MINI RESEARCH CONTEXTUAL ORAL LANGUAGE SKILLS

“ANALYZE THE DIFFICULTIES IN SPEAKING AND

LISTENING SKILLS OF UNDERGRADUATE STUDENTS OF
ENGLISH LITERTURE 18C AND HOW THEY SOLVE THE
DIFFICULTIES”

GROUP 3 :

1. AYU WARDANI
2. DWINA MUHARTANTI BR. SINAGA
3. KRISTIANI HUTAPEA
4. PUTRI ILSA LUBIS
5. SITI FATIMAH

ENGLISH EDUCATION
LANGUAGE AND ARTS FACULTY
STATE UNIVERSITY OF MEDAN
2018
 TABLE OF CONTENT

CHAPTER I
INTRODUCTION
..........................................................................................................................................................
2
1.1 Background of
study
..............................................................................................................................................
2
1.2 The aim of the
study
..............................................................................................................................................
4
1.3 Benefit of the study..............................................................................................................

CHAPTER II
THEORY
..........................................................................................................................................................
5
2.1 Description of the
problem
..............................................................................................................................................
5
2.2 Subject of the
problem
..............................................................................................................................................
6

CHAPTER III
METODHOLOGY
..........................................................................................................................................................
7
3.1 Research
methodology
..............................................................................................................................................
7
3.2 Step of the
study
 ..............................................................................................................................................
7
3.3 Technique collecting
data
..............................................................................................................................................
8

CHAPTER IV
FINDING AND DISCUSSION
..........................................................................................................................................................
9
4.1 Description
analysis
..............................................................................................................................................
10
4.2 Analysis based on the
data
..............................................................................................................................................
10

CHAPTER V
CONCLUSION
..........................................................................................................................................................
11
5.1 Conclusion
..............................................................................................................................................
11
5.2 Suggestion
..............................................................................................................................................
11
5.3 Reference
..............................................................................................................................................
12
 CHAPTER I
INTRODUCTION

1.1 BACKGROUND OF THE STUDY

In a country like Indonesia where English functions as a Foreign Language
(EFL), students’ exposure to English is mainly in the classroom. The students have
very few opportunities to use English outside the classroom. Therefore, Sawir (2005)
points out that 1.7 millions of Asian students, face serious learning difficulties and lack
of confidence in speaking English and taking a proactive role in classrooms. In
Indonesia, the aim of teaching English in Senior High School based on the 2006
School-Based curriculum is to help the students to understand and produce oral and
written texts in relation to four language skills (listening, reading, speaking, and 56
writing). Secondly, it aims to help students comprehend and produce various short
functional and monolog texts, and essay texts. The third aim is to help the students
have competences in linguistics (grammar, vocabulary, spelling, and written rules),
social culture (language expression based on the community context), and strategy
(problem solving in communication occurred).
Since both listening and speaking skills are important in the teaching of English
language skills, the teacher of English can integrate them. Liyong (2006) suggests to
integrate the listening and speaking skills, since they are interrelated in real
communication, one can not understand what others talk about without listening, and
speaking as well. Nation and Newton (2009) state the more the students get input from
listening, the richer the knowledge they acquire then the more fluent they become.
Hence, in order to be able to demonstrate comprehensible meaning, students need to
get relevant and 57 meaningful input from listening, so that they acquire not only full
understanding of the message being spoken, but also the model to communicate them
in the appropriate speaking contexts.
So the background in this research,many students have several difficulties in
listening and speaking, we as a reseachers will find out that difficulties and how they
solve the difficulties to improve their listening and speaking skills.

1.2 THE AIM OF THE STUDY

The purpose of this study was to know the difficulties of undergraduate students of
English literature 18 C and how they solve that difficulties.

1.3 BENEFIT OF THE STUDY

A. Students, so that more increase their skill in speaking and listening
B. Lecturers, in lectures always more add their strategy to solve the student’s
difficulties
 CHAPTER II
THEORY OF THE STUDY
This chapter discusses about theoretical description in this research which
cover review of speaking and listening skills, review of problem speaking and listening
skills.

A. Review on Speaking

2.1.1 The Definition of Speaking

Speaking is one of the four skills in English. It is used by everyone to communicate

something in daily life. The people could express idea, feeling, and thought orally. Brown
(2001: 257) said that speaking is literary to say things, express thought aloud, and uses
the voice. Bailey and Savage (1994:27) explained that speaking is a second or foreign
language in teaching and learning, which has goal in language context to improve
communication efficiency. Mastery speaking skill in English is a priority for many second
or foreign language learners. Speaking is a second or foreign language that has often been
viewed as he most demanding of the four skills.
Mackey (2007: 3) stated that speaking is oral expression that involves not only the use of
right patterns of rhythm and intonation but also right order to convey the right meaning.
Cooper (2010:88) explained that speaking is a productive skill because one carries out the
activity for using his speech organ successfully, while receptive skill because it needs
someone else to listen what has been said in order to react what has been heard before
successfully.
Based on the three theories can be concluded that speaking is productive skill as
second or foreign language that is used to express speakers‟ ideas, information, feeling
to others directly. In speaking, people must have ability to use the words with the correct
pronunciation, to design the correct grammar for the utterances, and to choose the diction
or choice of words.

