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THE FEELINGS OF SMK SANJAYA PAKEM STUDENTS
ABOUT SPEAKING IN ENGLISH
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Antonius Nicko Hefra Djanurombang
Student Number: 101214039
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
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THE FEELINGS OF SMK SANJAYA PAKEM STUDENTS
ABOUT SPEAKING IN ENGLISH
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Antonius Nicko Hefra Djanurombang
Student Number: 101214039
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
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A Sarjana Pendidikan Final Paper on
THE FEELINGS OF SMK SANJAYA PAKEM STUDENTS
ABOUT SPEAKING IN ENGLISH
By
Antonius Nicko Hefra Djanurombang
Student Number: 101214039
Approved by
Advisor
Concilianus Laos Mbato, M.A., Ed.D
13 July 2015
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this final paper, which I have written, does not contain the
work or parts of other people, except those cited in the quotations and references,
as a scientific paper should.
Yogyakarta, 30 July 2015
The Writer,
Antonius Nicko Hefra Djanurombang
101214039
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN KAMPUS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Antonius Nicko Hefra Djanurombang
Nomor Mahasiswa : 101214039
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE FEELINGS OF SMK SANJAYA PAKEM STUDENTS
ABOUT SPEAKING IN ENGLISH
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikan secara terbatas dan mempublikasikannya di internet atau media
lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun
memberi royalti kepada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 30 Juli 2015
Yang menyatakan,
Antonius Nicko Hefra Djanurombang
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ABSTRACT
Djanurombang, Antonius Nicko Hefra. (2015). The Feelings of SMK Sanjaya
Pakem Students About Speaking in English. Yogyakarta: English Language
Education Study Program, Department of Language and Arts Education, Faculty of
Teachers Training and Education, Sanata Dharma University.
In learning English, there are four skills that must be mastered, such as
listening, speaking, reading and writing. One of those skills that should be
considered to have a communication in English is speaking. In speaking, someone
should pay attention to some cognitive matters, such as pronunciation, vocabulary,
and structure. The problem is the affective sector is often forgotten. Then, the
researcher conducted two formulated questions to identify the feelings of students
in speaking English.
This research investigated the feelings of SMK Sanjaya Pakem Students and
the factors influenced the students’ feelings about speaking in English. It considered
two questions: (1) What are the students’ feelings about speaking in English? and
(2) What factors influence students’ feelings about speaking English? The setting
of this research was in SMK Sanjaya Pakem which was located on Jalan Kaliurang
Km. 17. The participants were the students of SMK Sanjaya Pakem.
This research was a mixed-method research. In this research, there were two
data that were the quantitative data and the qualitative data. The quantitative data
was from the questionnaire. The quantitative data was analyzed by calculating the
percentage of the students’ answers in the questionnaire. Then, the qualitative data
came from the interview section with five students. The participants for interview
section were chosen randomly. Thus, this study used random sample. The
qualitative data was analyzed by transcribing the recorded data then identifying the
major themes from the whole answers of the participants.
This research indicated that there were a lot of students in SMK Sanjaya
Pakem who still felt uncomfortable to speak in English. Some of the students felt
afraid to speak in English because they were fear to make mistakes. Another finding
was the students felt shy of speaking English. They were not confident to speak
with others using English. Those feelings were emerge because they were
influenced by some factors. Those factors were culture which exist in the school
and society around the students; the environment around the students, such as
friends, teacher, media and the application of learning process in the classroom or
outside classroom, which did not support them to speak English and the less self-
confidence of the students because of nervous, afraid and the other negative
thinking in speaking English.
Keywords: Feelings, Speaking, Feelings in Speaking.
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ABSTRAK
Djanurombang, Antonius Nicko Hefra. (2015). The Feelings of SMK SANJAYA
PAKEM Students About Speaking in English. Yogyakarta: Pendidikan Bahasa
Inggris, Jurusan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan,
Universitas Sanata Dharma.
Dalam mempelajari Bahasa Inggris, ada empat keahlian yang harus
dikuasai, yaitu mendengar, berbicara, membaca, dan menulis. Salah satu keahlian
yang harus diperhatikan untuk berkomunikasi dalam Bahasa Inggris adalah
berbicara. Dalam berbicara, seseorang harus memperhatikan beberapa hal
kognitif seperti, pengucapan, kosakata dan struktur. Permasalahannya adalah,
sektor afektif dalam pembelajaran sering dilupakan. Oleh karena itu peneliti
membangun dua rumusan masalah untuk mengetahui perasaan murid dalam
berbicara Bahasa Inggris.
Penelitian ini menginvestigasi perasaan-perasaan para murid di SMK
Sanjaya Pakem dan faktor-faktor yang mempengaruhi perasaan-perasan tersebut
tentang berbicara dalam Bahasa Inggris. Ini mempertimbangkan 2 pertanyaan: (1)
Apa perasaan perasaan para murid dalam berbicara bahasa Inggris? dan (2) apa
saja faktor-faktor yang mempengaruhi perasaan perasaan para murid dalam
berbicara bahasa Inggris? Peneltian ini dilaksanakan di SMK Sanjaya Pakem yang
berlokasi Jalan Kaliurang Km. 17. Pesertanya adalah siswa-siswi SMK Sanjaya
Pakem.
Penelitian ini adalah penelitian mixed-method. Dalam penelitian ini, ada
dua data yaitu data kuantitatif dan data kualitatif. Data kuantitatif berasal dari
kuesioner. Data kuantitatif ini dianalisis dengan cara menghitung persentase dari
jawaban siswa dalam kuesioner. Kemudian, data kualitatif didapatkan dari sesi
wawancara dengan beberapa siswa. Partisipan dari sesi wawancara ini dipilih
secara acak. Dengan demikian, penelitian ini menggunakan sampel acak. Data
kualitatif dianalisis dengan cara menulis penjelasan dari data rekaman kemudian
menemukan tema besar dari semua jawaban peserta.
Penelitian ini mengindikasikan bahwa ada banyak murid di SMK Sanjaya
Pakem yang masih merasa tidak nyaman untuk berbicara dalam bahasa Inggris.
Beberapa murid merasa takut untuk berbicara dalam bahasa Inggris karena
mereka takut membuat kesalahan. Penemuan lainnya adalah para murid merasa
malu untuk berbicara dalam bahasa Inggris. Mereka tidak percaya diri untuk
berbicara dalam bahasa Inggris dengan orang lain. Perasaan-perasaan itu muncul
karena dipengaruhi oleh beberapa faktor. Faktor faktor tersebut adalah budaya
yang hidup di sekolah maupun di lingkungan sosial para murid; lingkungan sekitar
para murid seprerti teman, guru dan penerapan dari proses belajar di dalam
maupun luar kelas yang tidak mendukung para murid untuk berbicara dalam
bahasa Inggris dan rasa kurang percaya diri para murid karena gugup, takut dan
beberapa pemikiran negative untuk berbicara dalam bahasa Inggris.
Kata kunci: Feelings, Speaking, Feelings in Speaking.
