SPEAKING PROBLEMS IN ENGLISH PRESENTATION BY THE ENGLISH

DEPARTMENT STUDENTS OF UNISMUH MAKASSAR

(A Descriptive Quantitative Research)

A THESIS

Submitted to the Faculty of Teacher Training and Education Makassar

Muhammadiyah University in Partical Fulfilment of the Requirement for the
Degree of Sarjana Pendidikan in English Department

BY
SRI ANGGI PRADITA
10535639515

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

2019

i
ii
iii
iv
v
vi
vii
viii
ix
 ABSTRACT
Sri Anggi Pradita (2019) speaking problems in English presentation faced by
English Department Students of Unismuh Makassar. The thesis of English Education
Department, Faculty of Teacher Training and Education, Muhammadiyah University
of Makassar. Supervised by Hj. Andi Tenri Ampa and Ratu Yulianti Natsir.
The objective of this research was to find out the speaking problems in
English presentation faced by the third semester of English department students at
Unismuh Makassar. This research used a descriptive quantitative method. The subject
of this research was third semester students of English education department of
Unismuh Makassar. Total sample of this research were 45 students. The researcher
used questionnaire to collect the data. The finding showed that third semester
students faced six psychological problems in speaking namely anxiety as the highest
problem that faced by the students in English presentation (67.99%), followed by lack
of confident (63.70%), shyness (63,55%), fear of making mistake (69.14%), lack of
motivation (58,07%), and the last is worry for getting criticism (57.18%).
Keywords: Speaking problems, psychological problems, English Presentation

x
 ABSTRAK
Sri Anggi Pradita (2019). Masalah Berbicara Dalam Presentasi Bahasa Inggris
oleh Mahasiswa Jurusan Bahasa Inggris Unismuh Makassar. Tesis Jurusan Bahasa
Inggris, Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah
Makassar. Dibimbing oleh Andi Tenri Ampa dan Ratu Yulianti Natsir.
Tujuan penelitian ini adalah untuk mengetahui masalah berbicara mahasiswa
semester tiga jurusan bahasa Inggris Unismuh Makassar. Penelitian ini menggunakan
metode deskriptif quantitatif. Sampel penelitian ini adalah mahasiswa semester tiga
jurusan bahasa Inggris Unismuh Makassar. Total sampel 45 mahasiswa. Peneliti
menggunakan quesioner untuk mengumpulkan data. Hasil penelitian ini
menunjukkan bahwa mahasiswa semester tiga menghadapi enam masalah psikologis
dalam berbicara yaitu kegelisahan sebagai masalah tertinggi yang dihadapi
mahasiswa ketika presentasi (67.99%), kurang percaya diri (63.70), perasaan malu
(63,55%), takut membuat kesalahan (69.14%), kurangnya motivasi (58,07%), dan
terakhir adalah khawatir akan dapat kritikan (57.18%).
Kunci: Masalah berbicara, masalah psikologis, presentasi

xi
 MOTTO
“TO GET A SUCCESS, YOUR
COURAGE MUST BE GREATER THAN
YOUR FEAR.”

xii
 ACKNOWLEDGMENT

Alhamdulillahirabbil’aalamiin, in the name of Allah, the Most Gracious, the

Most Merciful and the Almighty who never stop blessing me so that I could finish

this thesis. Shalawat is also delivered to our prophet Muhammad SAW who has

brought us from the darkness to the brightness and read the truth to the human being.

In accomplishing the study, I realised that I never finish this thesis without help

from the other people around me. Therefore, I would like to express my gratitude and

appreciation to:

1. Dr.H.Abdul Rahman Rahim,S.E.,M.M., The Rector of the Muhammadiyah

University of Makassar.

2. Erwin Akib, M.Pd, Ph.D., The Dean of Faculty of Teacher Training and

Education, Muhammadiyah University of Makassar

3. Ummi Khaerati Syam, S.Pd., M.Pd., The Head of English Education Department

of FKIP Muhammadiyah University of Makassar and also to the all lecturers who

have taught me during the years of my study.

4. My highest appreciation and much thankful to my first consultant, Dr. Hj. Andi

Tenri Ampa, M.Hum and my second consultant, Ratu Yulianti Natsir, S.Pd., M.Pd.

for their valuable time, knowledge, and guidance with all their patience and

wisdom during the process of accomplishing this thesis.

xiii
5. My beloved parents who always pray for me every single time, never stop to

motivate and support me to finish my study.

6. All of my best teachers and lecturers that have taught me patiently and sincerely

since the first years of elementary school till the end of my study in the university.

7. All of my friends in the English Education Department academic year 2015,

especially E (Edelweiss) class 2015, for anything we shared for years.

8. All of my family and my friends in my life that I cannot mention one by one.

May Allah the Almighty bless them all. Moreover, the researcher also realised

that this paper is far from perfection. It is a pleasure to get critiques and suggestion to

make this paper better.

