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S1 1301021033 2019 Skripsi
S1 1301021033 2019 Skripsi
A THESIS
Presented in Partial Fulfillment of the Requirements
For the Degree of Sarjana Pendidikan in English Education
BY :
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STATEMENT OF AUTHORSHIP
I declare that this thesis does not contain any materials which has been accepted for
the award of any other degree or diploma and any university; nor does it contain
any material previously published or written by any other person, except where due
The Writer
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MOTTO
Life is unexpected mystery. One does not know what is going to happened even a
Those who ever Allah guide there is none to misguide and those who ever Allah
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DEDICATION
My Grandpas Lagani Leky and Grandmas Masita Gorang and Fatimah Leky;
My Uncles : Nasrudin Anas, Lajamudin Leky, Suhardi Anas, Ridwan U Leky, Ruslan
Anas, Subadra U Leky, Suparto Anas, Abdullah Rahman Saleh, Abdullah Anas;
My beloved brother and sisters : Ardian S Leky, Halimah S Leky and Roizah S Leky;
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ACKNOWLEDGEMENT
All Praise and grateful to Allah who gave the writer mercy and blessings so by
that mercy and blessings the writer can successfully wrote this thesis. The writer
acknowledges that he is powerless in writing this thesis except by the help others.
Therefore, he would like to delivered his gratitude to following parties for supporting
1. Santri Djahimo, S.Pd., M.App. Ling., Ph.D as the writer’s first supervisor for
2. Drs. John Bhae, M.Ed as the writer’s second supervisor for all the supervises
3. Drs. Johnson Wem Haan, Ma., Ph.D as The Head of English Education
Department for his attentions and cares during the writer’s study;
4. Drs. Agus Semiun as the writer’s academic supervisor and Dr. Laurens Kian
Bera, MA as former academic supervisor for all their valuable advices and
7. His beloved parents Mr. Syahbudin Leky and Mrs. Kamsi Anas for their love,
prayer, care, guidance, supports and all uncountable good things they have
given;
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8. All his colleges especially his beloved classmates for all their helps and
9. His brother Ardian Leky and his sisters Halimah Leky and Roizah Leky for all
The writer realized that to reach its perfectness, this writing requires any critics
and suggestions from all parties for the improvement of this writing. Any good critics
and suggestions will also be wholeheartedly appreciated by the writer for the good of
The Writer
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ABSTRACT
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TABLE OF CONTENT
COVER ............................................................................................................. i
MOTTO ............................................................................................................ v
DEDICATION .................................................................................................. vi
ABSTRACT ...................................................................................................... ix
CHAPTER I INTRODUCTION
x
2.2 Other Studies on English Usage Outside the Classroom ...................... 10
2.3 The Role of English .............................................................................. 11
2.4 Definition of Speaking and Speaking Skill .......................................... 12
2.5 Components of Speaking Skill ............................................................. 13
2.6 Types of Speaking ................................................................................ 15
2.7 Function of Speaking Skill ................................................................... 16
2.8 Some Varieties of Speaking Activity ................................................... 17
2.9 The Scope of English Speaking Skill ................................................... 18
2.10 Effective Ways to Improve English Speaking Skill ............................. 23
2.11 Hypothesis ............................................................................................ 26
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4.2.4 The Partnership Domination of Speaking English Outside
Classroom ................................................................................... 72
4.2.5 Why Speak English Outside Classroom? ................................... 74
4.2.6 Do the Students Agree to Use English Outside Classroom? ...... 76
BIBLIOGRAPHY ............................................................................................ 80
APPENDICES .................................................................................................. 82
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TABLE OF TABLES
xiii
TABLE OF FIGURES
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CHAPTER I
INTRODUCTION
1.1 Background
English is the international language taught in almost every school in the world
communication across countries. Since it taught in almost every school in the world,
English has four major skills; listening, reading, writing, and speaking. One of the most
important skills in learning English is speaking skill. Learners are required to have at
pronunciation between their native language (mother tongue) and English will find
speaking skill difficult to be improved. On the other hand, for those who have
similarities in pronunciation between their native language and English will be easier
Java language, the Javanese will have some difficulties in pronouncing certain words
in Timor language even in Bahasa Indonesia. The word “Sabu” that means the name
of one of the islands in Timor (Sabu) will be heard as “Sapu” means the broom if the
word pronounced by the Javanese. For the Timor people on the contrary will be easier
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and precisely pronounce words in Bahasa Indonesia. This is the example of how our
There are some reasons why most of the English learners find some difficulties
in improving their speaking skill. The fact that there are so many varieties of local
dialect or mother tongue in Indonesia is one of them. The other fact that makes the
structural and grammatical rule in every language. These leads to the differentiations
In improving the speaking skill, students are free to choose any appropriate
strategy. Listening to any English song, take private English learning, buy some
additional English books, even go to the western country are the strategies usually used
by most of the English learners so far in writer’s experience. But there is one strategy
that usually skipped by the English students is by using English outside the classroom.
speaking skill has to be regularly practiced in an effective way. So far, the use of
English outside the classroom seems to be the appropriate and effective way. The use
of English outside classroom is an activity that gives the students room where they can
have any kind of English conversation in any kind of situation so that they can practice
their speaking ability. In this case, the writer is interested to conduct a study about the
use of English outside the classroom in order to practice and improve speaking ability
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1.2 Research Questions
Research questions are the most crucial part in conducting a research. This part
contains list of searched questions. There are four research questions in this study as
the following:
1.3 Purposes
research. The purpose of doing a research is related to what researcher wants to reveal
Sugiyono (2017), stated that 3 (three) purposes of research in general are for
invention, for verification, and for development. Invention means that the data collected
form the research is really new and never known before. Verification means that the
data collected form the research is used for verification to any doubt on a particular
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information and knowledge. Development means that the research is purposed to
This study is conducted to figure out how the English Department students of
Nusa Cendana University use English when they are outside the classroom. The
Julianto (2013): The scope is going to tell a person exactly what is being
discussed in the paper. Scope describes how much of a topic the thesis covers. It may
• Regarding Area
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The scope is also limited to what is being addressed and what is not, so
This study is focused on the use of English especially on speaking outside the
classroom by the English department students of Nusa Cendana University. The writer
will focus on how the English department students of Nusa Cendana University apply
English outside the classroom in such a way to practice their speaking ability. Having
small talk, conversation, even discussion with their friends and lecturers are the
In this study the writer also discussed about the frequency of English usage by
the research sample. How much the English department students use English in their
activities mentioned above to improve their speaking ability. The other focus on this
study is about how the English department students select their partner in using English
“Because of the limitation of energy, cost, and time and so that the results of
the study are more focused, a researcher will not study towards the whole in the object
of a research”, Sugiyono (2017). In order to make this study more focus on the research
purpose, the writer made some limitation on this study. First, not all the student’s
activities were studied. The focus was only the activities that require the students to
speak. Second, this study only focused on the student’s partner who they speak to using
English. The students’ partner at least could facilitate them in using English so that
their conversation would be in English. The third limitation is not all the students’
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conversation were studied on this research but only the conversation including English
will.
