A RESEARCH PROPOSAL

ANALYZING THE PROBLEMS IN SPEAKING SKILL PRODUCED BY

GRADE EIGHT STUDENTS AT SMP NEGERI 19 PALU

IDZAR GIFFARI
A12117270

ENGLISH LANGUAGE EDUCATION STUDY PRORAM

LANGUAGE AND ART EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
TADULAKO UNIVERSITY
PALU
2021
 TABLE OF CONTENTS

TITLE PAGE i
APPROVAL PAGE ii
TABLE OF CONTENTS iii
CHAPTER I: INTRODUCTION
1.1 Background 1
1.2 Problem Statement 3
1.3 Research Questions 3
1.4 Objectives of the Research 3
1.5 Scope of the Research 3
1.6 Significance of the Research 4
1.7 Operational of key terms 4

CHAPTER II: PREVIOUS STUDY, LITERATURE REVIEW,

THEORETICAL FRAMEWORK
2.1 Previous Study 5
2.2 Literature Review 7
2.2.1 Definition of Speaking 7
2.2.2 The Importance of Speaking 8
2.2.3 Component of Speaking Skill 8
2.2.4 Types of Speaking 10
2.2.5 Definition of Analysis 12
2.2.6 Problem 13
2.3 Theoretical Framework 13

CHAPTER III: METHOD OF THE RESEARCH

3.1 Design of the Research 15
3.2 Place and Time of the Research 15
3.3 Subject of the Research 16
3.4 Technique of data Collection 16
3.4.1 Procedure 16
3.4.2 Instrument 17
3.5 Research Schedule 17
3.6 Technique of Data Analysis 17
3.6.1 Data Display 18
3.6.2 Conclusion 18

REFERENCES 19
APPENDICES 21

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 CHAPTER I
INTRODUCTION

1.1 Background
Speaking is a way for someone to make an interaction with each other. In

speaking someone can convey message, information, and ideas with their friends

or another people in their environment through spoken language and in using

spoken language to interact, there are two advantages that they will get. Firstly,

the messages are received as soon as possible by their interlocutors. Secondly,

they can hear the voice directly. Speaking is the process between speaker and

listener and it is productive skill. Nunan (2003) defines speaking as the use of the

language quickly and confidently few unnatural pauses, which is called as

fluency. Speaking is the process of sharing and building meaning through the use

of verbal and nonverbal symbols in a variety of the context. Therefore, the

researcher conclude speaking is someone ability in produce the language to share

their idea.

In Indonesia Educational Curriculum of 2013 or K13, speaking is the one

of language skill that have been taught from Junior High School up to the

university level. Speaking skill is taught to the students in order to able to use

English in the real communication and it is compulsory lesson for students. Its

means that both of teacher and students must be able to master English. To speak

in foreign language in other to share understanding with other people requires

attention to precise details of the language. A speaker needs to find the most

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appropriate words and correct grammar to convey meaning accurately and

precisely, and needs to organized the discourse so that listener will understand.

The research that related to problem in speaking skill had been conducted

by several experts. First, research study from Mawardin and Weda (2018), they

focused on students anxiety in oral communication at Tadulako University and

Universitas Negeri Makassar. Second research written by Sayuri (2016),

researcher focused on English speaking problems of EFL learners of Mulawarman

University. In the research Students will face problems related to pronunciation,

fluency, grammar and vocabulary when speaking in English. Students also

indicated other problems that were obtained from students' personal information,

namely lack of confidence, fear of making mistakes, embarrassment of others,

nervousness, often speaking English, never practicing, and being unable to say

anything. The other research written by Fitriani, et.al. (2015), they focused on a

study on student’s English speaking problems in speaking performance. The

research looked at students who speaking English performance factor problems. It

focuses on linguistic and psychological problems. However, there is no one who

conduct a research which focused on Analyzing Fluency. Therefore, to address

the gap it is crucial to do a research in analyzing problem in Speaking skill

focused on fluency at SMPN 19 Palu grade eight.