The Researcher

Sri Anggi Pradita

xiv
 TABLE OF CONTENTS

COVER .............................................................................................................. i
APPROVAL SHEET ......................................................................................... ii

COUNSELLING SHEET .................................................................................. iii

SURAT PERNYATAAN………………………………………………………iv
SURAT PERJANJIAN…………………………………………………………v
ABSTRACT……………………………………………………………...…….vi
ABSTRAK……………………………………………………………..……...vii
MOTTO………………………………………………………………………..viii

ACKNOWLEDGEMENT………………………………………...……..…….ix
TABLE OF CONTENTS …………………………………….………………..xi

CHAPTER I

INTRODUCTION
A. Background ................................................................................................ 1
B. Research Statement .................................................................................... 3
C. Objective of the Research .......................................................................... 3
D. Significance of the Research ...................................................................... 4
E. Scope and limitation of the Research ......................................................... 4

CHAPTER II
REVIEW OF RELATED LITERATURE
A. Definition of Speaking ................................................................................ 6
B. The Importance of Speaking Skill .............................................................. 8
C. The Component of Speaking ...................................................................... 9
D. Types of Speaking…………………………………………………………15
E. The Elements of Speaking…………………………………………………18
F. The Function of Speaking…………………………………………………20
G. The Problems in Speaking………………………………………………....21

xv
H. Classroom Presentation………………………………………………….....26
I. Conceptual Framework…………………………………………………….29

CHAPTER III
REAEARCH METHOD
A. Research Method ........................................................................................ 31
B. The Variable of the Research ...................................................................... 31
C. Research Setting and Research Subject ...................................................... 31
D. Research Instrument .................................................................................... 33
E. Procedure of Data Collection ...................................................................... 34
F. Technique of Data Analysis ........................................................................ 34

CHAPTER IV

FINDINGS AND DISCUSSION

A. Findings…………………………………………………………………….36
B. Discussion…………………………………………………………………..38

CHAPTER V
CONCLUSSION AND SUGGESTIONS
A. Conclussion………………………………………………………………...45
B. Suggestions………………………………………………………………...46
BIBLIOGRAPHY ……………………………………………………………47

APPENDIXES

xvi
 CHAPTER 1

INTRODUCTION

A. Background

In learning English as a foreign language, Speaking is a way to share our

ideas, feeling, thoughts, and opinion to give information to others. Nunan (1991)

states that for most people, mastering speaking skill is the single most important

aspect of learning a second or foreign language, and success is measured in

terms of the ability to carry out a conversation in the language. In learning

foreign language, speaking is one of the skill that need to be mastered by students

because, if students’ speaking still lower students can’t have a good communication

or good presentation. But if students have mastered in speaking they are able to have

a good communication with others.

According to Richards and Renandya (2002), speaking is considered to be the

most important language skill. “A large percentage of world’s language learners

study English in order to develop proficiency in speaking. Tarigan (1990) defines

speaking as a language skill which is developed in childhood preceded with listening

skill. It means that speaking is the basic skill in learning language. Therefore

speaking skills is very important that need to learn and need to be mastered by

students. Speaking skill is according to how students present their ideas during

presentation.

1
 2

Presentation is one technique in speaking class with the aim of developing the

ability to clearly express ideas or thoughts in front of other people in the class.

However, students still have difficulties in presentation especially in using English

language. Presentation is a part of speaking skill have very good prospects, the habit

of students for presentations in front of the class can be an activity that trains their

speaking skills. So that in the future students will no longer hesitate or be ashamed to

express their opinions and ideas.

According to Ur as cited in Nadzirothunnuha (2017), there are some speaking

problems that teachers can come across in getting students to talk in the classroom.

These are: inhibition, nothing to say, low or uneven participation and mother-tongue

use.

In inhibition the students are worried about making mistakes, worry for

getting criticism, and feeling shy when they speak English. Nothing to say; the

students often feel nothing to say when they get the topic that not familiar for them

and they have not a motivation to express themselves. Low or uneven participation;

only one participant can talk at a time because of large classes and the tendency of

some learners to dominate, while others speak very little or not at all. And the last is

mother tongue use; the students often use their mother tongue to express themselves

when they get one topic, because they feel that mother tongue is easier than the target

language (English Language).

Speaking seems to be the most important skills of all the four skills because

people who know a language are usually referred to as speakers of that language. In
 3

reality, speaking is the most difficult skill. The students faced many problems at the

speaking skill. Inhibition, nothing to say, low or uneven, participation, and mother

tongue use are the kind of students’ speaking problems.

Students’ speaking problems in English presentation is a problem that what

students faced when they do presentation, even though they are English department

but they do not use English language. It is important to be observed because if

students do not know their problems in speaking they can not improve their speaking

skill and also they can not speak English when they presentate. Therefore the

researcher want to know what are the students’ speaking problems in English

presentation, of course each students has their own answer according to their

difficulties or their problems when they do presentation using Englih language.