2.2.1 Problem Faced by the Students in Learning Speaking

the students are usually faced by the problems during teaching learning process.
The first cause that makes the students difficult in speaking English is that the environment
does not support the students to speak English frequently. The environment here means
the people outside the class. Those people may think that the students just want to show
off when they speak English for daily conversation. The response that the students get
makes them loose their self-confidence to improve their speaking. Since the students do
not want to be rejected by the people around them, so they use their native language in
daily conversation. That makes the students unable to communicate in English fluently
outside the class.
 The second cause is problem with grammar. English always deals with reference
of time while Indonesian does not have one. Moreover, there are singular and plural forms
that the students have to distinguish and still many forms that have to be learned. Most
students are very easy to get confused with English grammar, while grammar is very
needed to form a right sentence. If the students do not have grammar mastery, of course
they will not be able to produce sentences that grammatically right. Realizing that the
grammar students have is very weak, so they feel embarrassed when they want to produce
English sentences orally.

B. Review on listening
2.3.2 Definition of Listening

Listening is more than simply hearing words. Listening includes an active process
by which students receive, construct meaning from, and respond t spoken and or
nonverbal messages (Emmert, 1994 as quoted in Gilakjani,2011). Listening, in other
words, is extremely an active process, but the activity happes in the mind. Listeners guess,
predict, infer, criticize and, above all, interpret (Wilson, 2009). Listening seems an
important part of the communication pocess and should not be separated from the other
language arts.
According to Howatt and Dakin (as cited in Saricoban, 999), listening is the ability
to identify and understand what others are saying. This process involves understanding a
speaker’s accent or pronunciation, speaker’s grammar and vocabulary, and
comprehension of meaning. An able listener is capable of doing these four things
simultaneously (Islam, 2012). Listening can be define as the activity of paying attention
to the spoken language of native speakers. The listener constructs meanings by using cues
from contextual information and from existing knowledge (Underwood, 1989, O’Malley;
Chamot and Kupper, 1989, and Mendelsohn, 1994, as cited in Islam, 2012).
Listening is considered very important in communicating with others. Miller (2003
as cited in Kavaliauskienė, 2008) mentions that more than forty percent of our daily
communication is spent on listening, thirty-five percent on speaking, about sixteen
percent on reading, and only nine percent on writing. It can be said that listening is the
most essential. Rost (as cited in Vandergrift, 2011) has defined listening as a process of
receiving what the speaker actually says, constructing and representing meaning,

2.4.2 Difficulties in Listening Skill

Listening is usually a hard skill to master by the students. The first reason is that
the students do not have the text in front of them to look at if they do not understand the
information. A second reason is the accent and intonation of the native English speaker.
In addition, each country has dialects and regional accents which can confuse the listener.
All of these make listening learning a major challenge and it is no surprise that the students
can find it difficult.
Ur (1996: 111), says that there are some students difficulties in learning listening: trouble
with sounds, have to understand every word, can’t understand fast and natural native
speech, need to hear things more than once, find it difficult to keep up, and get tired.
The other problem in learning listening is the students have no control over the
speed of what they are hearing and they cannot go back or rewind to listen again.
Although, in class the listening materials are recorded and can be played again or students
to listen again, it is usually under the control
 CHAPTER III
IMPLEMENTATION METHOD

3.1 Research Design

Research Design is all the processes that are in need in the Planner and the implementation
of the research, in the sense of narrow design research is the collection and analysis of data (Moh.
Nazir, 1988:99). While according to Moleong (2014:71) design are guidelines or procedures and
techniques in the planning of research that aims to build a useful strategy to build strategies that
produce research model.
This research uses descriptive research design. Descriptive research design is a research
design that describes the complete picture of the explanation aims to clarify regarding the
incident, by the way describes a variable associated with the problem to be studies.

3.2 Data and data sources

Data obtained in this study is the qualitative data. According to Moleong (2005:6),
qualitative data is research that intends to understand the phenomenon of what is experienced by
the subject for example behaviors, perceptions, motivations, actions, and others are holistic and
by means of the description in the form of words and language in a special natural context and by
utilizing a variety of natural methods. Data obtained by this study is to reveal how the
performance of teachers in the implementation of the curriculum 13 in particular on the SIT
MUTIARA ILMU
The Data obtained in this study is primary data. Primary Data is information obtained
directly through the object of study concerned or through the source directly. A source of data in
this research is to use instruments interview form provides questions about the formulation of the
problem that researchers raise to the source directly. The source of in question is the school
principal of SIT MUTIARA ILMU named Sir Muhammad Umar.

3.3 Data Collection Techniques

In this research, data collection technique the researcher is to interview directly the school
principal of SIT MUTIARA ILMU. This research also uses some tools instrument the interview
in the form of recordings, images, and notes. In this interview, we ask a few questions related to
the performance of teachers in implementing curriculum 2013 based on the view of the school
principal.