In writing this thesis the writer used many terms that might be difficult for the
readers to understand. The writer also used some abbreviations in writing this thesis.
Here the writer provides the definition of the terms used in this thesis. The writer also
Indonesia.
and education
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CHAPTER I INTRODUCTION
In this chapter the writer explains about the background of the study. The
writer tells about the scientific reason of conducting the study, a list of research
questions, scientific purposes of conducting the study, and a brief preview about how
this thesis will be written. This chapter includes four sub-chapters, those include
This chapter contained theoretical framework of the study where the writer
discussed several theories covering the study. This chapter has some sub-chapters
depends on the complexity of the research. As its title, this chapter contained the
This chapter contained the detail methodology used in conducting the study.
The details about how the research sample is chosen, how to collect the data, how to
use an effective research instrument, and how to analyze that data. This chapter
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contained some sub-chapters including research design, population and sample, data
This chapter contained the details of data collection result, data analysis, data
analysis result as the findings of this study and discussion about the research result. It
has two sub-chapters including findings and discussion. The first sub-chapter provided
details of data collection result and data analysis result. The second sub-chapter
discussed about the result of the whole study regarding to the answers of the research
questions.
This chapter contained some conclusions and suggestions related to the result
of this study.
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CHAPTER II
LITERATURE REVIEW
researcher uses the term “Out-of-class English language learning” in referring to the
use of English outside the classroom. Both “English usage outside the classroom and
learning that takes place outside the classroom and classified out-of-class learning into
three categories: (a) self-instruction (i.e., students’ locating resources to help them
improve the target language), (b) naturalistic language learning (i.e., students’ learning
to communicate and interact with the target language group unintentionally), and (c)
The use of English outside the classroom will provides opportunity for the
English learners to apply their English skill especially speaking ability in the real
learning activity that is more effective among many learning activities used by English
learners as a strategy.
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Ferdous (2013: 8) explained the benefit of learning beyond the classroom as
follows:
Many researches have been done regarding to the use of English outside the
classroom. It is stated by Mane Sargsyan and Anna Kurghinyan (2016) that the study
done by Grau (2009), aimed to investigate and compare how German High school
students use English outside their classroom and then in the classroom. The results
showed that German students use English much during their free time outside the
classroom. There was also statistically significant difference between boys and girls.
Boys prefer more playing computer games while girls watch English programs and
listen to music. The findings also indicate that teachers’ and learners’ opinion about
found that majority of the students opined that English conversation had less
contribution to develop their writing skill rather enriched their speaking skill along with
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sentence making capability and mostly used grammatical structures, which is required
The studies above show us that many researchers have put their attention on
the use of English outside the classroom. There are also lots of advantages from
opined that English conversation had less contribution to develop their writing skill
rather enriched their speaking skill along with sentence making capability and mostly
used grammatical structures. As a teacher the writer can argue that we should put our
attention on how students realize about English usage outside the classroom as the
very important role in the world. As stated by Firmus Mo’a Passar (2002) that it can’t
be denied that the role of English as an international language become so important and
even it is a requirement for those who want to be success. It is a fact that every formal
education starts from elementary school to higher education employ English as one of
the subjects.
important language in the world as we know the fact that almost every school in the
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world employs English as one of the important subjects that must be taught in that
school. Indonesia for example, junior high school and senior high school in Indonesia
employ English as the national examination course. Even some elementary school in
at least understand English before they can spoke it. But for the faculty of teacher
understand a language (English) is not enough yet to prepare all the skills and
speaking.
“speaking is the ability to speak fluently and presupposes not only knowledge of
language features, but also the ability to process information and language on the spot”.
Zyoud, (Chaney 1998 : 13), “speaking is the process of building and sharing meaning
Stage Students, stated that Burns & Joyce (1997) defined speaking as an interactive
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process of constructing meaning that involves producing, receiving and processing
information. Its form and meaning are dependent on the context in which it occurs,
including the participants themselves, the physical environment, and the purposes for
speaking.
From the definitions above, the writer can conclude that speaking is the
activity of producing ideas and thoughts in mind by transform them into the oral form
or spoken language while speaking skill can be defined as the ability to do the speaking
accordance with the language features including structural and grammatical rule.
1. Pronunciation
and sentences that can be produced by a speaker were depend on how good
English learners is depends on the mother tongue. Since the way mother
tongue works is influenced and formed by the learners’ native language, the
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Pronunciation also determines whether the listener able to catch the
words produced by the speaker or not. Sulaiman (2016) stated that to make
2. Grammar
related to how a speaker can produce a good sentence. Hornby (in Sulaiman,
2016) stated that grammar is the rules in a language for changing the form
3. Vocabulary
4. Fluency
5. Comprehension
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topic. Rukun also stated in other words that comprehensibility determines
how well the speaker interprets and responds the massage received.
speaking, and non-interactive speaking. Vilagran (2008 : 3) given the examples of those
a) Interactive Speaking :
• Face-to-face conversations,
• Telephone calls,
conversation partner.
• Giving a speech to the live audience, where the convention is that the
c) Non-interactive Speaking :
• Performing in a play,
• Reciting a poem,
• Singing.
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In addition, the interactive speaking also covers the activity such as discussion,
Brown and Yulie (in Armashita 2017 : 12) divided function of speaking into
speaking as transactions.