Based on the background above, the researcher choose the title about

“Speaking Problems in English Presentation by the English Department Students of

Unismuh Makassar”.

B. Research Statement

Based on the background above, the researcher formulate the research

statement as follow:

“What are the speaking problems in English presentation faced by the third

semester of English department students at Unismuh Makassar ?”

 4

C. Objective of the Research

Based on the research statement above, the objective of the research as follow:

“To find out the speaking problems in English presentation faced by the third

semester of English department students at Unismuh Makassar.”

D. Significance of the Research

1. For the Students

The benefit for the students, the students can know what are their

speaking problems when the do presentation, so students are able to overcome

their speaking problems when presentation.

2. For teacher

The benefit for teacher, the teacher can know what are the students

speaking problems when they do presentation so the teacher can give

solutions for students’ problem. And also teacher can change their method in

teaching to solve the students’ speaking problems.

3. For the future researcher

The benefit for the future researcher, this research can help the future

researcher to complete their thesis if their research is similar with this

research.

E. Scope of the Research

This research focus on the speaking problems in psychological problems that

faced or felt by students. The researcher limited on the problems (lack of confident,
 5

shyness, fear of making misatake, anxiety, lack of motivation and worry for getting

citicism) in speaking. It have been evaluated based on the third semester of English

department students at Unismuh Makassar.

 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Definition of Speaking

The definition of speaking are many variations according to Experts.

According to (Brown, 1994; Burns & Joyce, 1997) Speaking is an interactive process

of constructing meaning that involves producing, receiving and processing

information. Speaking requires that learners not only know how to produce specific

points of language such as grammar, pronunciation, or vocabulary (linguistic

competence), but also that they understand when, why, and in what ways to produce

language (sociolinguistic competence). Finally, speech has its own skills, structures,

and conventions different from written language.

According to (Harmer, 2001: 269-270) speakers have to be competent in the

speaking skill, those are: language features in which contains 4 points. They are a

connected speech is the sounds modifying in producing utterance when people speak.

Speaking is the ability to speak fluently and presupposes not only knowledge of

language features, but also the ability to process information. Chaney as cited in

Kayi (2006) gives the definitions of speaking as the process of building and sharing

meaning through the use of verbal and non-verbal symbols, in a variety of contexts.

Speaking is making use of words in an ordinary voice, offering words, knowing and

6
 7

being able to use a language expressing one-self in words and making speech

(Hornby 1995:826).

According to Ladouse (1991) speaking is described as the activity as the

ability to express oneself in the situation, or the activity to report acts, or situation in

precise words or the ability to converse or to express a sequence of ideas fluently. On

the other hand, speaking can be called as oral communication and speaking is one of

skills in English learning. This become one important subject that teacher should

given. That is why the teachers have big challenge to enable their students to master

English well, especially speaking English in class or out of the class. Speaking refers

to the gap between linguistic expertise and teaching methodology. Linguistic

expertise concerns with language structure and language content. Teaching speaking

not like listening, reading, and writing. It needs habit formation because its real

communication and speaking is productive skill so it needs practicing as often as

possible ( Kayi 2006).

Clark (1997) state that in speaking a speaker expresses thought and feeling in

words, phrases, and sentences following a certain structure which regulates the

meaningful units and meaning of sentences. The frequency of using the language will

determine the success in speaking skill, in other word without practicing it will be

difficult to speak English fluently. Burkart (1998:11) said that speaking is an activity

which involves the areas of knowledge, they are the mechanics ( pronounciation,
 8

grammar, and vocabulary) it is the use of the right words in the right order with the

right pronounciation.

Based on the definitions above, the researcher gives the definition of

speaking that speaking is an interactive process when someone producing, receiving,

communication and give information to others.

B. The Importance of Speaking Skill

Speaking is one of the language skills, which are reality important in direct

communication. Speaking skill is one of the most important trait that a human being

needs to learn during theirlife time. Speaking skill is important for career success

because speaking skill can enhance one’s personal life and thereby bring about the

well rounded growth that we should all sheek.

According to Nunan (2005:47) speaking is the single most important aspect of

learning a second or foreign language, and success ia measured in terms of the ability

to carry out a conversation in the language. Speaking is important in children’s

overall language development in which children learning English as their native

language spend time developing speaking skills. It means to help the students in

acquiring English as foreign language and the most effective way to communicate is

trough speech, speaking skill is a vitally important method of communication. Of all

the four language skills called listening, speaking, reading, and writing, speaking is

the most important one that is necessary for the effective communication (Ur 2002).
 9

Based on the statement above researcher conclude that speaking is the most

important of language skills, because if students have speaking ability automaticly

students can speech in public, can give information and can have a good

communication with others.

C. The components of Speaking

Speaking is one of the four language skills that should be mastered by the

students, Therefore in the following there are some aspects of speaking performance.

According to Harris (1974:84) there are five components they are, pronunciation,

grammar, vocabulary, fluency and comprehension.