3.4 Analysis techniques data

Analisis data according to Effendi and Manning (Singarimbun 1989: 263) is the process
of simplifying data into a form that is more easily read and interpreted. The data analysis
technique used in this research is qualitative data analysis techniques. Techniques of qualitative
data analysis is an expression of the speaker based on experience and social interaction. The
qualitative Data itself can not be analysed in the form of numbers or figures. In this study the
qualitative data obtained in the form of interviews from direct sources and documentation in the
form of recordings, notes and images.
 CHAPTER IV
FINDING AND DISCUSSION

4.1 Description Analysis Based On the Data

Based on the data obtained from interviewing ten students from class education 18 C.
The difficulties in speaking and listening English is tending to be the same. Can be said like
this, because from the 10 students that being interviewed, they said their same difficulties in
speaking, it is they have problem with the lack of knowledge about the vocabulary. They said,
because they also know the minimum of vocabulary, it can cause they can’t speak English
fluently, they have to think it over about the good words that they want to speak. Then some
students, specifically five students said that they have difficulties in speaking because they
only have a little knowledge about grammatically and the structure of a sentence. Then the
other finding about the difficulties in speaking is about the confident, there is one student said
sometimes she lost her courage to speaking English because she afraid that what she’s going
to talk is appropriate or good enough in terms of words and grammar. Then some students are
also said that they always got nervous when speaking in front of many people using English
language, because by the nervous they becoming forget about what they want to say.
They are not only finding the difficulties in speaking English; they also find the
difficulties listening in English. From the ten students that being interviewed, only two
difficulties were mentioned by them, there are, they don’t understand when someone speaking
in English too fast, and they can’t clearly understand when someone speaking in English with
the accent that we rarely hear. The example is when they listening to the native speaker. so,
because they have the difficulties in speaking and listening in English, surely they also have
their own way how to solve their difficulties. There is variety way that they said, some people
said that they often to listening to English song, often to watching movies without using
subtitle, changing their phone language into English, often to get a conversation using English
with some friends, and also just confident to speaking English language without thinking if
what is said is already correct or not. it can be concluded that they always keep practicing
their skills in speaking and listening English language especially practicing what is their
weakness.
 BAB V
CONCLUTION AND SUGGESTION

5.1 CONCLUTION
Many students equate being able to speak a language as knowing the language and
therefore view learning the language as learning how to speak the language, or as Nunan
(1991) wrote, "success is measured in terms of the ability to carry out a conversation in the
(target) language." Therefore, if students do not learn how to speak or do not get any
opportunity to speak in the language classroom they may soon get de-motivated and lose
interest in learning. On the other hand, if the right activities are taught in the right way,
speaking in class can be a lot of fun, raising general learner motivation and making the
English language classroom a fun and dynamic place to be.
These are just some of the problems that teachers with large classes face when
teaching speaking activities in the classroom. These problems are not new nor are the
solutions offered above. Teachers all over the world continue to face the same hurdles, but
any teacher who has overcome these difficulties and now has a large class of energetic
students talking and working in English in groups together will tell you it is worth all the
trial and error and effort at the outset. . From the ten students that being interviewed, only
two difficulties were mentioned by them, there are, they don’t understand when someone
speaking in English too fast, and they can’t clearly understand when someone speaking in
English with the accent that we rarely hear. The example is when they listening to the native
speaker
So, because they have the difficulties in speaking and listening in English, surely they
also have their own way how to solve their difficulties. There is variety way that they said,
some people said that they often to listening to English song, often to watching movies
without using subtitle, changing their phone language into English, often to get a conversation
using English with some friends, and also just confident to speaking English language without
thinking if what is said is already correct or not. it can be concluded that they always keep
practicing their skills in speaking and listening English language especially practicing what
is their weakness.
Another way to encourage students to speak in English is simply to speak in English
yourself as much as possible in class. If you are shy about speaking in English, how can you
expect your students to overcome their fears about speaking English? Don't worry if you are
not completely fluent or don't have that elusive perfect native accent, as Swain (1985) wrote
"We learn to speak by speaking" and that goes for teachers as well as students. The more
you practise the more you will improve your own oral skills as well as help your students
improve theirs.
5.2 SUGGESTION
1. Students should increase their reading interest so that the students can add their
vocabulary
2. Students should practice their selves in practicing english,listening and also
speaking exercise
3. Students also expected to see and search information from various sources to train
their own ability in speaking and listening skill

5.3 REFERENCES
1. http://www.infodanpengertian.com/2018/07/pengertian-kuesioner-menurut-para-ahli.html
2. https://www.idpengertian.com/pengertian-penelitian-kualitatif-dan-kuantitatif/
3. Celce-Murcia. M. (2001). Teaching English as a Second or Foreign Language (3rd ed).
USA: Heinle&Heinle.
4. Long M.H & Richards, J.C. (1987). Methodology in TESOL. USA: Heinle&Heinle.
5. Nunan. D. (1991) Language Teaching Methodology. UK: Prentice Hall International
(Chapter two & three)
6. Tanner .R. & Green.C.(1998) Tasks for teacher education. UK. Addisson Wesley
Longman. Ltd.
Fiona Lawtie, ELT teacher, British Council, Caracas