1. Talk as interaction
social function. When people met, they exchange greetings, engage in small
speaking and chit chat, recount recent experiences because they wish to be
focus is more on the speaker and how they wish to presents themselves to each
other.
2. Talk as performance
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3. Speaking as transaction.
The speaking activity has some varieties classified based on the its topics, time
spend, participants and procedures as the indicators that most determine which type
a short time. For instance, when someone is asking for time and address to
situation and usually involves two people. The topics or what are being
talked in this speaking activity are more specific and not complex. This is
2.6.3 Conversation
speaking activity sometimes takes a bit long but sometimes takes a very
long duration because the topic or what is being talked in this activity is free
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2.6.4 Discussion Group
happens in a forum, and usually takes a long time. The topic or what is being
talked in this speaking activity is more systematics. When the people that
involved in this speaking activity have finished one topic, they move to
2.6.5 Debate
Debate is the speaking activity in which people are oppose each other
and usually takes a long time. The topic for this speaking activity is
systematics. The participants must follow its procedures and try not to run
The kind of speaking activity that usually involves only one person
in the front of some people and the length of the activity is based on the
Theoretically, English skill is divided into two kinds; receptive skill including
reading and listening, and productive skill including speaking and writing. Receptive
skill refers to the absorption process of data or information into the brain (decoding
process). In practicing the receptive skill students just need to be passive and receive
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the data or information they are learning. In the other side productive skill refers to the
ability of producing a language from the brain whether in oral form or written form.
important competences that need to be improved since they are performed at the
meaning.
framework for communicative competence in their 1980 paper and listed these
language use in different social contexts. The ability to create lengthy texts and
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competence refers to an individual’s strategies that they employ to successfully
communicate.
participation.
biography, where they live, their jobs, their likes and dislikes.
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Furthermore, speaking genres overlap with language functions explained
at the same time along with speaking competences. This is the theory that leads
to the fact that almost every new language learner around the world is easier to
understand a new language rather than to speak that new language. Almost all
new language learners do not find too much difficulties to apprehend the language
but they struggle a lot to speak the language even done a lot of mistakes in
speaking.
into four types; (1) error (2) mistake (3) lapse (4) careless slip. Error is defined
consistently gets it wrong. Mistake is defined as errors that deviate from the
linguistic form that students have learned. Purwoko (Johnson, 1988) stated that
skills into expression that is appropriate with the linguistic form that is demanded
by the target language even though they have previously learned. Lapse is
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fatigue. Careless slip is related to the students’ attitude especially when they did
Hyland (2004), found out that many students and teachers use English outside the
classroom mainly for listening and reading but not for speaking. The most likely
reason why EFL learners do not use English for speaking is that they are afraid
of making mistakes while speaking and using the language incorrectly (Hyland,
2004). Sargsyan and Kurghinyan (Barker 2004), also agreed that for many
vocabulary refers to the meaning from the concept of a word while grammar
refers to the rule for combining the words. Those three components will run
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together at one time when the students speak as one activity. The stages of that
The most difficult stages in the speaking procedures above are stage 3
and stage 4 as they will determine whether the listener understand what is being
spoken or not. Students have to avoid of making any mistakes in those stages as
they may cause any misunderstanding between the speaker and the listener.
role. Those who are risk-takers, unafraid of making mistakes will generally be more
talkative. By doing any errors in speaking, students can learn how to fix them. But for
the shy students may take a long time to speak confidently because they are afraid of
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Participants of the research done by Hyland (2004), suggested different kind
of activities like reading newspapers and magazines, writing emails or speaking with
However, students have their own way or technique to develop and improve
speaking skill. In improving the speaking skill, there are many ways that can be used
by the students depend on what way they prefer to use. Many students choose to take
private and some other even choose to go to the western country just in purpose to
improve their speaking skill. This fact shows that learning English in school is not
enough yet for students to have a good speaking skill. Students are demanded to be
more creative and smarter in choosing the way or technique that they think effective
Efendi jbi (2015) in Learning English Online Blog, states two from eight
effective way of how to learn English effectively. The first way is Trying, and the
second one is Beyond Class Activities. According to Efendi, learning English is like
learning to ride a bicycle or learning to drive a car. We can’t just read and understand
the manual book but we have to try to do it. Efendi also states that students have very
limited time in learning English in the classroom. Usually they have only four hours of
class from 24 hours a day. To be more effective in learning English, students have to
create extra time outside the classroom to practice it in any ways whether through
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Anonym in Hellenic American Union blog spot listed 15 ways to improve
students’ English outside the classroom and five of them are follow:
1. Agree with friends to speak only English at specific times, such as after the
3. Visit art exhibitions or participate in other art events that are offered in English,
the mirror, for example. Imagine that you are introducing yourself,
role-play.
5. Practice your pronunciation by reading out loud. It’s a good idea to be together
with someone who knows English and can correct you. Also, you record
yourself and notice the way you speak. Set yourself specific goals, such as
language especially in speaking skill we must practice, practice, and practice. Most of
the students can easily understand a language but hard to speak it. To solve the problem,
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the use of English outside the classroom is one of the most effective way to practice
2.11 Hypothesis
The rightness and the validity of the hypothesis can be divided into three level:
1. Right;
2. Partially right; or
3. Wrong.
The writer’s hypothesis for this study is that the level of English usage on
University is very low, the usage frequency is only rarely, the topics dominations are
only Quick Question and Respond and Greetings, the partnership domination is only
college. However, the main purpose the English Department Students of Nusa Cendana
University speak English outside the classroom is for practicing their speaking ability.