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1.2 Problem Statement

Language skills, especially in English, is a form of ability that everyone

must have, especially nowadays. This is because, at this time we are not only

dealing with people who come from the same country as us, but we are also in

touch with all countries in the world, which is easier to do with the support of

increasingly developing technology. There are many problems in speaking that are

often experienced by students in general. starting from feeling ashamed,

especially speaking in English, fear of feeling guilty if there is a misspelling of

English words, which is included in speaking problems, especially fluency.

Therefore, in this study, it is important to find out the speaking problems

experienced by students at SMPN 19 Palu.

1.3 Research Questions

In this research, the researcher raises one question as the problem that

becomes the central study. The problem is, as follows: What are the problems

faced by the grade eight students of SMPN 19 Palu in speaking skill?

1.4 Objectives of the Research

The objective of this research, as follow: To find out the problems faced

by the grade eight students of SMPN 19 Palu in speaking skill?

1.5 Scope of the Research

In order to limit the research area so that it does not expand, the researcher

limits this research only to looking for the speaking problems produced by

students of SMPN 19 Palu, more specifically in fluency.

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1.6 Significance of the research

The result of the research is expected to be useful information for the

students of SMPN 19 Palu. It is also expected for the English teacher to overcome

the problem in teaching learning process in speaking skill in the classroom.

1.7 Operational Definition of Key Terms

1. Analysis
Analysis is an activity that includes sorting, parsing, differentiating

something to be classified and grouped according to certain criteria and then

looking for an estimate of its meaning and relation.

2. Problem

The problem is defined as a statement about a situation that is not as

expected. It could be a word used to describe a situation that results from a

relationship between two or more factors that results in a confusing situation.

3. Speaking

Speaking is a skill that guides students to know the meaning of what is

said, how to produce certain points from the language such as grammar,

pronunciation, or vocabulary but also they understand the resulting language.

 CHAPTER II

PREVIOUS STUDY, LITERATURE REVIEW, THEORETICAL

FRAMEWORK
2.1 PREVIOUS STUDY

There are some previous studies which are relevant with this research.

Those studies have been conducted previously by many researcher. One of them

was written by Clarita (2019) entitled “An Analysis of Students’ Speaking

Difficulties at Eight Smpit At-Taqwa Surabaya”. The aim of this research was to

look at students' problems speaking English. In this analysis, the researcher

employed a qualitative descriptive procedure. The participants in this sample were

eighth-grade students A and D from SMPIT At-Taqwa for the 2018/2019

academic year, with a total of 40 students and English teachers. . In this study,

data was collected by evaluation, student questionnaires, and learner and teacher

interviews. According to the findings of this report, 25% of students had

difficulties speaking English. Students' and teachers' attempts to solve difficulties

in learning English, such as taking English tutoring, listening to English music,

and learning reading, writing, and speaking at home and school. They also

connect with foreign citizens through social media, engage in English Camp,

watch western movies, and switch film subtitles to English. The teacher's idea is

to add an extra lesson hour to help students who are having difficulty learning

English.

The next previous study was written by Ayu (2018), This study is titled

‘An Anlysis of the Students’ Problem in Learning Speaking at the Second

Semester of the Eleventh Grade Students of SMKN 6 Bandar Lampung in the

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Academic Year of 2018/2019’. The qualitative analysis technique was used by the

researcher in this study. The sample was selected using the purposive sampling

method by the researcher. The researcher selected class XI as a study, which

included 29 students. The researcher used evaluation and a questionnaire to gather

data. Data reduction, data display, and conclusion drawing were the three main

steps of data processing used by the researcher. The researcher discovered the

students' problem and the origin of the problem in the process of learning

speaking at SMKN 6 Bandar Lampung based on data analysis as follows: (1) The

students' problem in learning to speak is the students' impression that they do not

know the parts of language that allow production in learning to speak, which are a

lack of vocabulary, a lack of grammar skills, a lack of pronunciation, never

practicing speaking English, a lack of opportunities, and nervousness. (2) The

causes of the problem of learning to talk are inhibition, a lack of what to express,

the environment, and, most importantly, the use of one's mother tongue.