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Dedication Page
“Kesuksesanmu Tak Bisa Dibandingkan Dengan Orang Lain,
Melainkan Dibandingkan Dengan Dirimu Sebelumnya.”
– Jaya Setiabudi (The Power of Kepepet) –
“Kamu Calon Konglomerat Ya? Kamu Harus Rajin Belajar Dan
Membaca, Tapi Jangan Ditelan Sendiri. Berbagilah Dengan Teman-
Teman Yang Tak Dapat Pendidikan.”
– Wiji Thukul –
This Final Paper is dedicated to
My beloved family
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ACKNOWLEDGEMENTS
First of all, I would like to deliver my greatest gratitude to my Lord, Jesus
Christ. Everything written in this paper has come from His love and wonderful
miracles.
Secondly, my special gratitude is addressed to my beloved advisor,
Concilianus Laos Mbato, M.A., Ed.D., for his kindness, guidance, patience, and
support that given to me. I thank him for giving feedback on my paper and giving
his time to share information, knowledge, motivation, experience, and everything
to support me in writing this paper. Everything happened in this paper appeared
from his advises and suggestions which were really helpful. This paper would not
be better without his suggestions and feedbacks.
Then, my deepest gratitude also goes to all of PBI lectures and staff,
especially for Caecilia Tutyandari, S.Pd., M.Pd. and Drs. Barli Bram, M.Ed.,
Ph.D., who has guided and supported me along my journey in PBI. I have learned
many things from them.
My special thank also goes to the teacher in SMK Sanjaya Pakem for giving
me chance to conduct my research. Everything that has come from them was the
special experience for me. I also thank my participants, all of the students in SMK
Sanjaya Pakem, who gave me a chance to do the observation and worked well
together.
Besides, my special thank goes to my fuckingtastic partner in everything,
Veronica Retno Pujihastuti, who always struggle together with me. Her support
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and motivation made me strong in every problem I faced during writing this final
paper.
Then, I would like to thank my friends, Cornelius Yoga, Agustinus
Grahito, Arya Dewangga, Paulus Robertus Kurniawan Gaguk, Cristoforus
Febri Diputra, Sesarius Selapino Hardani, Antonius Beni Purnawan, Yosef
Suryo Hernugroho, Ana Maria Ina, and Fanny Amelia, who always give a big
support by sharing or inspiring each other. Those guys are really special.
I also would like to deliver my special thanks to all of the members of PBI
A 2010, July Oral Defense Team, Begundals-26, Ijo Royo-Royo Executive
Apartment, and Piknik Ceria. They are my places to learn, share, tell, and grow.
They make me full.
The most special gratitude is dedicated to my sporty and wonderful father,
Fransiskus Djanurombang, S.Pd., and my patient and awesome mother, Caecilia
Henny Trimartuti, S.Pd., and also my tomboy sister, Agnes Dhea Hefra
Djanurombang. I thank them for the prayers that never stop for me, for unlimited
patient and love to me, for all of the suggestions, advice, financials, facilities that
have been given to me. I cannot say anything, but I just realize that I am blessed
because I have them.
I would like to thank everybody who cannot be mentioned one by one. I
thank them for everything given to me. I am lucky having you in my life. May God
be with us forever!
Antonius Nicko Hefra Djanurombang
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TABLE OF CONTENTS
Page
TITLE PAGE ............................................................................................. i
APPROVAL PAGE ................................................................................... ii
APRROVAL PAGE (2) ............................................................................. iii
STATEMENT OF WORK’S ORIGINALITY ......................................... iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ...................... v
ABSTRACT ................................................................................................ vi
ABSTRAK ..................................................................................................... vii
DEDICATION PAGE ................................................................................ viii
ACKNOWLEDGEMENT .......................................................................... ix
TABLE OF CONTENTS ........................................................................... xi
LIST OF APPENDICES ............................................................................ xii
CHAPTER I. INTRODUCTION
1.1 Research Background ............................................... 1
1.2 Research Method ...................................................... 7
CHAPTER II. DISCUSSION
2.1 Review of Related Literature .................................... 12
2.1.1 Feelings ................................................................... 12
2.1.1.1 Feelings Influence Learning ................................ 13
2.1.2 Speaking ................................................................. 15
2.2 Findings .................................................................... 16
2.2.1 The Feelings of SMK Sanjaya Pakem Students in
Speaking English ..................................................... 17
2.2.2 Factors that Influence SMK Sanjaya Pakem
Students’ Feelings in Speaking English .................. 20
CHAPTER III. CONCLUSIONS AND RECOMMENDATIONS
3.1 Conclusions .............................................................. 23
3.2 Recommendations ..................................................... 25
REFERENCES ........................................................................................... 27
APPENDICES ............................................................................................ 29
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LIST OF APPENDECIS
Appendix Page
APPENDIX 1 : The Questionnaire Guiding Result ................................... 30
APPENDIX 2 : The Questionnaire Result .................................................. 37
APPENDIX 3 : Interview Guiding Questions ............................................ 41
APPENDIX 4 : Interview Transcripts ........................................................ 43
APPENDIX 5 : The Detailed Conclusion of Interview Result ................... 49
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CHAPTER 1
INTRODUCTION
This chapter presents the research background and the research method.
Firstly, the research background elaborates the reason why this study was
conducted. Secondly, the research method explains the method that was used to
conduct this study.
1.1 Research Background
A Language becomes an important element of human life. People use a
language to communicate with others. Whenever and wherever people are alive,
they always deal with language. Every common activity which exists in human life
always puts a language as a tool to interconnect with others.
One of the languages that is widely used in this world is English. Pope
(2002) says that English has been widely used as a foreign and second language
often we trade and commerce in mind, since sixteenth century (p. 31). It means that
as a foreign or second language, English is one of the languages which is able to
connect people around the world. Then, the effect of this fact can make people are
easy to intercommunicate with other people even so they do not learn about their
interlocutor’s first language.
Nowadays, the need of English is increasing and it has brought an influence
to some sphere of life such as education and work field. In the education and work
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field, English requests as one of the requirements. The importance of English in the
work field can be seen that many institutions require English as a considered
element in the institutions or companies. For the example, when we are looking for
some job vacancies, ‘good command in English’ is the most important soft-skill
requirement. It also occurs in education sector. When someone wants to continue
his/her study to the next level especially he/she takes his/her study in the department
of foreign affairs, somebody must master English. Therefore, by using English
he/she can have communication with other people who come from other countries.
In Indonesia, English is recognized as one of foreign languages. It means
that English is learned by every grade of student at school. The aim of learning
English at school is to make the students be able to listen, speak, read and write in
English. To equip and support the students in learning English, the Indonesian
government puts English as one of the compulsory subjects. Pope (2002) explains
that making English as school subject is the way how English is studied (para. 29).
The seriousness of Indonesian government to encourage Indonesian students in
learning English is also presented by bringing English as one of the subjects tested
in the National Examination. It evidences that the government has more attention
to make Indonesian students be able to master English in listening, speaking,
reading and writing skills in order to mold human resources who are able to
compete with the other students who come from the other countries.