1. Pronounciation

Pronounciation is the way for students to produce clearer language

when they are speaking. It means that the student can communicate

effectively when they have good pronounciation and intonation even though

they have limited vocabulary and grammar. Pronounciation refers to the

traditional or customary utterance of words, and pronounciation is the way for

students to produce the utterance words clearly when they are speaking

(Kline, 2001:69). English pronounciation does not amount to mastery of a list

of sounds or isolated words. Instead, it amounts to learning and practicing the

specifically English way of making a speaker’s thoughts easy to follow

(Gilbert, 2008:1).

Moreover, pronounciation includes all those aspects of speech which

make for an easily intelligible flow of speech, including segmental

 10

articulation, rhythm, intonation and phrasing, and more peripherally even

gesture, body language and eye contact (Fraser, 2001:6). Pronounciation

refers to the student’s ability to produce comprehensible utterances to fulfil

the task requirements.

Based on the statement above the researcher conclude that

pronounciation includes in many aspects: that includes articulation, rhythm,

intonation and phrasing, and more peripherally even gesture, body language

and eye contact.

2. Grammar

Grammar is needed for the students to arrange correct sentences in

conversation both in written and oral forms. Grammar is defined as a

systematic way of accounting for and predicting an ideal speaker’s or hearer’s

knowledge of the language. This is done by a set of rules or principles that can

be used to generate all well formed or grammatical utterances in the language

(Purpura, 2004:6). Moreover, the other definition of grammar stated by

Greenbaum and Nelson (2002:1) argue that Grammar refers to the set of rules

that allow us to combine words in our language into larger units.

The grammar of a language is the description of the ways in which

words can change their forms and can be combined into sentences in that

language (Harmer, 2001:12). Moreover, Nelson (2001:1) states that grammar

is the study of how words combine to form sentences. Thus from statement
 11

above can be concluded that grammar is a rule that is needed for the students

to combine correct sentences in conversation both in written and oral forms.

Grammar refers to the fundamental principles and structure of the language,

including clear and correct sentence construction and the proper forms of

words (Batko, 2004:24).

Brown (2001:362) state that grammar is the system of rules governing

the conventional arrangement and relationship of words in a sentence. In

relation to context, a speaker should consider the following things:

a). Who the speaker is

b). Who the audience is

c). Where the communication takes place

d).What communication takes place before and after a sentence in question

e). Implied versus literal meaning

f). Styles and registers

g). The alternative forms among which a produce can choose

Based on the statements above can be concluded that the function of

grammar is to arrange the correct meaning of sentences based on the context.

In addition, it is used to avoid misunderstanding in each communicator.

3. Vocabulary

Vocabulary is essential for successful second language use because

without an extensive vocabulary, we will be unable to use the structure and

 12

function we may have learnt for comprehensible communicative. It can be

said that one key the success in communicative, which is the power of words.

The overall task of vocabulary learning is through the distinction between

knowing a word and using a word. In other words, the purpose of vocabulary

learning should include both remembering words and the ability to use them

automatically in a wide range of language contexts when the needed arises

(McCharthy,1984).

Vocabulary means the appropriate diction or the most important thing

in a language especially in speaking; furthermore, knowing many

vocabularies we will be easier to express our ideas, feeling and thoughts both

in oral or written form. In spoken language, the vocabulary tends to be

familiar and everyday (Turk, 2003:87). It means that in spoken language or

speaking, the vocabulary used must be very familiar and it is used in everyday

conversation in order to understand the spoken discourse. Vocabulary is a

basic building block of language learning, students need to know words, their

meanings, how they are spelt and how they are pronounced. Moreover,

Vocabulary is a set of lexemes including single words, compound words and

idioms (Richards and Schmidt, 2002:580).

Thornbury (2005:22) suggest three usual things used by speakers in what they

are being said:

a). When people speaking, they are involving high proportion of words and

expression that express their attitude (stance) to what is being said.

 13

b). Speakers usually employ words and expression that express positive and

negative appraisal because a lot of speech has an interpersonal function,

and by identifying what people like and dislike, thy are able to express

solidarity.

c). A speech also usually employs deitic language, i.e words and expressions

that poin to the place, time, and participants in the intermediate or a more

distant context.

Based on the statements above can be concluded that vocabulary is

veri important if we want to speak English. Because without vocabulary we

can not express our ideas , we must have much words or vocabulary to speak

English.

4. Fluency

Fluency is defined as the ability to speak communicatively. Fluency

usually refers to express oral language freely without interruption. In teaching

and learning process, if the teacher wants to check students’ fluency, the

teacher allows students to express themselves freely without interruption. The

aim is to help students speak fluently and with ease. The teacher does not

correct immediately whereas the idea being that too much correction

interferes with the flow of conversation (Pollard, 2008:16).