Based on the explanation above, between the first and second researchers

previously, there are similarities that occur, namely using a qualitative descriptive

method. For data collection, between previous researchers and researchers

currently using interviews as an instrument in research. For research subjects, the

first and second researchers used high school and junior high school students as

well as teachers as research subjects, while researchers currently only used

teachers at SMPN 19 Palu as research subjects.

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2.2 Literature Review

2.2.1 Speaking

Speaking is a productive ability that we use for a variety of uses in social

situations. According to Cameron (2001), speaking is the practice of using words

to convey understanding so that everyone can understand that concept.

Furthermore, according to Richards (2008), mastering of English speaking skills

is a priority for many second or foreign language learners. As a result, learners

often judge their language learning progress as well as the success of their English

course focused on how much they think they have strengthened their speaking

language proficiency.

Speaking, according to Hornby (1985), is the use of words in an ordinary

voice: uttering words; rendering a phrase. In a nutshell, speaking skill is the

ability to incorporate linguistic information in real conversation. Furthermore,

Dalem (2017) asserts that language learners often judge their progress in language

learning based on how much they have progressed in their spoken language

ability. In addition, Brown (2000) defines speaking as the process of making

interactive meanings, including generating, receiving and processing information.

It means not only speaking, but also speaking more, such as grammar, fluency,

pronunciation, etc. Bygate (1987) defines spoken language as generating auditory

signals in listeners to produce different verbal responses. It is considered as a

systematic combination of sounds to form meaningful sentences. Based on the

expert theory above, the writer concludes that the sentence produced by speaking

has the appropriate social context and contextual understanding.

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2.2.2 The importance of Speaking

In everyday life, humans communicate with each other to express ideas

and convey information. They are willing to talk because they have the intention

of achieving their goals. Since language is used for spoken communication, its

purpose is to convey a message to the listener. This is why it plays an important

role in everyday life, because we need to talk and express our feelings when

sharing with others. Therefore, we must be able to arrange it in order to provide

clear information to the public. Harmer (2001: 270) points out: "If it is to be

understood, speakers also need to 'put their words together', especially in a speech

that is more like writing, like speech." In other words, when the speaker delivers

his message. This means that the audience needs to listen to what they have to say.

2.2.3 Component of Speaking Skill

2.2.3.1 Accuracy

Oral accuracy means that a person can produce correct sentences in terms

of pronunciation, grammar, and choice of words so that they can be understood.

Accuracy consists of three components, namely pronunciation, vocabulary and

grammar. Good spoken pronunciation is more effective in improving

comprehension. So a person's ability to use language is good, but the

pronunciation is not good. This becomes an obstacle for the audience to

understand it, therefore good pronunciation is the key to successful speaking.

Lewis and Hill (1985: 72) support this statement as follows: When pronunciation

is inconsistent, it is difficult to hear the speaker's voice, and people who cannot
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hear the standard will get tired. Incorrect pronunciation can seriously interfere

with communication. Pronunciation is the student's way of expressing language

more clearly while speaking. According to Gerard (2000: 11), speakers who often

misread phoneme sequences are difficult for speakers from other language

communities to understand. For communication to be successful, the speaker must

be able to convey a clear message to the audience. In language, pronunciation

including stress, rhythm and intonation is very important.

2.2.3.2 Fluency

Fluency is defined as the ability to communicate, speak fluently and

accurately. Fluency usually refers to the free expression of spoken language

without distraction. In the learning process, if the teacher wants to check the

fluency of students, the teacher can let students express their opinions freely

without being disturbed. The goal is to help students speak fluently and easily.