Through learning English, there are four skills that must be developed.
They are listening, speaking, reading and writing skills. These four skills are learned
in order to make the students be able to communicate with others using English,
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whether it is in the oral or written form. One of those skills that becomes main
public consideration is speaking. Nunan (2003) states that many people feel that
speaking English as a new language is harder than the other skills (p. 48). He
realizes that speaking English is not utterly used by people in every country. For
example in Indonesia, people are accustomed to use their mother tongue than the
other foreign languages. Because of this habit, some Indonesian people have
difficulties to speak in foreign language such as English. English is realized as an
unfamiliar language by some Indonesia people especially they who have low-
education. It also becomes the basic reason why English has discussed as one of the
focuses for the government in Indonesia.
Goh and Burn (2012) notes that an individual’s communicative competence
is his/her ability to use language effectively in actual communication (p. 51). This
argument explains that the speaker who wants to speak English must have many
vocabularies and master the English grammar. Then, the speaker has to be able to
pronounce the English words well, so that the communication becomes more
interactive. All of these processes belong to our preparation of cognitive aspect in
speaking English. Bloom, Engelhart, Furst, Hill, and Krathwohl (1956) mentions
that there are three domains of educational activities, they are cognitive, affective
and psychomotor. In the cognitive domain, the main focus is mental skill
(knowledge). That is the reason why cognitive aspects really need more attention
in a learning process.
The domains of educational activities also think about attitude of the
students in the class (Bloom at al., 1956). Attitude is a part of affective domains,
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where one of the focuses of this domain is on the feeling or emotional aspects of
the students. The emotional of students will influence them in learning. This aspect
is rarely noticed in the learning process. Eyler and Giles (1999) made the
distinguishing between emotion (the precursor) and reason (the goal) (p. 185). Eyler
and Giles (1999) also confirm that students need considerable emotional support
when they work in settings that are new to them; it needs to be a safe space where
they know that their feelings and insights will be respected and appreciated (p. 185).
This arguments encourages that the teacher or the facilitator should not only care
about the cognitive or psychomotor spheres of the students, but they also should
respect to the students’ feelings,
Relating to the explanation about feelings which also play the important role
in learning, the researcher reflects an experience when the researcher had a teaching
practice in SMK Sanjaya Pakem. The researcher noticed that almost all of the
students over there, were afraid to speak English. Some of them told to the
researcher that speaking English was very difficult. Some of them paid less
attention to speak English because they minded that they did not need to speak
English fluently so far. So, they just learned, followed the curriculum, but did less
practice in speaking English. The researcher had an experience that really excited
to be presented based on the phenomenon happened in the English class. When the
teacher asked a question using English to the whole class, all of them answered it
surely. Then, the teacher asked the same question to a student. The student did not
answer it because she was afraid to make any mistakes when she had to answer of
the teacher’s question in English. This fact happened almost in every class.
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Based on the experience occurred, the researcher identified that there was a
dread of speaking English in that class. They always had difficulties in producing a
sentence even a simple sentence in English. Whereas, most of the students had
learned English since they were in the junior high school. The English teacher
informed that he had applied some techniques to support the students, but they were
still shiest to speak English.
From this experience, the researcher conducted a research about the SMK
Sanjaya Pakem student’s feelings in speaking English. The researcher deemed that
it was not only about the cognitive problems, it was also about the English teacher
who had less attention to the students’ feelings in speaking English. Besides, the
researcher had read some PBI’s students thesis and final papers, but the researcher
obtained that there was no a thesis or a final talking about feelings. That was why
the researcher accomplished an observation to this topic and summarized the topic
in a mind-mapping which focused on the feelings of the students in learning
process.
By identifying the feelings of the students, the researcher show that feelings
as an affective side which were rarely cared by the teacher, turn out to be the things
that play the important role to influence students in speaking English. The teacher
should also focus on students’ feelings, in order to decide an appropriate technique
which would be the best way to be presented whether it is in the classroom or
outside classroom. Dealing with students’ feelings is going to gain students’ interact
and during the lesson in the class. Then, it will carry out the positive opinion about
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speaking English. The students will speak English courageously or in other hand,
they will be confident to speak English.
Because of the background which was clarified, the researcher formulated
two research problems. The first question was “What are the students’ feelings
about speaking English?” and the second question was “What factors influence
students’ feelings about speaking English?”
From both of the formulated questions, the researcher established the
research objectives. The first research objective was to identify the students’
feelings about speaking English. Another objective of this study was to identify the
factors which influence students’ feeling about speaking English.
The researcher hopes that this study will be useful for the education
elements (students and teachers). The findings of this research are expected to be
able to give contributions to the English teacher to consider on SMK Sajanya Pakem
students’ feelings about speaking English. For the researcher, the experience in
observing and identifying the whole answer of two formulated questions will be the
best experience. This experience also gains the researcher’s comprehension on the
affective domain in learning especially about students’ feelings in learning process.
In the conduction process of this study, the researcher mentions the
definition of terms in order to clarify the concepts of this study and to avoid
misinterpretation. Feelings in this study are comprehended as one of some aspects
in affective domain that should be considered in learning. Feelings influence the
students in their learning process (in this case speaking English). Emotions and
feelings are often thought of as being one and the same. Prinz (2005) defines that
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according to one strand in folk psychology, emotions are feelings; they are
phenomenally conscious mental episodes (p. 9). He explains that sometimes,
feelings are defined as a conscious emotion (p. 10). Those statements can be
understood that feelings and emotion are the same. They have close relation one
and another. So, as the definition of terms the researcher stated that feelings and
emotion are the same. They are interchangeably.
The researcher also focuses in speaking skill in this study. Speaking is an
interactive process of constructing meaning that involves producing and receiving
and processing information (Brown, 1994; Burns & Joyce, 1997). In this case, its
form and meaning are depended on the context in which it occurs, including the
participants themselves, the participants’ collective experiences, the physical
environment, and the purposes for speaking. Speaking is a practical skill in learning
language. Speaking happens in the real time. It means that when someone speaks
to others, he/she cannot edit or revise the speech as he/she can do in the writing or
reading. Speaking can be concluded as an active process when people express what
are in their minds.
1.2 Research Method
This research was classified as a mixed method research. According to Ary,
Jacob and Soresen (2010), mixed method research was a new methodology in which
the same study uses both quantitative and qualitative approaches. The goal of this
research was the findings might be more dependable and it provided a more
complete explanation of the research problems than either method alone could
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provide (p.23). The researcher chose this method because this study obliged the
quantitative data (from the questionnaire) and the qualitative data (from the
interview section). Mixed method research was used to provide the most complete
information on identifying the answers from both of the research problems. By
using mixed method, the data which were collected could be clearer. The
quantitative data presented the percentage of students’ answers included in the
eighteen statements of the questionnaire. The data from the questionnaire were not
enough. The researcher managed an interview section which was pondered as the
qualitative data. From this part, the researcher transcribed the data collected into a
descriptive data. Then, all of the data were combined to be analyzed together in the
discussion relating to the basic theories stated in the review of the related literature.