Oral fluency or speaking fluency is a measurement both of production

and reception of speech, as a fluent speaker must be able to understand and

 14

respond to others in conversation. According to Hartmann and Stork (1997)

that a person is said to be fluent speaker of a language when he can use its

structures accurately whilst concentrating on content rather than form, using

the units and patterns automatically at normal conversational speed whem

they are needed.

Fluency includes the abilities to:

a). Fill time with talk without awkward pauses for a relatively long time

b).Talk in coherent, reasoned, and “semantically dense” sentences (fillmore’s

emphasis)

c). Have appropriate things to say in a widw range of contexts

d). Be creative and imaginative in Using the language

5. Comprehension

Comprehension is an ability to perceive and process stretches of

discourse, to formulate representations the meaning of sentences.

Comprehension of a second language is more difficult to study since it is not

directly observable and must be inferred from overt verbal and nonverbal

responses, by artificial instruments, or by the intuition of the teacher or

researcher. Comprehension refers to the fact that participants fully understand

the nature of the research project, even when procedures are complicated and

entail risks (Cohen et al., 2005:51).

 15

According to Hornby (1995:235) comprehension is the power of

understanding an exercised aimed at improving or testing one understanding

of a language in written or spoken, comprehension ca be defined as ability to.

Therefore, in speaking can be concluded that the comprehension refers

to the speakers’ understanding about what are they saying to the listeners in

order avoid misunderstanding information; in addition, its function is to make

the listeners easily to catch the information from the speaker. And

comprehension is study how well students understand a language.

D. Types of Speaking

Brown (2001: 266-268) identifies six types that apply to the kinds of

oral production that students are expected to carry out in classroom. They are:

1. Imitative

Imitative speaking is a kinds of practicing an intonation or trying

to pinpoint a certain vowel sound. It is carried out not for the purpose of

meaningful interaction, but for focusing on some particular element of

language form. This activity is usually performed in form of drilling.

Imitative speaking requires students to parrot back a word, phrase, or sentence

2. Intensive

Intensive speaking goes one step beyond imitative to include any

speaking performance that is designed for practicing some grammatical

aspect of language. It can be in the form of self-initiated or pair wor

 16

activity. Intensive speaking requires students to produce short stretches of oral

language demonstrating grammatical, phrasal, lexical, or phonological

(intination, stress, rhythm, juncture) relationship.

3. Responsive

Responsive speaking is meant by being able to give replies to the

questions or comments in meaningful in authentic one. Responsive is

slightly more complex than intensive but the difference is blurry, to includes a

simple question with a follow up question or two . Coversation take place in

responsive but are simple in content. Responsive speaking is requires students

to respond to a spoken prompt (for authenticity), and briefly converse with the

prompter at the limited level using standard greetings and small talk, simple

requests and comments.

4. Transactional

Transactional language is language wich is used to make a transaction and

which has result. Transactional is often taught more than interactional

language, as it involves shorter turns, simpler and more predictable language,

and can have a measurable result. In this case transactional is mere done in the

dialogue, it is aimed at conveying or exchanging specific information, an

extended form of responsive language.

5. Interpersonal

like in the transactional, interpersonal speaking here is also carried out

in a dialogue. It is purposed for maintaining social relationship than for

 17

the transmission of facts and information. These conversations are little

trickier for learners because they can involve some factors such as (slang,

ellipsis, sarcasm, a casual register, etc. This often makes the learners find it

difficult to understand the language, or even misunderstood).

6. Extensive

Extensive speaking here mostly in the form of monologue, in the

practice, the advanced levels are called on to give extended monologue in

the form of oral reports, summaries, or perhaps short speeches. Extensive

speaking requires students to give speeches, oral presentations, or tell stories,

planning is involved, and interaction is generally ruled out. Oral presentation

are excellent ways to assess students’ extensive speaking abilities, oral

presentation can be centered around any theme or topic.

Each categories above can be implemented based on the students’ level and

students’ ability. Here are the summary purpose of each element: imitative for

focusing on some particular element of language form, intensive to practice some

phonological or grammatical aspect of language, responsive can stimulate students’ in

speaking, transactional to invite students to engage in a conversation, interpersonal to

learn how such features as the relationship in the conversation, and extensive is to

practice in the form of oral reports, summaries, or perhaps in short speeches.

 18

E. The Elements of Speaking

Harmer (2003:269) states that the ability to speak English presupposes the

elements necessary for spoken production as follows:

1. Language features

The elements necessary for spoken production, are the following:

a). Connected speech

In connected speech sounds are modified (assimilation),

omitted(elision), added (linking r), or weakened (through contractions and

stress patterning). It is for this reason that we should involve students in

activities designed specifically to improve their connected speech.

b). Expressive devices

Native speakers of English change the pitch and stress of particular

parts of utterances, vary volume and speed, and show by other physical and

non-verbal (paralinguistic) means how they are feeling (especially in face

to– face interaction). The use of these devices contributes to the ability to

convey meanings.

c). Lexis and grammar

Teachers should therefore supply a variety of phrases for different

functions such as agreeing or disagreeing, expressing surprise, shock, or

approval.

d). Negotiation language

Effective speaking benefits from the negotiator language we use to

 19

seek clarification and show the structure of what we are saying. We often

need to ask for clarification when we are listening to someone else talks

and it is very crucial for students.