The teacher does not immediately correct it, but corrects too many thoughts that

hinder Pollard's dialogue communication (2008: 16).

Fluency includes intonation and pronunciation. When speaking, the

teacher and students use specific words that are arranged in an appropriate way. If

a person does not have enough vocabulary to say good things, then students can

express what they want to say. The ability to speak also depends on the quality

and quantity of vocabulary. Oral language is considered a production skill.

Through practical practice, you can better learn and master these skills. In order to

speak fluently, learners must develop the habit of using English regularly.

Trudgill (1992) proposes the following process: (1) gathering ideas, (2) arranging
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them in the best order, (3) choosing the language in which he communicates with

others. This habit will help students in using foreign languages.

2.2.3.3 Comprehension

Comprehension is the ability to understand and process the expansion of

discourse and express the meaning of sentences. Understanding a second language

is more difficult because it really isn't. What can be directly observed should be

inferred based on clear verbal and non-verbal responses, manual tools or the

teacher's or researcher's intuition. According to the understanding of Cohen,

Manion, and Morrison (2007: 51), understanding means that even though the

procedure is complicated and risky, the participants fully understand the nature of

the research project.

2.2.4 Types of Speaking

There are at least five styles of speaking that exist in the classroom sense

of ESL teaching. The five styles are described below.

2.2.4.1 Imitative

At the level of imitation, it may become clear what students are trying to

do. At this level, students only try to repeat what they tell them in an

understandable way, and must follow the pronunciation prescribed by the teacher.

It doesn't matter whether students understand what they are talking about or are

involved in the conversation. Its purpose is simply to imitate what is told to them.

A common example is a "follow me and repeat" experience in class.

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2.2.4.2 Intensive

Intensive speaking involves producing a limit amount of language in a

highly control context. An example of this would be to read aloud a passage or

give a direct response to a simple question. Competency at this level is shown

through achieving certain grammatical or lexical mastery. This depends on the

teacher’s expectations.

2.2.4.3 Responsive

Responsive is slightly more abstract than intensive, but the distinction is,

to say the least, hazy. At this stage, the conversation consists of a simple question

followed by one or two follow-up questions. Conversations are taking place at this

point, but they are short.

2.2.4.4 Interactive

The unique thing about amplified speech is that communication is usually

more interpersonal than interpersonal communication. Interpersonal relationship

refers to maintaining relationships. Transactional voices are used to share

information, which is common at the response rate. The challenge of interpersonal

communication is context or pragmatics. The speaker must remember language,

humor, use of ellipsis, etc. When trying to communicate. This is more

complicated than saying yes or no or instructing the restroom in a second

language.
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2.2.4.5 Extensive

Extensive communication is the normal type of monologue. Examples

include speech, storytelling, etc. This involves a lot of preparation and is usually

not impromptu communication. Talking to people who speak a second language is

a matter of survival. You can rely on each other's body language to overcome

communication challenges. However, through extensive communication, students

can speak comprehensively without relying on feedback, otherwise they will not

be able to speak. In my personal experience, ordinary ESL students cannot do this

in a convincing way.

2.2.5 Definition of Analysis

There are several definitions about the analysis from several experts.

According to Aristotle, analysis comes from the word Analytic because the

resolution of each compound becomes the things from which it is synthesized (is

made). According to Komaruddin as cited in Abdullah (2020), analysis is an

activity of thinking to decompose a whole into components so that they can

recognize the signs of components, relationships with each other and their

respective functions in an integrated whole. Another definition as from Darminto

as cited in Abdullah (2020), Analysis is defined as the elaboration of subject on

various parts and the study of the part itself, as well as the relationships between

parts to obtain an appropriate understanding and understanding of the overall

meaning. Based on experts definition above, I can conclude my definition that

analysis is a part of a study that is carried out to understand a problem.