This study was conducted in SMK Sanjaya Pakem. The school was located
on Jalan Kaliurang Km. 17. The class observation was done while the researcher
did the teaching practice period on July-December 2013. To make sure that the
phenomenon still existed, the researcher did the second class observation in the last
of May to the beginning of June 2015. The distribution of questionnaire was done
in the middle of June 2015. After that, the researcher started to analyze all of the
results of the questionnaire and the interview.
The reason in choosing the school was because the researcher had already
done the teaching practice at the school. In addition, the researcher understood the
condition of the school, the students’ characteristics, and also the learning process
run in the class. The other reason was the English teacher often had discussion with
the researcher to organize the strategies to help the students in learning English.
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Afterwards, the researcher made an observation of the students’ feelings. From the
result of the observation, the researcher suggested the English teacher about the
appropriate way to help the students in learning English especially in speaking
English.
The participants of this study were all of the SMK Sanjaya Pakem students.
The researcher selected the students from every grade randomly to fill the
questionnaires. To gain more detail information, the researcher also conducted
interview to five students who were taken randomly. Then, the data of the interview
section turned out to be the additional data to clarify the statements written in the
questionnaire.
According to Fraenkel and Wallen (1993), the word ‘sample’ refers to the
group of people on which the information needed is gained (para. 79). In this study,
the researcher used simple random sampling. Johnson and Christensen (2014) state
that a simple random sampling is formally defined as a sample drown by a
procedure in which every member of the population has an equal chance of being
selected (p. 251). It meant that the sample of the populations was taken randomly
and everybody had the same chance to be chosen.
For the instrument and data gathering techniques, the researcher used
questionnaire and interview. Gall, Gall and Borg (2007) state that questionnaires
are printed forms that ask the same question of all individuals in the sample and for
which respondents record their answer in verbal form. The researcher distributed
the questionnaires to forty-five students. There were twenty-two questions that
should be answered. The questions consisted of eighteen close-ended questions.
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The questions were adapted from Mbato (2013, p. 210) research then it was
developed by the researcher. Mbato (2013) had ever used this questionnaire to
identify the feelings of the students in reading to support the students’ self-
regulation using metacognitive approach. Next, the researcher adapted some
statements which were able to support this study. The questionnaire also consisted
of four open-ended questions. In the close-ended questions (in the questionnaire
was mentioned as Part 1), the participants answered the questions based on the
statement provided, while in the open-ended (in the questionnaire was mentioned
as Part 2) questions, the participants stated their opinion freely related to the
question. The researcher asked three open-ended questions. The questionnaire
helped the researcher in identifying students’ feelings in speaking in English.
Besides, the researcher also used interview as the tool to gain more
information. Gall, Gall and Borg (2007) also note that interview is oral questions
which are asked by the interviewer and the research participants give the oral
responses. The interview section was conducted to five students. Then, the
interview result added more information about factors that influenced the students’
feelings in learning.
As the data analysis technique, there were several ways to analyze the data.
Firstly, the data collected from questionnaire were analyzed by counting the number
of responses and it had divided by the number of respondents. The first step was
recapitulating the data. The second step was finding the percentage through the
formula. The formula was presented as follow.
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𝑛 : The number of responds
𝑁 : Total respondents
After calculating the data, the researcher started to analyze the result of the data.
From the data collected result, numeric data was transformed into descriptive data.
The detailed data result of the questionnaire can be seen in the Appendix 2.
The other data collected was derived from the interview. The researcher made
the transcript of the recorded data. The next step was the researcher summarized
the data based on the major themes identified in the data. it was supported by The
Instructional Assessment Resources (IAR) Web site (2011) which states that ‘It can
be helpful, once themes emerge, to express a key observation you have to future
respondents to get their viewpoint’ (IAR, 2011, retrieved on July 10, 2015). The
detailed conclusion of the interview result can be seen in the Appendix 5.
𝑛
𝑁× 100%
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CHAPTER II
DISSCUSION
This chapter displays the review of related literature and the findings.
Firstly, the review of related literature explains all of the theories used in this study.
Secondly, the findings are aimed to discuss all of the findings in this research.
2.1 Review of Related Literature
This section aims to mention and to explain the theories used to support this
study. The theories come from some author which define the theories belong to
their research done before. The researcher divides this section into two main sub-
chapters. They are feelings and speaking. In the feelings, it is elaborated to feelings
which influence the learning process. Then, in the speaking, it is talking about the
speaking influenced by feelings.
2.1.1 Feelings
According to Pettinelli (2015), feelings are like sensations, when you touch
something you get a feeling (p. 10). A feeling is a sensation that has been checked
against previous experiences and labeled. It is personal and biographical because
every person has a distinct set of previous sensations from which to draw when
interpreting and labeling their feelings (Shouse, 2005). The researcher concludes
that feelings happen when someone feels something directly and it is deeper.
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Deeper means that feelings can be described more detail than emotions because you
can have a specific feeling for anything, each feeling is unique and might not have
a name (Pettinelli, 2015, p. 10).
The feelings have the goal. Banyan (2003) explains that feelings have a
purpose far more important in helping us create enjoyable and meaningful lives yet
(p. 7). Banyan (2003) also added an explanation on the goal of feelings:
I believe the answer to the question “What are feelings for?”
should be common knowledge to every helping professional,
teacher, minister, manager and parent. Why? Because our
feelings are nature’s built-in guidance system. This system is
designed to let us know which of our needs aren’t being
fulfilled and motivate us to take the actions necessary to
fulfill them. When we ignore our feelings, our basic needs
remain unmet. Our lives become filled with frustration and
stress and eventually depression (p. 7).
Based on that explanation, the researcher draws the conclusion that feelings are
something that allow someone to follow or to do whatever he or she wants to follow
or to do. It comes from the experience that occurs in someone’s life.
2.1.1.1 Feelings Influence Learning
In a learning process, affective domains also play the important role. As the
researcher has explained in the introduction, feelings are a part of points that should
be paid attention. Feelings which are raised because of someone’s experiences, are
really important in education. Our emotional intelligence has the potential to
influence our way of thinking. The example is mentioned by Boekaerts (1993) and
Oatly & Nundy (1996) as cited by Hammond, Orcutt, Strobel, Lit and Martin (2003,
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p. 90). They say that students learn and perform more successful when they feel
secure, happy, and excited about the subject matter. Hammond et al. (2003) add
that the students are overly excited or enthusiastic, they might work carelessly or
quickly rather than working methodically or carefully (p. 90). Hammond et al.
(2003) also confirm that emotions such as anger, anxiety, and sadness have the
potential to distract students’ learning efforts by interfering with their ability to
attend to the tasks at hand (p. 90). Emotions can interfere with students’ learning in
several ways; including 1) limiting the capacity to balance emotional issues with
schoolwork, 2) creating anxiety specifically about schoolwork, and 3) triggering
emotional responses to classroom events (Hammond et al., 2003, p. 90). They
present that in learning, feelings (the conscious emotion) play the important role in
influencing the student.
