LEARNING SPEAKING ENGLISH DIFFICULTIES FACED BY EIGHT-GRADE STUDENTS OF SMPN 1 GONDANG MOJOKERTO
| Main Author: | Lestari, Denok Dwi |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2017
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/35804/1/jiptummpp-gdl-denokdwile-48883-1-pendahul-n.pdf http://eprints.umm.ac.id/35804/2/jiptummpp-gdl-denokdwile-48883-2-chapteri.pdf http://eprints.umm.ac.id/35804/3/jiptummpp-gdl-denokdwile-48883-3-chapter-i.pdf http://eprints.umm.ac.id/35804/4/jiptummpp-gdl-denokdwile-48883-4-chapter-i.pdf http://eprints.umm.ac.id/35804/ |
Daftar Isi:
- As an international language, English has three functions: as a social economic development, as politic development and as education development Hariyanti (2006). So, Indonesian people must have English skills to run the functions. Unfortunately, Indonesian get difficulty in their speaking skill because most of them get English only in formal institutions not in daily life, so there is little chance for them to implement in daily life. This study was about identifying the difficulties in speaking English and the solutions given by the teacher. The purposes of this study were to investigate the difficulties of speaking English faced by the eight-grade students of SMPN 1 Gondang Mojokerto and the teacherÂ’s solutions to the difficulties of speaking English faced by the eight-grade students of SMPN Gondang Mojokerto. The design of this study was descriptive qualitative because the data in the form of words were composed in descriptive sentences and did not use statistical analysis on the data. The data were obtained from interview and observation. The result of this study showed that it there were found linguistic difficulties included vocabulary, grammar and pronunciation difficulties. Meanwhile, non-linguistic difficulties included difficulties in motivation and seldom reading, inhibition and nothing to say. To solve the difficulty related to vocabularies, the teacher were conducted three actions to solve studentsÂ’ lack of vocaabularies. First, the teacher gave new words to be remembered and memorized by students. Second, the teacher had students look up the dictionary. Third, the teacher gave students chance to ask their friends. Related to difficulty in grammar, the teacher gave correction to the mistakes and discussed in the end of lesson. The teacher gave solution to studentsÂ’ difficulty in pronouncing the words by directly correcting inappropriate pronunciation of the students. The teacher sometimes offered students to choose what activity to be done or theme to be learnt at the time of speaking class to make them motivated. Related to reading habit, the teacher just advises the students to read more. Related to inhibition, the teacher just motivated and supported the students not to be afraid of being mistaken in speaking. The teacher solved the studentsÂ’s difficulty related to nothing to say by giving some questions to attract the studentsÂ’ attention to participate to speak.