Students strategies to overcome speaking problems in the conversation class as an intra-curricular program at SMAN 8 Malang / Yuli Astutik
| Main Author: | Yuli Astutik |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2010
|
| Online Access: |
http://repository.um.ac.id/10747/ |
Daftar Isi:
- Englishistaughtasanintegratedsubjecttodevelopthestudentslanguagecompetences.Itislearntbythestudentsinordertobeutilizedincommunication.TheabilitytocommunicateincludingtheabilitytospeakinEnglishisimportantbecauseitenablesthestudentstointeractwithothers.Toincreasethespeakingabilitythestudentsshouldpracticeitreguarly.Thereforemanyschoolsconductanextra-curricularactivityaselectiveprogramtogivethestudentsmoreopportunitiestoimprovetheirspeakingability.Howeverthestudentswhoattendtheelectiveprogramarethosewhoareinterestedinincreasingtheirproficiencyinspeakingandaregoodenoughinit.ThusanotherkindofEnglishprogramcalledEnglishConversationclassisconductedasanintra-curricularactivity.Sincetheprogramiscompulsoryallthestudentsarerequiredtojoinit.OneoftheschoolswhichhaveappliedthisprogramisSMANegeri8Malang.Thisschoolhasconductedthiskindofprogramsince1997.IntheEnglishconversationclassthestudentsmustspeakEnglish.UnfortunatelytheyarenotusedtospeakingEnglishintheirdailylife.Hencetheyhavesomedifficultiesindeliveringtheirideas.Tominimizetheproblemsthestudentsinventsomecommunicationstrategies.Thispresentstudyaimedatdescribingthestudentsproblemsinspeakingandthestrategiestheyusedtoovercometheproblems.Thesubjectsofthisstudywerestudentsoftheeleventhgradesincetheconversationclassiscompulsoryfortheeleventhgradeonly.ThedatawerecollectedthroughdirectobservationfieldnotesaquestionnaireandinterviewsconcerningthestudentsproblemsandstrategiesinspeakingEnglish.Thisstudyisadescriptivequalitativestudybecauseitdescribesfactsdealingwiththeprocessofsituationsandthecourseofeventshappeninginnaturalsettings.Thefindingsofstudyshowthattheproblemswhichoccuredintheconversationclasswerecausedbythreefactorslackofsupportlackofmotivationandpeerpressure.TheproblemsincludedworryingaboutothersresponsesusingIndonesiaratherthanEnglishhavinginadequateEnglishvocabularybeingunabletopronouncewellwhattheymeanfocusingmoreoncorrectfunctionandstructurebeingtimidorlessconfidentofspeakingEnglish.Ofalltheproblemslackofsupportwasconsideredasthemainreasonfortheirspeakingproblem.Lackofmotivationisthenextreasonandpeerpressureisthelastreasonfortheirspeakingproblems.iiiThefindingsshowthattocopewiththespeakingproblemsthestudentsemployedeightcommunicationstrategiesavoidingcommunicationadjustingthemessageparaphrasingusingapproximationcreatingnewwordsswitchingtothenativelanguageusingnon-linguisticresourcesandseekinghelp.Amongthesestrategiesswitchingtothenativelanguageandseekinghelpoccurredmostfrequentlyintheclass.Basedonthefindingsofthisstudytheresearchtheresearchersuggeststhatthestudentscanadoptandapplycommunicationstrategiesidentifiedinthisstudytohandletheirspeakingproblems.Fortheteacheritissuggestedthattheyhelpstudentstominimizetheirspeakingproblemsandintroduceotherstrategiestothestudentstoovercometheproblems.Thelastsuggestionisforotherresearchers.Itissuggestedthattheymakein-depthinvestigationaboutthestudentsproblemsandstrategiesindealingwiththeproblemswhicharenotmentionedinthisstudy.