This means that very few students of English Department of Nusa Cendana University
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CHAPTER III
RESEARCH METHODOLOGY
conduct the study including the research setting, population and sample, research
instrument, data collection technique, and data analysis technique. Research design
containing some important and particular information about the study. It relates to the
way the researcher collects the information that will be used to answer the questions
Sugiyono (2017:3) defined research design as the scientific way to get the data
with the specific purpose and usage. There are four key words in the Sugiyono’s
definition; scientific way, data, purpose, and usage. Scientific way means the research
There are two models of research design in general; quantitative research and
defined as the research method based on positivism philosophy, used to study certain
population or sample where the sampling technique is performed in random way, the
data collection by using research instrument, and the data analysis by using quantitative
model / statistic model with the purpose of this kind of research is to test the hypothesis
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Sugiyono (2017), also divided the type of research according to its level of
research as a form of research that aimed to describe the phenomena that exist, whether
Based on the general research model explained above, this study applied
descriptive quantitative model in which the writer described the phenomena about the
use of English outside the classroom quantitatively so that the output of this study was
in percentage form. This study also used descriptive approach where the writer
described how English department students of Nusa Cendana University use English
consist of the objects or subjects that become a certain quantity and characteristics
Nawawi (1985: 141) stated that, "the population is the totality of all possible values,
that can be studied in a research. Population is the whole object of the study while
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The research population for this study comprised all the students of English
department of UNDANA University and the students in third semester of class A were
Sugiyono (2017) stated that there are two main factors determining the quality of the
research result; the research instrument quality and data collection quality. Research
instrument quality related to the validity and reliability of the research instrument while
data collection quality related to the accuracy of the methods used in collecting the
data.
To collect the data in this study, the writer used questionnaire technique where
some sets of questions were given by the writer to the students in the form of
questionnaire. All the research questions guiding the study were extracted into the
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3.4 Research Instrument
researcher in collecting the data. Generally, there are two different kinds of research
instrument based on the types of the research. Sugiyono (2017:133) stated that in
quantitative research, the researcher uses the research instrument while in qualitative-
naturalistic research, the researcher is the research instrument because in the qualitative
The research instruments are not only used in collecting the data but also used
in analyzing the data. Research instrument must be strong and effective in order to
ensure the validity and reliability of the whole information that going to be studied and
consider the effectiveness of the instrument where it is determined by the research type.
Since the type of this research is descriptive-quantitative research, then the writer used
needs to create instrument development matrix. Sugiyono (2017:149) stated that the
starting point of the matrix development is the research variables that have been set.
The operational definition of those variables will be given to determine the indicators
that will be studied during the research in the form of research questions.
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Table 1 : Instrument Development Matrix, Sugiyono (2017:150-152).
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The language used in chatting
online with other people via voice
mail
The language used in oral
conversation with lecturers
The language used in oral
Conversation
conversation with college friends
The language used in oral
conversation with other people
The language used in small talk
with lecturers
The language used in small talk
Small talk
with college friends
The language used in small talk
with other people
The language used in debating any
arguments with lecturers
The language used in debating any
Debating
arguments with college friends
The language used in debating any
arguments with other people
The language used in delivering a
Public Speech
public speech
The language used in singing an
Singing
English song.
Students’ knowledge about
English usage outside the
Knowledge classroom as an effective way to
Improve
improve student’s speaking
students’
2 ability.
speaking
Students’ agreement to use
ability
English outside the classroom as
Agreement
the way to improve speaking
ability.
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The students’ purposes / aims /
Purposes goals / of speaking English outside
the classroom
Questionnaire Forms
instrument development matrix on the previous page was then being broken down into
questionnaire form. The methodology to create research questionnaire for this study
was employed from Sugiyono (2017 : 149-159). The questionnaire contains the list of
questions that will be answered by the respondent. There were three models of
1. Form 1: contains general questions about what language the students use in
The score interval for this form used Likert Scale where from the scale of
Always to Never the score interval was 5 to 1, Sugiyono (2017 : 134-135). The
interval score of scales for this study were 5 for Always, 4 for Often, 3 for
In this form, students were asked to give the scores in the scale of always
with 5, often with 4, sometimes with 3, rarely with 2, and never with 1 in order to
know what language they use and how often they use that language in a particular
condition.
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Table 2 : Form 1 Research Questionnaire
Languages
No Questions Bahasa Kupang
English
Indonesia Malay
1 What language do you usually use in asking
a simple question to your lecturers?
2 What language do you usually use in
responding a question from your lecturers if
the question is asked in English?
3 What language do you usually use in asking
a simple question to your colleges?
4 What language do you usually use in
responding a question from your colleges if
the question is asked in English?
5 What language do you usually use in asking
a simple question to other people?
6 What language do you usually use in
responding a question from other people if
the question is asked in English?
7 What language do you usually use to
greeting your lecturers?
8 What language do you usually use to
greeting your colleges?
9 What language do you usually use to
greeting other people?
10 What language do you usually use to do
homework in discussion group with your
colleges?
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11 What language do you usually use to
discuss certain topic with your lecturer
outside classroom?
12 What language do you usually use in
chatting online with your lecturers via voice
mail?
13 What language do you usually use in
chatting online with your colleges via voice
mail?
14 What language do you usually use in
chatting online with other people via voice
mail?
15 What language do you usually use in oral
conversation with your lecturers outside
classroom?
16 What language do you usually use in oral
conversation with your colleges outside
classroom?
17 What language do you usually use in oral
conversation with other people?
18 What language do you usually use in small
talk with your lecturers outside classroom?
19 What language do you usually use in small
talk with your colleges outside classroom?
20 What language do you usually use in small
talk with other people?
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21 What language do you usually use in
debating any arguments with your lecturers
outside classroom?
22 What language do you usually use in
debating any arguments with your colleges
outside classroom?
23 What language do you usually use in
debating any arguments with other people?
24 What language do you usually use in
delivering a public speech?
25 What language do you usually use in
singing some songs?
2. Form 2: contained some specific statements about how the students use English in
speaking outside the classroom covering its frequency of usage in the scale of
always to never, the topic domination of their English usage outside the classroom,
The scoring methodology for this form also used Likert Scale method where
the students were asked to give check (√) in the given data interval in order to
represent how often they use English in a specific condition, the topic domination,
and interlocutor domination. Scores were given to each scale to get the weight that
can be measured in the data analysis. From the interval of 5 to 1, 5 was given to
134-137)
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Table 3 : Form 2 Research Questionnaire
Frequency
No Questions Some
Never Rarely Often Always
times
1 2 3 4 5
I use English when asking a
simple question to my lecturers
I use English when responding
a question from my lecturers if
the question is asked in English
I use English when asking a
simple question to my colleges
I use English when responding
a question from my colleges if
the question is asked in English
1 I use English when asking a
simple question to other people
I use English when responding
a question from other people if
the question is asked in English
I use English to greeting my
lecturers
I use English to greeting my
colleges
I use English to greeting other
people
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I use English to do homework
in discussion group with my
colleges
I use English to discuss certain
topic with my lecturer outside
classroom?