2.1.1.1.1 Feelings or Emotions Make a Limitation in Balancing Emotional
Issues With School-Work
Ellis, Ottaway, Varner, Becker, & Moore (1997a); Ellis, Ottaway, Varner,
Becker, & Moore (1997b); Hertel and Rude (1991) as cited by Hammond et al.
(2003) explain that when our emotions are heightened, we use up our intellectual
resources (p. 90). Some students may have difficulty in learning because their
minds are cluttered with distracting thoughts and memories. If the students’ minds
are cluttered, they cannot concentrate well in their school-work. The cluttered
things can be caused by fear, shyness, or uncomfortable feelings when they are in
the learning process. All of the feelings cluttered can make the students are not
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focus on the learning. The influence of this problem impacts the students’ feelings
then it also disturb the students in the learning process.
2.1.1.1.2 Feelings Can Create the Anxiety in the Schoolwork
Dobson & Dobson (1981) and Cole (1991) as cited by Hammond et al.
(2003) stated that a second way in which feelings can interfere with learning occurs
when students are anxious about their schoolwork (p. 91). The students, who are
depressed or anxious about learning, often do not feel competent academically.
They can lose their confident aspect. Afterward, the students might withdraw from
classroom activities in order to avoid appearing incompetent in the classroom.
2.1.1.1.3 Feelings Trigger the Emotional Responses to Classroom Events
Graham (1997) and Weiner (1994) as cited by Hammond et al. (2003) say
that the students can become upset by classroom events—a failed test, a negative
comment from the teacher or a peer—and react in a way that impedes further
learning. These reactions may play out in different ways, depending on what the
student attributes the problem to (p. 91). The students can built negative responses.
They can also become frustrated to the point of feeling helpless or incompetent.
2.1.2 Speaking
Speaking is one of productive skills. According to Nunan (2003), “speaking
is the productive aural/oral skill. It consists of producing systematic verbal
utterance to convey meaning.” (p. 48). Burns & Joyce (1997) explain that speaking
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is an interactive process of constructing meaning that involves producing and
receiving and processing information. Thus, speaking can be concluded as an oral
skill to produce information.
Eckard & Kearny (1981), Florez (1999) and Howarth (2001) as cited by
Torky (2006), define that speaking as a two–way process involving a true
communication of ideas, information or feelings (p. 33). Feelings, once again, take
the important role and they also happen in the speaking matters. In speaking,
feelings should also be deemed to expound students’ problems especially in
everything which cause them having difficulties.
Based on the theories, the researcher concludes that speaking is also
influenced by feelings. Students can speak fluently because they feel comfortable
when they are speaking. On the contrary, they will feel uncomfortable in speaking
when they are depressed. The depression can be caused by fear or shyness. León
and Cely (2010) explains that when students speak with confidence, they can
interact better in real daily situations (p. 15). They also states that speaking is a skill
which mostly affected by shyness and fear of being humiliated (p. 20).
2.2 Findings
This section is aimed to present and to explore the research findings. The first
finding presents the feelings of SMK Sanjaya Pakem students in speaking English.
The second part appears the factors influence SMK Sanjaya Pakem students’
feelings in speaking English.
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2.2.1 The Feelings of SMK Sanjaya Pakem Students in Speaking English
This section was conducted to answer the first research problem. The first
question in the research problem talks about “What are the students’ feelings about
speaking English?”. The data, which were collected from the questionnaire related
to this formulated question, helped the researcher to identify the best conclusion of
this study.
Based on the interview data (it can be seen in the Appendix 4 and 5), the
researcher identified that there were two major feelings influenced the students in
speaking English. The feelings were fear and shy. The fear of the students appeared
when they made some mistakes in speaking English. In the interview transcript data
(Appendix 4), most of the students stated that they were afraid in making some
mistakes in speaking English. The mistakes were the misunderstanding of the
English grammar and the pronunciation. The students said that the difficulties in
speaking English were because of the limited vocabulary they had. They also did
not know how to pronounce some words in English. Another feeling was shy. Based
on the interview data, the researcher identified that the students were shy because
when they spoke in English, some friends pretended that they were pedantic. They
were judged as an arrogant people when they spoke English. Because of those
problems, the students felt uncomfortable in speaking English. This fact was
supported by the result of the questionnaire data (it can be seen in the Appendix 2).
The questionnaire result presented that 35.18% of the students assumed that they
were not sure whether they felt comfortable in speaking English. The 33.33% of
the students assumed that they disagreed that they were comfortable in speaking
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English. It meant that they were uncomfortable in speaking English. Then, the
16.67% of the students agreed that they felt comfortable in speaking English.
Another finding was the students were afraid when they had to ask their
English teacher in English. The questionnaire result declared that 35.18% of the
students assumed that they did not have a courage to ask their teacher in English in
the class. There were five of fifty-four students or 9.25% of the students assumed
that they were brave to ask their teacher in English. Based on the interview result,
the researcher identified the same themes with the questionnaire result. The students
were nervous when they were given an English question by the teacher. They had
to take some minutes to deal with the question. Sometimes, they answered the
question in English but unfortunately, they almost used Bahasa Indonesia even
Javanese language to answer the question. The students frequently did not give an
answer. Then the researcher also asked the studnets about the teacher’s response
toward the students’ behavior. The students told that the teacher did not do anything
and always tolerated the students’ rejoinder. It made the student did less practice in
speaking English. This fact made the students felt comfortable with their afraid and
shy feelings and they could not developed their English speaking skill.
The next finding was the students were still undecided of their feelings. It
was proved by the questionnaire result. The result showed that 50.00% of the
students were undecided to speak English to the English teacher. The undecided
result presented that actually some of the students still spoke English to the English
teacher but it happened infrequently. The 31.48% of the students chose not to speak
English to the English teacher. The researcher analyzed that when the students had
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to speak to older people or someone who was better than them in English, they were
not confident. On the other hand, when the students had to make conversation with
their classmate, they would be more confident because they could explore their
English skills. They were not nervous in making some mistakes. They just flew on
their English although they made some mistakes in speaking English. The
researcher identified that the students could explore themselves in speaking English
when their interlocutors had the same level.
The students also felt shy to speak English. They were shy when they were
asked to answer the question from the English teacher in English. The researcher
recognized this fact from the interview section. The students wanted to speak
English to answer the teacher’s question, but they were shy if the answer was not
appropriate. They assumed that it was better to answer the question in Bahasa
Indonesia. In the interview result, the shyness was caused by the people around the
students who laughed at them when they made mistakes in speaking English. A
student told that he was shy at that time. This experience made him depressed and
decided to do not speak English. Another example was caused by the bad
experience a student had. When he tried to speak English, his friend felt that he was
arrogant. He was deemed to be a pedantic person. Speaking English became a
strange thing to do. It made him and other students felt shy to speak English. It
happened in the classroom and also outside the classroom. This problems made the
students felt uncomfortable in speaking English.
The researcher also identified that the students did not use English to
communicate with the teacher or his/her classmates during the English class. The
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questionnaire result was described that 48.14% of the students assumed that they
did not use English to communicate with others during the English class. They were
more comfortable to use Javanese language or Bahasa Indonesia. Therefore,
English was often used in writing, reading and listening tasks.