2. Mental / social processing

Success of speaker‟s productivity is also dependent upon the rapid

processing skills that talking necessitates:

a). Language processing

Language processing involves the retrieval of words and theirassembly

into syntactically and propositionally appropriate sequence. And language

processing refers to the way humans use words to communicate ideas and

feelings, and how such communications are processes and understood.

Harmer (2001:104) stated that the other element of speaking is

mental/social processing except the language skill for the speaker, but the

rapid processing skill is also necessary, such as language processing,

interaction, and information processing. The language processing is the

effective speaker to convey their intention to someone else and they process

the words or retrieval of words or phrases from memory to communicate

with people.

b). Interacting with others

Effective speaking also involves a good deal of listening, an

understanding of how the other participants are feeling, and knowledge of

how linguistically to take turns or allow others to do so.

 20

c). Information processing

Quite apart from our response to other‟s feelings, we also need to be

able to process the information they tell us the moment we get it. It is a

process that describes everything that hapepens in the universe.

F. The Functions of Speaking

Brown and Yule’s frame work state three-part version of the function of

speaking: talk as interaction, talk as transaction and talk as performance. It is

described as follows:

1. Talk as Interaction

Talk as interaction refers to what we normally mean by “conversation”

and describes interaction refers to what server a primarily social function. It is

very difficult for the teacher to teach the students in this case. The teacher

should be able o invite the students give feedback even in small conversation.

2. Talk as transaction

Talk as transaction refers to situations where the focus is on what is said or

done. The message and making oneself understood clearly and accurately is

the central focus, rather that the participants and how they interact socially

with each other, such; offering something, asking for directions, classroom

discussion, etc.
 21

3. Talk as performance

Talk as performance tends to be in the form of monolog rather that dialog,

often follows a recognizable format (e.g., a speech of welcome), and is closer

to written language than conversational language. It focused both on message

and audience, and more predictable organization.

Based on explanation above, the teaching process are different in each

function. The teachers have to analyze first what the focus of the speaking class, then

the teachers identify the appropriate strategy to teach each kind of the function of

speaking.

G. The Problems in Speaking

Harmer (2007) states that students will not always use correct English.The

students will face problems and make mistakes when writing or speaking more freely.

In learning English speaking, some students will make slips or errors when they try to

uttered words, phrases or sentences. Slips are mistakes which students can correct

themselves, once the mistake has been pointed out to them. Errors are mistakes which

they can‟t correct themselves, therefore need explanation.

According to Burns and Joyce in Juhana (2012) argue that psychological

factors such as anxiety, shyness, lack of confidence, lack of motivation, fear of

mistakes and worry for getting criticism are the factors commonly that hinder

students from speaking. Moreover Juhana (2012) also said that psychological factors
 22

such as fear of making mistake, shyness, anxiety, lack of confidence and lack of

motivation hinder students from speaking in English class.

Ur (1991) also said that getting learners to talk in English is one of the most

difficult challenges the teacher. Shyness and lack of confidence are just two of the

factors that can cause learners to be reluctant to speak in English and make them rely

on their mother tongue instead. Shyness mean a feeling about oneself in a presence

of other, there are some aspects of students’ shyness are worry about their think of

them, become shy to deal with people from different social class or to work with

more skilled people, and avoid social gathering and usually speak in low voice. Ur in

Heriansyah (2012) also said that there are four factors that make speaking difficult for

second or foreign language students as follows:

1. Inhibition

The first is inhibition. In inhibition learners are often inhibited trying

to say things in a foreign language in the classroom, worried about making

making mistakes, fearful of criticism or losing face, or simply shy of the

attention that speech attracts.

2. Nothing to say

The second is nothing to say. Even if learners are not inhibited,

learners are often complain that they can not think of anything to say, they

have no motive to express themselves beyond the guilty feeling that they

should be speaking.
 23

3. Mother Tongue Use

The third is mother tongue use. In classes where all or a number of the

learners share the same mother tongue, they may tend to use it; because it is

easier and unnatural to speak to one onother in a foreign language, and

because they feel less exposed if they are speaking their mother tongue. If

learners are talking in small group it can be quite difficult to get some classes

particularly the less disciplined.

According to Horwitz (1986) explained that communication apprehention as

an individual’s level of problems associated with either real or anticipated

communication with other persons. This feeling vary greatly from person to person,

and situation to situation. Horwitz explained six factors that contribute to speaking

problems, they are classified into two linguistic and nonlinguistic problems.

1. Linguistic problems

Linguistic problems are devided into three categories, they are (lack of

vocabulary, pronunciation, and grammar).