2
I use English in chatting online
with my lecturers via voice mail
I use English in chatting online
with my colleges via voice mail
I use English in chatting online
with other people via voice mail
I use English in oral
conversation with my lecturers
outside classroom
I use English in oral
3
conversation with my colleges
outside classroom
I use English in oral
conversation with other people
I use English in small talk with
my lecturers outside classroom
I use English in small talk with
4
my colleges outside classroom
I use English in small talk with
other people
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I use English in debating any
arguments with my lecturers
outside classroom
I use English in debating any
5 arguments with my colleges
outside classroom
I use English in debating any
arguments with other people
outside classroom
I use English when delivering a
6
public speech
I use English when singing
7
some songs
the benefits of using English outside the classroom, students’ agreements to use
English outside classroom, and students’ purposes / aims / goals of using English
outside classroom.
The scoring methodology for this form was used Rating Scale by Sugiyono
(2017 : 141-144) where the students were asked to circle the given scores in the
data interval of Yes with 4 score to No with 1 score. The scores that the students
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Table 4 : Form 3 Research Questionnaire
No Questions Scale
how a researcher changes the data into the information that going to be published
through a research. The information then become the answer of the research questions.
40
The quantitative research uses statistics as the data analysis technique. There
are two types of statistic usually used in quantitative research; descriptive
statistic and inferential statistic. The descriptive statistic used just to describe
the research sample without generalizing the conclusion to the research
population while the inferential statistic used to describe the research sample
in purpose to generalize the information to the research population, Sugiyono
(2017:207-208).
In this study, the writer used quantitative methodology as the data analysis
technique. Since three forms of research instrument were used in this study, the data
analysis was also in three stages based on its instruments. First stage analysis analyzed
the data collected using the first research instrument (form 1). It was aimed to produce
comparison with other languages including Bahasa Indonesia and Kupang Malay.
Second stage analysis analyzed the data collected using the second research instrument
Third stage analysis has analyzed the data collected using the third research
instrument (form 3). It was aimed to produce information related to how students use
English outside the classroom as an effective strategy to improve speaking ability. The
41
➢ students’ agreement of using English outside classroom as a speaking ability
improvement strategy,
This form is analyzed using Likert Scale method where the measurement was
done by calculating the scores given by the respondents to the data interval. The data
interval in form 1 used the scale of always to never while the scores were given from
(5) for always, (4) for often, (3) for sometimes, (2) for rarely, (1) for never. The highest
score in this form was ‘5’. In calculating the level of usage in percentage form, the
highest score was set as the expected result, Sugiyono (2017 : 135).
respondents in this study was 35 respondents, the calculation formula was as follows:
ES = 5 x 25 x 35 = 4375
UL = … %
42
Form 2 Data Analysis
Data analysis for this form applied the same methodology as used in form 1
but three kinds of searched information were resulted from this analysis. First
information was the answer of the second research question related to the frequency of
English usage, the second information was the answer of the third research question
related to the topic domination and third information is the answer of fourth research
English usage.
The analysis in this form was used Likert Scale methodology which by
calculate the scores given to the scales. To analyze the usage frequency using Likert
As in the research instrument, students were asked to give check (√) on the
the questionnaire with 5 as the highest score, then for 35 respondents, the
Total Scores
Usage Frequency (UF) = x 100%
ES
UF = … %
43
The result of the calculation using the formula was translated qualitatively in
UF
❖ Topic Domination
Topic domination analysis also done by calculating scores that given on every
statement in the questionnaire. The total score for every topic is resulted from
the total scores given on its questionnaire statements. Each topic represented by
abbreviation; QQR for Quick Question and Respond, Gr for Greetings, Disc for
Talk and Deb for Debating. The formula to get the expected score for 35
44
The Expected score for ST = 15 x 35 = 525
TD = …%
This analysis was for resulting the information related to the question to who
the students usually speak English with. There are three kinds of interlocutor
friends, and other people. Each interlocutor was represented by its abbreviation;
People. Scores has been given in the scale of Always with “5” to Never with
“1” to indicate how much the students speak English to certain interlocutor.
The expected score by Likert Scale was resulted from the highest score
45
The formula to get the result of interlocutor domination by Likert Scale
was as follows:
ID = …%
This analysis was aimed to figure out students’ acknowledgement in accordance to the
and purposes of English beyond classroom. There are four questions given in the
research instrument. Students are asked to give score in the scale of Yes with 4 to No
with 1.
The scaling methodology for this form was by using Rating Scale method. By
the amount of respondent is 35, the expected score (ES) for each question is 4 x 35 =
140. To figure out the result, the total scores of each question was put in the data
140 105 70 35
46
3.6 Research Schedule
It is important for a researcher to put all the research plan into a schedule to
make sure the study is done on target and to result a valid and reliable information. As
the scientific activity, a research must be conducted by design and setting especially
the timing.
This study took three months. First month was the starting progress including
proposal design and proposal writing. Second month was the month in which the data
collection is conducted. The data analysis was conducted in third month. In this month,
all the findings from the research was being fixed and put in the thesis. The detail
schedule is as follows :
47
CHAPTER IV
4.1 Findings
The research questions are the benchmark of the data analysis. The data was
analyzed based on the research questions to figure out the answer that going to be
gathered on this study. There were three types of questionnaire forms to be analyzed
on this study. The writer named them as form one, form 2, and form 3. Each form was
analyzed based on the research questions guiding the study. Since this study was used
descriptive quantitative methodology, the data analysis was done quantitively which
Form one data analysis was aimed to answer the first research question. The
data analysis for this form was to figure out the level of English usage outside the
language, scores have been given by the respondents for each language. For 35
respondents, the total scores that they have given was listed in the table below.