Both of the feelings identified in this research really supported the theory
that was mentioned as the basic theory of this study. León and Cely (2010) who
explained that students needed confident and comfortable way to speak (para. 15).
When they were not confident, they could not interact better in the real situation. It
also occurred in this research. When the students could not be in their comfortable
side to speak English, they really could not explore themselves to speak English
well. Another theory which was conducted by Ellis at al. (1997) and Hertel (1991)
as cited by Hammond et al. (2003) also supported this findings. The students could
not concentrate well when their mind was cluttered. The students who were in the
cluttered-condition that was caused by a bad experience could not feel comfortable
to speak. Because of that feelings, the students were shy even afraid of getting the
same experience.
2.2.2 Factors that Influence SMK Sanjaya Pakem Students’ Feelings in
Speaking English
This section was conducted to answer the second research problem: “What
factors influence students’ feelings about speaking English?”. In order to report the
findings from this section, the researcher analyzed the interview and questionnaire
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data. Both of the data collected helped the researcher to identify the factors
influenced to the students’ feelings to speak English.
Based on the interview data, the students assumed that there were some
factors influenced to their feelings to speak English. One of the factors was
environment. The environment of the students influenced them to build their
feelings in speaking English. One of the students confirmed that there was no
appropriate partner to speak English became the factors hampered him to speak
English. The student wanted to speak English, but he/she did not have a partner to
hold an English conversation. Hence, that student chose not to speak English in the
class. The other factor was because of the class situation did not encourage the
students to be able to speak English. As the researcher had explained in the
introduction that English was used based on the situation. English class was not
effective enough to help the students to speak English because the students were
more comfortable using Bahasa Indonesia or Javanese language. The English
teacher did not has the specific rules to make the students accustomed with English
in the speaking sphere. Then, the teacher also did not build the comfortable
environment by speaking or explaining the materials in Bahasa Indonesia even
Javanese language.
The next finding was the researcher also identified that culture also became
the factor influencing the students’ feelings. Culture that existed at school made the
students felt shy or fear. A student in the interview section claimed that he was not
confident to speak English because his classmates yelled at him. The gibes made
him felt unconfident to speak English. He was judged arrogant when he spoke
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English outside the class. This culture also existed in the students’ environment.
Most of the students at that school judged that the English users were pedantic
because they spoke in foreign language. This condition influenced the students’
mental to speak in foreign language such as English.
Based on the interview, the students voiced that they practiced to speak
English rarely. The students confirmed that they just practiced to speak English
when it was needed. Actually, it contended with the result of the question number
1 (one) in the questionnaire. In the questionnaire, the students answered that English
was really important. There were 51.85% of the students who agreed of this
statement. Unfortunately, it was not supported by the practice activity in the class
or outside the class. They did less practice but they expected to have good English
skills. Then, all of it influenced the students’ self-confidence.
All of the findings in this research really supported all of the theory. Feelings
really played the important role in the speaking. Someone could speak better than
others because he/she enjoyed their performance. Boekaerts (1993) and Oatly &
Nundy (1996) as cited by Hammond et al. (2003) mind in their journal that students’
performance can be more successfully when they are happy and excited about the
matter (p. 90). The researcher argued that if the students enjoyed in the English
class, then the situation around them was friendly, they could improve their English
speaking skill. They could use games or role-play which were able to support them
in speaking English.
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CHAPTER 3
CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of the conclusions and the recommendations. In the
first section, the researcher intends to conclude the findings of this research. In the
second section, the researcher presents some recommendations related to this
research.
3.1 Conclusions
This section was aimed to summarize the major findings in this research.
The research focused on the feelings of SMK Sanjaya Pakem students about
speaking English and also the factors influenced to the students’ feelings in
speaking English. This research intended to identify all of the students’ feelings in
speaking English and also kind of factors influenced to their feelings in speaking
English.
The researcher identified that most of the students in SMK Sanjaya Pakem
were still uncomfortable when they spoke in English. The big problem was caused
by the environment, culture, and also themselves as individual. The feelings that
existed around them were fear and shyness.
Most of the students felt fear and shy to speak English. The main problems
were they were not confident and also fear of making some mistakes in speaking
English. The fear and shyness of the students could be seen in English class
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atmosphere. The students only used English when the teacher asked them to speak
English. Some of the students still answered the question in Bahasa Indonesia. In
the English class, the students often used Bahasa Indonesia even Javanese language
to communicate with their classmates. Some of them still thought that English is
one of the hard subjects whereas we knew that in every grade of education, English
was one of the compulsory subjects that would be tested in the National
Examination.
Another finding was about the factors that influenced the students’ feelings
to speak English. The atmosphere around them became one of the factors. The
students had limited support such as the partner in speaking English. They stated
that sometimes the English teacher used Bahasa Indonesia during the teaching and
learning process. When the teacher used English, unfortunately, they could not
understand about the teacher’s clues or information. They had difficulties in
listening to the speaker who spoke English especially someone who was able to
spoke English fluently. The low supporting condition created fear or shy feelings
when they were required to speak English.
The culture also turned out to be one of the factors that guided the students’
feelings in learning. Sometimes, most of the students still thought that someone
who spoke in English was arrogant. This occurred because they were not
accustomed to speak English in the class and outside the class. The situation formed
the way of thinking that when someone spoke English, he/she would be judged as
an “arrogant” person.
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As the conclusion, the researcher stated that SMK Sanjaya Pakem students
were still fear and shy to speak English because of some factors such as the
environment around them, the culture that was exist in the school and their own
self-confidence.
3.2 Recommendations
The researcher proposes some recommendations that will be beneficial for
the teacher and the future researchers. In this recommendations, the researcher
elaborates some problems happened during doing this research. The researcher also
mentions some solutions which are expected to help the future researchers who
have the same interest related to this topic.
3.2.1 For Teacher
For the teacher, the researcher would like to suggest the teacher to build an
interactional speaking method in the English class. The teacher should make the
students accustomed to speak English. The speaking can be gained by giving them
appropriate method such as role-play, conversation or drama. The method can help
the students to improve their self-confidence when they speak English. In other
words, the feelings of the students should be considered. There are some
approximation methods that can be applied such as discussing and sharing
experience in the class. By having the interactive method, the students will consider
that English is really fun and they can enjoy the learning.
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3.2.2 For Future Researchers
For the future researchers, the researcher suggests that the next observation
should be more detail, such as the time-management which should be considered,
the relation between the observer and the resources, the process during the
observation (questionnaire guidelines and interview guidelines), and the
consistency during this observation. Based on the researcher’s experience, this
research is better if it is done twice in a year. It is aimed to make sure that every
year there is an improvement depends on the students’ feelings about learning
English. This research also can help the future researchers in giving some
suggestions to the English teacher to set the appropriate teaching technique
accepted depends on the students’ feelings. The future researchers also should use
the appropriate theories to make the result data stronger. The interview section
should be done in order to collect the additional data. By doing interview section,
the future researchers show a close-relation with the informant which will help them
to collect the data easily.
