first son of marriage between Drs. H. Abd.
Pattah and Hj Patmawati. He has 1 brother (Gordon Kirby
Pattah) and 1 sister (Nur Purnama Sari Patttah).
In 2002, He started in elementary school at SD Negeri Mannuruki Makassar,
graduated in 2009. Then He continued junior high school at SMP Negeri 26 Makassar
and graduated in 2012. After that he continued to senior high school at MAN 2
Makassar and graduated in 2015. In 2015, He was accepted in Muhammadiyah
University of Makassar as a student at English Department of Faculty of Teacher
Training and Education. At the end of his study, he could finished her thesis in 2020
entitle “The Analysisof Private Speech in Speaking Class at The Third Semester of
Muhammadiyah Umiversity of Makassar”.