2. Nonlinguistic problems

Nonlinguistic problems also classified into three categories, they are (fear of

making mistake, worry for getting criticism and lack of confident).

Heriansyah (2012) found that the difficulties faced or felt by the

students in speaking can be divided into two kinds of problems namely linguistic

problems and non-linguistic problems. There were three difficulties related to

 24

linguistic problems (they were lack of vocabulary, lack of grammar knowledge, and

poor pronunciation). While, the 9 difficulties dealt with non-linguistic problems were

(not being brave to speak, not being confident to speak, being afraid of speaking,

being afraid of making errors, being afraid of being mocked by friends, fearful of

criticism, being nervous to speak, not used to talking in class, difficult to express

words or sentences, and confused how to use appropriate words).

Iswarini (2010) found that the students faced two major linguistic difficulties

in speaking class presentation, namely pronounciation and English sentence

construction. In pronounciation, they faced difficulties in pronouncing some English

words and sentences, in addition English sentence construction have difficulties in

constructing the right English sentences, most of students Indonessian expression first

and then translate to English.

Susilawati (2017) found that speaking problems related to students’ condition

who are lack of vocabulary that will make them hard to say word during class and

also makes them not confident to speak English. Related to pronunciation problem,

students are afraid because of their pronunciation is not as good as native speaker and

the students speak more with their first language or their mother tongue. While in

nonlinguistic problems that faced by students are:

1. Lack of Confident
 25

Lack of confident is a kind of feeling where the students attribute

their unwillingness to participate in every class presentation and

discussion. They tend to speak the easiest word when speaking. The

interference of this feeling could contribute negatively in students speaking

performance, or presentation. This negative thought adversely affect the

students ability to take advantage of learning opportunities, affecting

students’ ability to see themselves as successful learners. It is a complex

feeling appraisal concerning the potential and perceived threats inherent in

certain situation.

2. Fear of Making Mistake

Fear of making mistakes is a subjective feeling of tension,

apprehension, nervousness, and worry associated with an arousal of

automatic nervous system. It is tendency on part of some people try to

avoid, and even fear communicating orally. The existence of this feeling is

perceived intuitively by the students. Those factors are considered

contribute as debilitate factors to students speaking ability. Speaking

problems or commnication apprehention obviously plays large role in

foreign language learning. People who are apprehensive speaking are likely

to be even more trouble when doing so.

Related to the findings above, the researcher conclude that the students’

speaking problems are divided into two aspects (linguistics and nonlinguistics
 26

aspect). In linguistics field that students’ problem in speaking there are two problems

namely (pronounciation and vocabulary), and in nonlinguistics field there are two

problems namely (lack of confident, worry for getting criticism and fear of making

mistake).

H. Classroom Presentation

Classroom presentation refers to the ways in which student behaviour,

movement and interaction during a lesson are organized and controlled by the

teacher” Richards (1990, 10) .

In classroom presentation, presentation is a great way to have students

practise all language systems areas (vocabulary, grammar, discourse and phonology)

and skills (speaking, reading, writing and listening). They also build confidence, and

presenting is a skill that most people will need in the world of work. Students who are

good presenters are better communicators all round, since they are able to structure

and express their ideas clearly. Effective presenstation skills is important because can

help keep a presentation interesting, help the presenter communicate with confidence,

and motivate the audience to listen.

In classroom presentation can also form a natural part of task based learning.

By focussing on a particular language point or skill, the presentation is a very

practical way to revise and extend book, pair and group work. The audience can also

be set a task, for example, a set of questions to answer on the presentation, which is a

way of getting students to listen to each other.

 27

Presentation also have some aims as follows:

 To inform/ raise awareness of an important issue

 To persuade people to do something

 Form part of an exam, demonstrating public speaking/presentation skills in a

first or second language

Presentations is a formal talk to one or more people that "presents" ideas or

information in a clear, structured way. The Students are sometimes afraid to speaking

in public, but if students follow a few simple rules, giving a presentation is actually

very easy.

1. The Importance of Classroom Presentation

Developing presentation skills in the classroom is important for

improving communication and creating positive learning experiences. If

students are often to speak in front of people automaticly students are able to

have a confident to speak in public and also their speaking skill can advance.

According to Girard and Trapp (2011) the potential benefits of students’ oral

presentations include: greater class interaction and participation, increased

interest in learning, new perspectives not covered otherwise, improvement in

communication and presentation skills. Students can gain knowledge not only

from the research and other students perform, but also by observing the other

presenters’ strenghths and weaknesses to develop better communication and

presentation skills.
 28

One of the main benefits of using presentation in the classroom is that

oral presentation are students’ centered. When students are asked to give an

oral presentation it is one of the few times in the language classroom that the

students themselves have direct control of both the content and the flow of the

classroom (Apple and Kikuchi, 2007). Oral presentation require students to

use all four language skills in a naturally integrated way and the presentation

to encourage students to become active and autonomous learners.