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2.2.6 Problem

In the Dictionary of Oxford Learning, the word "problem" is it is hard to

serve or implement, so it is an emergency a situation, person or thing that is

difficult to apply and needed Then need to solve the problem of attention

problems. According to Margono (2010). The problem is the objection between

what is expected of something Reality. For example, the distance between the

number of overflows is high It is hoped that college graduates can adjust to the

abilities of higher education. Cut means that the reasons for the problem of

mastery of English are somewhat different Between English and Indonesian, such

as pronunciation, grammar, and phrases. There are some student’s problems that

found in learning speaking. Frist, lack of vocabulary, second not confidence fear

of making mistake ashamed of others, and nervousness. From those problems

caused students can not speak fluently. Therefore in this research the researcher

focused on fluency.

2.3 Theoretical Framework

Speaking is a way for someone to make an interaction with each other. In

school or university, when the students want to transfer some message, they

intend to interact with their friends by using spoken language. As in using spoken

language to interact, there are two advantages that they will get. Frist, they can

hear the voice directly and secondly, the messages are received as soon as

possible by their interlocutors. Shortly, the main purpose of speaking to make the

listener understand well. Like other language skills, in speaking, there are several

problems that students often experience in junior high school. starting from
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feeling embarrassed when speaking in English, fearing that there are mistakes in

spelling of words and so on. Therefore it is important for someone to analyze the

problems that occur in speaking, especially in the aspect of fluency.

 CHAPTER III

METHOD OF THE RESEARCH

3.1 Design of the Research

This research uses descriptive qualitative research methods. This type of

research is descriptive research, which describes the actual condition of the object

under study based on the actual situation during the direct research period.

According to Sugiyono (2014: 21), the descriptive method is a method used to

describe or analyze the results of a study, not to draw broader conclusions.

Another definition comes from Nazir (2013: 54). Descriptiveness is a method of

checking the current status of people, objects, conditions, ideologies, or categories

of events. The most important thing is to explain what was found in that place.

Qualitative research is different from quantitative research. In qualitative research,

the researcher plays a key role in the research tool. Furthermore, Sugiyono (2012:

9) suggested that qualitative science is a research approach focused on post-

positivist theory to analyze the state of natural phenomena, in which the

researcher is the primary instrument, data collection technology is triangulated,

and data interpretation is inductive. The outcomes of qualitative analysis put an

emphasis on context rather than generalization.

3.2 Place and Time of the Research

The place for this research will be conducted at SMPN 19 Palu. The

reason I chose this place was because this school used to be where I did the

official PLP practice from campus. The second reason is, the English teacher

coordinator at this school has given my consent to conduct research at this school.

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3.3 Subject of the Research

In this study, I did not use students because there were no students during

this pandemic and online or online learning was still taking place. Due to the

above reasons, I only use teachers as research subjects to retrieve data.

3.4 Technique of data Collection

In collecting the data the researcher used procedure and instrument. There

are some steps:

3.4.1 Procedure

Procedures are a series of specific actions, actions or operations that must

be carried out or executed in a standard (same) way so that they always get the

same results from the same conditions, such as occupational health and safety

procedures, school entry procedures, school leaving procedures, research

procedures. etc. In this study, researchers only used one procedure, namely the

interview.

3.4.1.1 Interview

Interview is a procedure that is often used in qualitative research,

interview is essentially conversation where one participant ask question, and other

provides answers. According to Esterberg in Sugiyono (2015: 72) the interview is

a meeting conducted by two people to exchange information or something ideas

by means of questions and answers, so that they can be reduced to a topic or

meaning in a particular topic.

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3.4.2 Instrument

3.4.2.1 Open-ended Question

Open-ended questions are free-form survey questions that allow

respondents to answer in open text format so that they can answer based on their

complete knowledge, feeling, and understanding. It means that the response to this

question is not limited to a set of options.