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APPENDICIES
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APPENDIX
1 (The Questionnaire Guiding Questions)
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Respondent 1
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Respondent 2
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APPENDIX
2 (The Questionnaire Result)
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The Questionnaire Result
Number Questions Responses Number Percentage
1 English is important Strongly Disagree 1 1,85%
Disagree - -
Undecided 2 3,70%
Agree 28 51,85%
Strongly Agree 23 42,60%
2 I have an ability in using Strongly Disagree 2 3,70%
English well Disagree 21 38,89%
Undecided 26 48,18%
Agree 5 9,25%
Strongly Agree - -
3 I can speak English well Strongly Disagree 2 3,70%
Disagree 15 27,78%
Undecided 24 44,44%
Agree 23 42,60%
Strongly Agree - -
4 English is the easy Strongly Disagree 8 14,81%
lesson for me Disagree 19 35,18%
Undecided 20 37,03%
Agree 6 11,11%
Strongly Agree 1 1,85%
5 I always use Strongly Disagree 14 25,92%
English to communicate Disagree 26 48,14%
with others in Undecided 13 24,07%
English class Agree 1 1,85%
Strongly Agree - -
6 I rarely speak English Strongly Disagree 6 11,11%
Disagree 6 11,11%
Undecided 17 31,48%
Agree 19 35,18%
Strongly Agree 6 11,11%
7 In the school, all of the Strongly Disagree 4 7,40%
English materials help Disagree - -
me to gain my ability Undecided 14 25,92%
in speaking English Agree 22 40,74%
Strongly Agree 14 25,92%
8 Class atmosphere Strongly Disagree 6 11,11%
support me when I Disagree 14 25,92%
am speaking English Undecided 21 38,89%
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Agree 13 24,07%
Strongly Agree - -
9 I am not shy to speak Strongly Disagree 2 3,70%
in English with my Disagree 8 14,81%
friends at school Undecided 27 50,00%
Agree 13 24,07%
Strongly Agree 4 7,40%
10 I am comfortable in Strongly Disagree 7 12,96%
speaking English Disagree 18 33,33%
Undecided 19 35,18%
Agree 9 16,67%
Strongly Agree 1 1,85%
11 English lesson is not Strongly Disagree 4 7,40%
the fear lesson Disagree 4 7,40%
Undecided 19 35,18%
Agree 20 37,03%
Strongly Agree 7 12,96%
12 I like to speak English Strongly Disagree 8 14,81%
when I speak with my Disagree 17 31,48%
teacher Undecided 27 50,00%
Agree 1 1,85%
Strongly Agree 1 1,85%
13 I feel confident when Strongly Disagree 7 12,96%
I speak English Disagree 18 33,33%
Undecided 21 38,89%
Agree 6 11,11%
Strongly Agree 2 3,70%
14 I am not fear to make Strongly Disagree 4 7,40%
some mistakes when I Disagree 8 14,81%
am speaking English Undecided 22 40,74%
Agree 17 31,48%
Strongly Agree 3 5,56%
15 I like to speak English Strongly Disagree 9 16,67%
with my friends in Disagree 18 33,33%
English lesson Undecided 21 38,89%
Agree 6 11,11%
Strongly Agree - -
16 In English lesson, I am Strongly Disagree 9 16,67%
brave to ask to my Disagree 19 35,18%
teacher by using English Undecided 20 37,03%
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Agree 5 9,25%
Strongly Agree 1 1,85%
17 I am not shy to speak in Strongly Disagree 4 7,40%
English with my teacher Disagree 16 29,62%
at school Undecided 27 50,00%
Agree 5 9,25%
Strongly Agree 2 3,70%
18 I am brave when I am Strongly Disagree 3 5,56%
requested to practice a Disagree 9 16,67%
conversation in English Undecided 21 38,89%
Agree 18 33,33%
Strongly Agree 3 5,56%
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APPENDIX
3 (Interview Guiding Questions)
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The Interview Guideline for students
1. Apa yang menjadi kesulitan anda dalam berbicara bahasa
Inggris?
2. Apa yang anda rasakan ketika diminta berbicara dalam bahasa
Inggris?
3. Hal apa saja yang sudah mendukung anda agar mampu
berbicara dalam bahasa Inggris?
4. Apakah lingkungan sekitar anda (sekolah/rumah) sudah
mendukung anda ketika anda berbicara dalam bahasa Inggris?
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APPENDIX
4 (Interview Transcripts)
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Respondent 1
No. Pertanyaan Jawaban
1. Apa yang menjadi kesulitan
anda dalam berbicara bahasa
Inggris?
Kalau menurut saya sendiri yang
menjadi kesulitan dalam berbicara
bahasa Inggris yaitu pelafalannya.
Setelah itu, kesulitannya tidak ada
teman/partner yang untuk diajak
ngomong bahasa Inggris. Terus sama
kosakatanya, kurang.
2. Apa yang anda rasakan ketika
diminta berbicara dalam bahasa
Inggris?
Kalau menurut saya sendiri, dengan
kemampuan saya ketika saya diminta
untuk berbicara bahasa Inggris itu ada
perasaan takut juga. Kenapa takut,
karena walaupun terkadang saya tidak
sepenuhnya bias berbicara dalam
bahasa Inggris tapi takut pelafalannya
salah, terus S-P-O-K nya itu juga belum
bisa menguasai.
Tapi, saya tidak pernah malu untuk
berbicara dalam bahasa Inggris.
3. Hal apa saja yang sudah
mendukung anda agar mampu
berbicara dalam bahasa Inggris?
Hal hal yang bias mendukung saya
dalam bahasa Inggris yaitu lagu yang
berbahasa Inggris, video dan film yang
berbahasa Inggris, partner (kadang
guru, kadang teman dikelas) tapi kalo di
rumah jarang karena tidak ada yang
mampu berbahasa Inggris dengan baik.
4. Apakah lingkungan sekitar anda
(sekolah/rumah) sudah
mendukung anda ketika anda
berbicara dalam bahasa Inggris?
Kalo lingkungan sekitarku masih belum
bisa mendukung, karena kebanyakan
menggunakan Bahasa Indonesia,
sehingga belum bisa membantu saya
untuk berbicara dalam bahasa Inggris.
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Respondent 2
No. Pertanyaan Jawaban
1. Apa yang menjadi kesulitan
anda dalam berbicara bahasa
Inggris?
Pola kalimatnya terus sama
kosakatanya, mas.
2. Apa yang anda rasakan ketika
diminta berbicara dalam bahasa
Inggris?
Senang, karena senang bahasa Inggris.
Terus kalo ada yang minta ngomong
pake bahasa Inggirs gitu, ya oke ayo,
tapi ya aku tidak terlalu fluent buat
ngomong bahasa Inggris, tapi ya oke.
Aku seneng kok.
Tapi kadang takut juga, mas. Takut
salah gitu. Misalnya harusnya ngomong
ini eh ternyata yang dimaksud itu, dan
sebaliknya.