Language Domination
Students’
No Kupang Bahasa
Reg. Number English
Malay Indonesia
1 1701020017 76 100 81
48
2 1701020053 68 81 72
3 1701020026 73 114 80
4 1701020116 67 89 73
5 1701020104 35 103 88
6 1701020105 57 101 87
7 1701020162 51 76 65
8 1701020043 27 109 68
9 1701020143 25 104 68
10 1701020042 94 78 79
11 1701020155 57 111 65
12 1701020079 56 88 82
13 1701020108 45 80 60
14 1701020050 58 94 72
15 1701020001 67 90 79
16 1701020088 48 87 73
17 1701020034 78 90 57
18 1701020018 55 89 85
19 1701020035 69 99 92
20 1701020100 68 107 62
21 1701020165 65 90 70
22 1701020015 76 84 87
23 1701020098 25 98 75
24 1701020103 26 100 61
25 1701020085 25 108 72
26 1701020044 70 102 50
27 1701020075 78 78 62
49
28 1701020041 42 103 56
29 1701020170 25 108 64
30 1701020051 64 64 61
31 1701020076 81 93 75
32 1701020019 58 110 79
33 1701020144 64 108 82
34 1701020004 70 109 72
35 1701020089 25 88 105
Total Scores 1968 3333 2559
As listed in the above table that the total scores given by 35 samples has been
calculate by the researcher. The result was shown that total scores for Kupang Malay
is 1968, Bahasa Indonesia is 3333, and English is 2559. To compute the result using
Likert Scale method, the writer used the highest score to calculate in percentage form
In form 1 questionnaire, the respondents were asked to give scores in the scale
of always with 5, often with 4, sometimes with 3, rarely with 2, and never with 1 to
each question. According to Likert Scale, the highest score (HS) for each question was
5. For 25 questions that has been set in the questionnaire (TQ), the expected score for
each respondent is 125 resulted from 5 multiplied by 25. Since the total respondents
(TR) were 35 persons, then the total expected score for the total respondents is 4375
50
➢ Kupang Malay
= 5 x 25 x 35 = 4375
1968
UL = x 100%
4375
UL = 44.98%
➢ Bahasa Indonesia
= 5 x 25 x 35 = 4375
3333
UL = x 100%
4375
UL = 76.18%
➢ English
= 5 x 25 x 35 = 4375
51
2559
UL = x 100%
4375
UL = 58.49%
The usage level of each language is measured from how the percentage
amount of that language reach 100% total expected percentage. The calculation result
shown that Kupang Malay reach 44.98%, Bahasa Indonesia reach 76.18%, and English
The first analysis is to find out how often English is used outside the classroom in
the scale of always to never. The output for this analysis will inform us how many
percent scales such as always, often, sometimes, rarely, and never are given to all
the speaking categories or how they reach the domination in speaking categories.
Data analysis in this form is based on the scale given by the respondents to each
The data collection has produced scores for each frequency as shown in the
following table :
Frequency
Students,
No Some Total
Reg. Number Always Often Rarely Never
Times
1 1701020017 3 3 3 5 9
52
2 1701020053 0 0 5 13 5
3 1701020026 1 5 7 5 5
4 1701020116 2 8 5 8 0
5 1701020104 2 4 5 10 2
6 1701020105 6 13 4 0 0
7 1701020162 1 4 10 7 1
8 1701020043 3 5 6 5 4
9 1701020143 2 5 9 7 0
10 1701020042 6 3 3 7 4
11 1701020155 0 4 19 0 0
12 1701020079 4 8 5 4 2
13 1701020108 0 0 23 0 0
14 1701020050 6 4 8 5 0
15 1701020001 3 3 6 6 5
16 1701020088 1 9 7 6 0
17 1701020034 1 2 4 9 7
18 1701020018 3 9 9 2 0
19 1701020035 5 7 11 0 0
20 1701020100 3 2 2 11 5
21 1701020165 2 2 7 12 0
22 1701020015 4 8 6 5 0
23 1701020098 2 4 12 5 0
24 1701020103 5 2 6 7 4
25 1701020085 0 2 10 11 0
26 1701020044 1 1 5 1 15
27 1701020075 0 3 11 8 1
53
28 1701020041 0 1 7 6 9
29 1701020170 1 10 6 4 3
30 1701020051 3 3 4 8 5
31 1701020076 0 2 4 16 1
32 1701020019 10 0 9 0 4
33 1701020144 4 1 9 9 1
34 1701020004 3 8 9 3 0
35 1701020089 16 7 0 0 0
Total 103 x 5 152 x 4 256 x 3 205 x 2 92 x 1 2393
The question “how often do the English department students speak English
where the speaking activity is expanded to more specific categories. For instance,
if the scale always is given to the specific speaking activity such as asking a quick
question, then one point is counted for always as the usage frequency of English.
The data in the table informed that each scale on the frequency column has
their own point where 1 point represent 1 time the scale appears in the
questionnaire. For 35 respondents, Always has 103 points, often has 152 points,
sometimes has 256 points, rarely has 205 points, and never has 92 points. To get
the total scores the total points of each scale was multiplied by the scores that has
been set for each of the scale. As the table has shown that the total score for usage
frequency is 2393.
respondents is 4025. To figure out in which interval scale the score is categorized,
54
the expected score has to be divided into 5 interval scales so that the total scores
for the usage frequency can be measured through the interval as shown the
following figure:
2393
Topic Domination
This analysis is to figure out what topic was dominated on the use of English
outside the classroom. The topic categories are quick question and respond (QQR),
Greetings (Gr), Discussion (Disc), social media (SM), general conversation (GC),
small talk (ST), and debating (Deb). The table below is data collected during the
research.
Topic Domination
Students, Reg.