3.5 Research Schedule

Figure 1 (Research Schedule)

December January February March April May August

No Activity
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 9 16 17 29 9 10 22 23 11
1 Writing Proposal
2 Proposal Seminar
3 Collecting Data
4 Analyzing Data
5 Seminar of Findings
6 Writing Journal
7 Scientific Script Examination

3.6 Technique of Data Analysis

In this qualitative research, the researcher uses several techniques of data

analysis using analytical model proposed by Miles and Huberman (1994) that are

often referred to as interactive data analysis methods. After collecting the data

from interview, the researcher analyzed it whit qualitative data analysis. Because

the researcher only use one procedure which is an interview there were only two

stages, they were: Data display and Conclusions.

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3.6.1 Data Display

Presentation of data is the process of presenting data in the form of tables

or papers, so that it is easier to understand. Miles and Huberman (1984) stated:

"Looking at the display help us understand what is happening and to do

something-further analysis or caution based on that understanding. In this study,

the researcher will use a paper to show the data, because this is the most

commonly used data display in qualitative research.

3.6.2 Conclusion

In the final step, data analysis is a conclusion. Here the researcher begins

to see what the data is. Conclusions will be drawn based on the data obtained in

the data display. Conclusions will be drawn based on the data obtained in the data

display. The researcher uses the same code to examine all entries and combines

these categories to find relationships between categories. Then, he continues to

tell stories and build relationships between stories. Finally, the researcher can get

the results and conclusions from the research.

‌
 REFERENCES

Abdullah, S. (2020). Definition of Analysis According to Experts – Notes Read.

Notesread.com.https://notesread.com/definition-analysis-according-
experts/#:~:text=July%2030%2C%202020%20by%20Abdullah,their
%20significance%20and%20their%20relevance.

‌Ayu, S. R. (2018). An Anlysis of the Students’ Problem in Learning Speaking at

the Second Semester of the Eleventh Grade Students of SMKN 6 Bandar
Lampung in the Academic Year of 2018/2019.

Brown, H. D. 2000. Principles of Language Learning and Teaching. USA:

San Francisco State University.

Bygate, M. (1987). Speaking. Oxford: Oxford University Press.

Cameron, L. (2001). Teaching Languages to Young Learners. New york:

Cambridge University Press.

Clarita, Z. M. (2019). An Analysis of Students’ Speaking Difficulities at Eight

Smpit At-Taqwa Surabaya.

Cohen L, Manion L, & Morrison K. (2007) Research Methods in

Education. New York: Routledge.

Dalem, M. (2017). Difficulties of Speaking That Are Encountered by English

Language Students at Al Margeb University.

Fitriani, et.al. (2015). A Study on Student’s English Speaking Problems in

Speaking Performance.

Gerard, k. (2000). How to Teach Pronunciation. Toronto: Copp Clark LTD.

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Hornby, A. S. Oxford. (1985). Advanced Learner's Dictionary Of Current

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Students’ Oral Communication among Indonesian Students: A Case Study at

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Tadulako University and Universitas Negeri Makassar. TESOL

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 APPENDICES
INTERVIEW QUESTION:
1. Menurut ibu, dalam perspektif ibu sebagai seorang guru, bagaimana
pembelajaran bahasa Inggris di Indonesia saat ini?
2. Menurut ibu, apa-apa saja permasalahan dalam pembelajaran bahasa Inggris di
SMP NEGERI 19 Palu?
3. Menurut ibu, apa-apa saja permasalahan dalam pembelajaran bahasa Inggris,
dalam hal ini Speaking di SMP NEGERI 19 Palu?
4. Menurut ibu, apa-apa saja permasalahan dalam pembelajaran bahasa Inggris,
dalam hal ini Speaking Fluency di SMP NEGERI 19 Palu?
5. Apakah ada solusi dari ibu sendiri untuk mengatasi masalah-masalah dalam
pembelajaran bahasa Inggris Speaking Fluency?

LIST OF FIGURE:
Figure 1: Research Schedule

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