Malu juga kadang, mas. Malunya ya
karena takut salah gitu.
3. Hal apa saja yang sudah
mendukung anda agar mampu
berbicara dalam bahasa Inggris?
Belajar banyak kosakata, terus suka
reading, terus nonton film (sebisa
mungkin sih nggak pake subtitle). Aku
juga suka pop barat. Waktu aku mau
nyanyi, biasanya cari artinya dulu apa.
Terus, games juga. Sebenarnya bahasa
Inggris itu fun banget, mas.
4. Apakah lingkungan sekitar anda
(sekolah/rumah) sudah
mendukung anda ketika anda
berbicara dalam bahasa Inggris?
Cukup mendukung sih kalo di rumah,
Karena ada kakak aku yang kuliah di
PBI UNY. Jadi dia suka ngajak
conversation pake bahasa Inggris gitu.
Kalo di kelas sih masih kurang mas.
Karena partnernya cuma sama guru aja.
Itu pun kadang-kadang.
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Respondent 3
No. Pertanyaan Jawaban
1. Apa yang menjadi kesulitan
anda dalam berbicara bahasa
Inggris?
Kalo buat aku sendiri secara pribadi, itu
biasanya untuk pengucapan dalam
vocabularynya. Terus untuk pelafalan
yang benar itu seperti apa itu yang
masih sulit.
2. Apa yang anda rasakan ketika
diminta berbicara dalam bahasa
Inggris?
Pertama sih deg-degan karena pas
ngomong itu bener atau enggak ya.
Disisi lain juga aku seneng. Tapi aku
juga takut salah.
Tapi aku gak malu, karena aku malah
merasa bangga bisa ngomong pake
bahasa Inggris.
3. Hal apa saja yang sudah
mendukung anda agar mampu
berbicara dalam bahasa Inggris?
Biasanya buku, kayak novel. Kebetulan
aku suka hal hal yang berbau luar
angkasa. Nah, di internet itu biasanya
pake bahasa Inggris tulisannya. Jadi
kosakata yang aku nggak tahu aku tulis,
terus aku cari artinya. Film juga, musik
juga, pokoknya ada kosakata bahasa
Inggris yang baru, aku terjemahin.
4. Apakah lingkungan sekitar anda
(sekolah/rumah) sudah
mendukung anda ketika anda
berbicara dalam bahasa Inggris?
Kalo menurut aku masih belum ya.
Karena kita masih sering kebawa logat
jawanya kita. Masih sulit untuk
lingkungan sekitarku membantu aku
ngomong pake bahasa Inggris.
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Respondent 4
No. Pertanyaan Jawaban
1. Apa yang menjadi kesulitan
anda dalam berbicara bahasa
Inggris?
Kosakatanya kurang, jadi sulit untuk
berbicara dalam bahasa Inggris.
2. Apa yang anda rasakan ketika
diminta berbicara dalam bahasa
Inggris?
Malu dan takut salah, mas. Takut
salahnya itu nanti takutnya di ketawain,
mas. Kan jadi malu.
3. Hal apa saja yang sudah
mendukung anda agar mampu
berbicara dalam bahasa Inggris?
Aku sih lebih seringnya dengerin lagu
barat gitu, mas. Tapi gak aku terjamahin
kata katanya. Tapi ntar lama-lama juga
tahu kok.
4. Apakah lingkungan sekitar anda
(sekolah/rumah) sudah
mendukung anda ketika anda
berbicara dalam bahasa Inggris?
Kalo menurut aku, belum mendukung
sih mas. Karena belum ada temen. Guru
juga belum mendukung untuk ngomong
bahasa Inggris.
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Respondent 5
No. Pertanyaan Jawaban
1. Apa yang menjadi kesulitan
anda dalam berbicara bahasa
Inggris?
Dari tulisannya dan cara bacanya beda,
itu sulit mas. Kadang suka salah.
Nyusun kalimatnya juga, kosakata juga.
2. Apa yang anda rasakan ketika
diminta berbicara dalam bahasa
Inggris?
Grogi mas, nanti takut salah. Malu
banget juga mas, malu dibilang sok
sama temen temen karena ngomong
pake bahasa Inggris.
Kadang seneng juga sih mas, Cuma
kadang juga takut salah.
3. Hal apa saja yang sudah
mendukung anda agar mampu
berbicara dalam bahasa Inggris?
Bercanda pake bahasa Inggris di kelas,
terus kayak true story gitu kayak ikut
ikut Bayu SKAK gitu. Musik dan film
juga suka, tapi gak terlalu mas.
4. Apakah lingkungan sekitar anda
(sekolah/rumah) sudah
mendukung anda ketika anda
berbicara dalam bahasa Inggris?
Belum mas. Jarang ada partner sih mas.
Ada, tapi gak banyak. Kalo di rumah
lebih sering pake bahasa Jawa. Di kelas
bahasa Inggris juga. Kalo ngomong
pake bahasa Inggris itu aneh mas. Jadi
takut di bilang sok gaya ngomong pake
bahasa Inggris.
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APPENDIX
5 (The Detailed Conclusion of Interview Result)
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The Detailed Conclusion of Interview Result
There were five students who had been interviewed by the researcher. All
of the interviewees were chosen randomly. The researcher asked four questions.
The questions were about the students’ feelings and also factors that influence their
feelings in speaking English.
The first question were conducted to find kinds of the difficulties that were
faced by the students in speaking English. Most of the students answered that the
problems were about vocabulary and the pronunciation. Both of this problems
became main problems which influenced their feelings in speaking English. Then,
in the second question, the students presented that because of the problems, they
were afraid and sometimes they were shy to speak English. The fear of the students
was about making any mistakes in speaking English. Then, they felt shy to speak
English because sometimes the people around the students would laugh at them
when they made mistakes in speaking English. Sometimes, at school, when the
student tried to speak English, his/her friend felt that he/she was arrogant. It made
the students felt afraid and sometime they felt shy to speak English. It happened in
the class and also outside the class. This problems made the students felt
uncomfortable in speaking English.
The third question was about some factors that influenced the students’
feelings in speaking English. Based on the interview result depended on question
number 3, the students mentioned some activities that helped them to speak English.
They could sing a song, watching movie or video, and sometime reading a novel.
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Those activities were not enough for them. The students stated that they rarely made
a practice conversation. In the class, the students used Indonesian Language even
Javanese language frequently. In the fourth question, the students explained that the
environment around them had not encouraged them to speak English. There was no
partner and the culture factor built their paradigm to be afraid and shy in speaking
English.
Based on the interview result, the researcher concluded that all of the
interviewees felt afraid and shy in speaking English. There were some factors that
influenced the students’ feelings. The first was Culture factor. Speaking English
became the strange activity for the students. It was caused by the situation around
the learning process in the class. The second factor was environment. The
environment around the students had not supported them to speak English. Doing
less practice to speak English and the limited partner in speaking English became
the problems of environment factor. The last factor that influenced students’
feelings to speak English came from the awareness of the students to learn to speak
English. They chose to be passive in the English class because they felt
uncomfortable when they made any mistakes in speaking English.
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