No
Number
QQR Gr Disc SM GC ST Deb
1 1701020017 23 12 3 4 4 4 5
2 1701020053 16 7 4 4 5 5 5
3 1701020026 22 8 3 6 8 6 8
4 1701020116 28 11 4 8 10 8 8
55
5 1701020104 22 9 4 8 7 8 5
6 1701020105 25 13 9 10 12 12 13
7 1701020162 18 10 7 6 7 9 9
8 1701020043 22 10 7 7 6 8 7
9 1701020143 22 11 8 8 8 7 7
10 1701020042 28 11 4 4 7 9 6
11 1701020155 21 9 7 9 9 9 9
12 1701020079 24 11 9 8 10 9 6
13 1701020108 18 9 6 9 9 9 9
14 1701020050 20 10 8 11 10 10 11
15 1701020001 22 11 5 3 7 8 6
16 1701020088 24 7 8 10 9 9 7
17 1701020034 19 9 5 4 4 5 4
18 1701020018 25 12 7 9 9 10 10
19 1701020035 28 13 7 9 10 9 10
20 1701020100 24 8 5 5 5 5 4
21 1701020165 23 7 5 7 7 7 7
22 1701020015 26 10 8 9 9 9 9
23 1701020098 26 9 6 7 6 9 9
24 1701020103 25 9 7 5 6 7 5
25 1701020085 18 8 6 7 7 7 7
26 1701020044 11 11 2 5 5 4 3
27 1701020075 20 8 6 8 8 8 6
28 1701020041 18 8 4 3 3 7 3
29 1701020170 17 12 6 12 8 10 6
30 1701020051 25 7 5 6 6 6 5
56
31 1701020076 15 8 4 7 7 7 5
32 1701020019 28 7 2 13 11 5 13
33 1701020144 20 10 5 7 8 8 7
34 1701020004 21 11 6 9 12 9 12
35 1701020089 28 14 10 14 14 14 14
Total 772 340 202 261 273 276 260
The result shows that the topic quick question and respond reach the largest
score, followed by greetings, small talk, general conversation, social media, and
debating. Discussion however reach the lowest score. All the raw scores for the
is 5. The number for basic computation to measure how many percent a topic
total statements appear for a category and 35 respondents. The formula to get the
57
The expected score for Deb = 15 x 35 = 525
772
𝑇𝐷 = 𝑥 100%
1050
= 73.52 %
❖ Greetings (Gr)
340
= 𝑥 100%
525
= 64.76 %
❖ Discussion (Disc)
202
= 𝑥 100%
350
= 57.71 %
58
261
= 𝑥 100%
525
= 49.71 %
273
= 𝑥 100%
525
= 52.00%
276
= 𝑥 100%
525
= 52.57%
❖ Debating (Deb)
260
= 𝑥 100%
525
= 49.52 %
59
Partnership Domination
Nusa Cendana University usually speak English with. The output for this analysis
is to know the number in percentage what partner is dominated when the samples
Since the data collection has been done using Likert Scale, the result was
60
15 1701020001 25 21 16
16 1701020088 31 25 18
17 1701020034 22 15 13
18 1701020018 34 25 23
19 1701020035 33 28 25
20 1701020100 23 20 13
21 1701020165 26 22 15
22 1701020015 34 28 18
23 1701020098 24 27 21
24 1701020103 20 28 16
25 1701020085 26 18 16
26 1701020044 22 10 9
27 1701020075 26 23 15
28 1701020041 17 17 12
29 1701020170 22 22 27
30 1701020051 23 23 14
31 1701020076 23 16 14
32 1701020019 29 29 21
33 1701020144 29 18 18
34 1701020004 23 27 30
35 1701020089 39 36 33
Total 928 827 629
As the analysis in the previous table, scores were given to each certain
partner to represent the domination. Each score that has given by the respondents
61
figure out how many total scores given to particular partner by each respondent.
The table shows that for all respondents, the total points for lecturers as a partner
is 928, for colleges as a partner is 827, and 629 for other people as a partner. The
❖ Lecturers (TL)
Total Scores (TS)
Interlocutor Domination (ID) = x 100%
Expected Scores (ES)
928
= 𝑥 100%
1400
= 66.29 %
❖ Colleges (CF)
827
= 𝑥 100%
1400
= 59.07 %
629
= 𝑥 100%
1225
= 51.35 %
62
4.1.3 Form 3 Data Collection Result and Data Analysis Result
This analysis was firstly aimed to figure out students’ knowledge of outside-
speaking ability, thirdly was aimed to figure out any indications showing that the
students are using English outside classroom as the strategy to improve their
The data was analyzed per question in order to know how students were
putting their answer in the scale of Yes with 4 to No with 1 for each question. The
scale however in four stages from 4 (absolute yes), 3 (Yes with any exception), 2
The researcher has analyzed the data from 35 respondents and the result is
Scale
No Questions Total
4 3 2 1
Do you know that using English
1 outside the classroom can improve 32 2 0 0 134
63
Do you speak using English outside
3 the classroom just to improve your 20 13 0 0 119
speaking ability ?
Do you speak using English outside
4 the classroom for any other 12 9 8 3 94
purposes ?
Using Rating Scale, the scores were put in the data interval which has been
set from the highest score with 140 to the lowest score with 35. The measurement
was as follows:
The data in the table have shown that for first question, 32 respondents have
put 4 score and 4 respondents have put 3 score. The total score for first questions
is 134. The data interval according to Rating Scale for this analysis was as shown
140 105 70 35
Level of Knowledge
The data in the table have shown that for second question, 29 respondents
have put 4 score, 4 respondents have put 3 score and 1 respondent has put 2 score.
64
The total score for second questions is 130. The data interval according to Rating
140 105 70 35
Level of Agreement
➢ Question 3 (Purpose 1)
The data in the table have shown that for third question, 20 respondents have
put 4 score and 13 respondents have put 3 score. The total score for third questions
is 119. The data interval according to Rating Scale for this analysis was as shown
140 105 70 35
➢ Question 4 (Purpose 2)
The data in the table have shown that for fourth question, 12 respondents
have put 4 score, 9 respondents have put 3 score, 8 respondents have put 2 score
65
and 3 respondents have put 1 score. The total score for fourth question is 94. The
data interval according to Rating Scale for this analysis was as shown in the
following figure :
140 105 70 35
Other Purposes
66
4.2 Discussion
This part contains a clear discussion of the whole information that produced
matters being studied. All the information that has been produced by this research
was basically took reference from the research questions. This part provides
being studied in this research which originated from the research questions.
The results of the data analysis were aimed to figure out information that
will answer the questions guiding the study. Since there are four research
questions for this study, all the results of the data analysis were classified based
on the research questions. The research findings were in four classifications. First
one discussed about the level of English usage outside the classroom, second one
third one discussed about topic domination, and the last one discussed about
partnership domination.
The data analysis results have shown that there were some differences
Indonesia, and English. The biggest percentage for language domination was
given to Bahasa Indonesia with 76.18%, while the smallest percentage was given
for Kupang Malay with 44.98%. English unexpectedly dominates the outside-
67
classroom language in the second place with 58.49%. There were also some
The level of English usage outside the classroom deals with how
many of that chances are measured quantitatively. To get the exact number
representing the level of usage, scores have been given to all indicators in the
The calculation result has shown that among three languages asked in
the questionnaire, English reaches the second place in the level of usage with
56.49% from the expected 100%. Bahasa Indonesia in the first place with
76.18% level of usage and Kupang Malay in the third place with 44.98% level
of usage. The following figure shows the achievement level for each language.
58.49 76.18%
44.98
68
This research has revealed that among three languages including
English, Bahasa Indonesia and Kupang Malay, English reached the second
place by 58.49% usage level from 100% expected while Bahasa Indonesia
reached 76.18% and Kupang Malay reached only 44.98% from 100%
expected. The measurement point as the highest level was set to 100%. In the
other word the first research question has been answered that the level of
The usage level of English resulted from this research covers three more
aspects including how often English was used, in what topic, and to who
English was spoken. The details of the usage level were expanded into those
aspects.
followed by often, sometimes, rarely and never. The calculation method was
by counting how many points are given for each scale of each indicator and
69
accumulates the total points given by 35 respondents to 5 scales in 23
indicators. After that the researcher put the total points into the scale interval
2393
In the data collection result, English has 2393 total scores for usage
between “Sometimes” and “Rarely”. The analysis result has shown that the
In another word the usage frequency of English was low enough. The
by speaking category. There are 7 (seven) speaking topics that have been set
70
in the questionnaire including quick question and respond (QQR), greetings
(Gr), discussion (Disc), social media (SM), general conversation (GC), small
The analysis for topic domination was aimed to find out how a topic
reaches the highest percentage which indicates that the students of English
department mostly speak English outside the classroom in that topic. The
percentage result was calculated from the scores that were given by
questionnaire.
The expected percentage for each topic was set to 100% which indicates
that the respondents always speak English in that topic. The following chart
Deb,
QQR,
49.52
73.52
ST,
52.57
Gr,
64.76
GC,
52
Disc,
SM, 57.71
49.71
71
The chart shows that the topic with the largest percentage in English
usage outside classroom was Quick Question and Respond (QQR) as the most
dominated speaking topic with 73.52%. The second place for topic domination
was Greetings (Gr) with 64.76%, followed by Discussion (Disc) with 57.71%
in the third place. Small Talk (ST) and General Conversation (GC) were side
by side with 52.57% for Small Talk in the fourth place and 52% for General
Conversation in the fifth place. Social Media (SM) and Debating (Deb) were
also close to each other with 49.71% for SM in the sixth place and 49.52% for
In terms of difficulties, the result of this study has shown that the easier
the speaking activity the more the students prefer to speak. This gives a clue
research result has shown that the most difficult speaking activity such as
72
This study only took lecturer, colleges, and other people as the
possibility of out of researched area since lecturers and colleges were chosen
because the writer wanted to cover more interaction around the campus area.
For the same reason why “Other People” was chosen in general instead of in
details.
The result has shown that the most dominated partner or interlocutor
was lecturer with 66.29%, followed by colleges with 59.07% and other people
Partnership Domination
51.35%
66.29%
59.07%
Cendana University speak English outside the classroom mostly by the reason
73
classroom when they feel comfortable enough in any circumstances with their
speak English especially outside classroom. This needs a policy from the
The result shown that the students’ answer for the question “Do you know that
using English outside the classroom can improve your speaking ability?” was
mostly Yes.
Anyone may argue that why should they speak English outside
classroom? Is it not enough if they just study English inside classroom? The
answer for those questions was speaking ability is not enough to be studied in
74
The analysis result in form 3 has shown that when respondents were
asked the first question about their knowledge of the benefits of using English
outside classroom that can improve their speaking ability, most of the students’
answer was Yes. The data interval has shown that in the interval of Yes to
Know, the respondents answer was stood in between Yes and Yes with
The third question and fourth question were asked to figure out whether
speaking ability or for any other purposes. When the respondents were asked
the third question, the answer was stood in the data interval between Yes and
Yes with exception but this time closer to Yes with exception.
In the contrary, when the respondents were asked the fourth question
regarding to whether the respondents use English outside classroom for any
other purposes, the answer was stood in the data interval between Yes with
exception and No with exception but closer to Yes with exception. The result
of the calculation in the data analysis was shown in the following figures :
140 105 70 35
Level of Knowledge
75
Figure 13 : The Result of students’ purposes of using English outside
classroom
140 105 70 35
classroom
140 105 70 35
Other Purposes
English outside classroom. This finding indicates that the low of usage level
percentage and usage frequency was not because the students did not want to
classroom as the way to improve their speaking ability, the students’ answer
76
was mostly Yes. In the data interval of Yes to No, the students’ answer was
stood in the interval between Yes and Yes with exception but closer to Yes as
140 105 70 35
Level of Agreement
This research has proved that students were mostly agreed to speak
English outside classroom. This leads to the question; what makes the usage
level and usage frequency low? The most sensible answer was there was no
room for the students where they could fell comfortable to speak using English
outside classroom even with some errors that they might done during the
speaking.
77
CHAPTER V
5.1 Conclusion
This research has been accomplished, all the data has been gathered and
analyzed based on quantitative methodology. The findings are clear and able to
answer the whole questions on this study. However, conclusion needs to be drawn
in order to clear the answers for this research. Regarding to that, the researcher has
58.49%.
the scale of always to never was between sometimes and rarely but
closer to sometimes.
speak English outside the classroom in the topic of quick question and
speak English outside the classroom with lecturers and colleges as the
78
interlocutor domination reached 66.29% for Lecturers and 59.07% for
colleges.
5.2 Suggestion
Due to the English usage on speaking outside the classroom by the English
suggestion for the campus especially for the head of English Department to
provide such a room or regulation where the students could be more comfortable
to speak English outside the classroom so that they can practice their speaking
skill since that strategy is considered as the most effective strategy to improve
speaking ability.
The regulation is not proposed to control whether the students speak English
outside classroom or not, but more to create comfortable feeling for the students
to start speak English outside classroom. Even though the English Department
cannot control every single student to speak English outside classroom but since
the students know that they must use English, they could be more comfortable to
speak English.
79
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