There are five benefits if teachers ask the students to using oral

presentation in the classroom are:

 As a students centered

 Require the use of all four language skills

 Provide students with realistic language tasks

 Have value outside the language classroom

 Improve students’ motivation

2. Classroom Presentation Using Pair and Groupwork

One of the successful ways, if the teacher is resourceful and skilful

enough, to motivate his/her students to participate in the lesson is to use “pair

work” or “Group work” appropriately. In make pair and groupwork can help

students more easy to do presentation, because each members of group give

suggestion about what they will presentate.

 29

According to the statement above, the researcher conclude that presentation is

one technique in classroom to train and give a chance to students for speak in front of

many people and also students can express or explore their speaking skill in front of

their teacher and friends in classroom.

I. Conceptual Framework

English Presentation

Speaking Problems

Nonlinguistic Problems
or psychological
factors

1. Lack of Confidence
2. Shyness
3. Fear of Making Mistake
4. Anxiety
5. Lack of Motivation
6. Worry for Getting
Criticism
7.
 30

Figure 2.1 : Conceptual Framework

Based on the conceptual framework above shows that in learning English

there is English presentation. In doing English presentation students have some

problems to speak English, therefore there are speaking problems that faced by

students especially in psychological factors there are (lack of confident, shyness, fear

of making misatake, anxiety, lack of motivation and worry for getting citicism) it is

important in speaking. .
 CHAPTER III

METHODOLOGY

A. Research Design

This research used a descriptive research method, the data of this research is

quantitave because the data obtained from questionnaire. The descriptive method

of research is to gather information about the present existing condition.

B. The variable of the Research

The variables of this research were speaking problems in English

presentation especially in nonlinguistic or psychological problems. In

psychological problems there are (lack of confidence, shyness, fear of making

mistake, anxiety, lack of motivation and worry about getting criticism).

C. Research Setting and Research Subject

1. Population

The population of this research were third semester students of English

education department in Muhammadiyah University of Makassar. In the third

semester there are eight classes, the classification of population can be seen in

the following table:

31
 32

Number of Population

No Class Number of Students

1. A 24

2. B 23

3. C 22

4. D 25

5. E 24

6. F 25

7. G 21

8. H 18

Total 182 Students

2. Sample

The researcher used random sampling as the technique for selecting

sampling. Random sampling technique is a sampling technique from members

of the population carry out randomly regardless of the srata that exist in that

population. From the population the researcher took 25 members of

population, so the total sample of this research were 45 students and the

researcher have entered three classes to conduct the research.

 33

D. Research Instrument

The instrument that used in this research was questionnaire. The purpose of

questionnaire in this research was to know what are the speaking problems in

English presentation especially in psychological problems that faced by third

semester of English education department students at Unismuh Makassar. The

questionnaire consist of 18 items, each factor has three items. Questonnaire is a

technique of data collection which done by giving a set of questions or a written

statement to the respondent to be answered, it means that to collect the data with

give the question or statement for respondent to be answered. In this research, the

researcher used an instrument with a likert scale score.

E. Procedure of Data Collection

The data were collected in classroom. The researcher collected the data by

distributing the questionnaire about speaking problems in English presentation

faced by third semester students, the researcher entered into class and explain to

the students how to fulfill the questionnaire

The procedure in collecting the data in this research as follows:

1. The researcher entered the class that observed

2. The researcher asked permission to the students to conduct research

 34

3. The researcher gave questionnaire to students and explained how to fulfill

the questionnaire. The students filled the questionnaire during 15 until 20

minutes.

4. Finally, the researcher collected the questionnaire that have filled by

students.

F. Technique of Data Analysis

After all questionnaire distributed to all students, then the researcher collected

the data that obtained from questionnaire was analyzed by likert scale procedure

indicated: strongly agree (SA), agree (A), neutral (N), disagree (D), and strongly

disegree (SD).

Table 3.1 The Likert Scale:

No. Scale Score

1 Strongly agree 5

2 Agree 4

3 Neutral 3

4 Disagree 2

5 Strongly disagree 1

(Sugiyono, 2012)
 35

Then accounting the score with using percentage technique as follow:

𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒
Percentage = × 100
𝑇𝑜𝑡𝑎𝑙 𝐼𝑑𝑒𝑎𝑙 𝑆𝑐𝑜𝑟𝑒

(Sugiyono, 2012)
 CHAPTER IV

FINDINGS AND DISCUSSION

A. Findings

This chapter presented the research finding that obtained from questionnaire

that distributed to all respondens in the third semester of English department students

at Unismuh Makassar. The researcher got the data from questionnaire that distributed

to 45 students about the speaking problems in English presentation faced by the

students and how many percent students speaking problems of each factor. Then the

researcher analyzed the data from questionnaire by using percentage formula.

Speaking Problems in English Presentation Faced by Third Semester

Students of Unismuh Makassar

In this part, the researcher describes the result of data analysis about speaking

problems in English presentation faced by third semester students of Unismuh

Makassar. The classification of students’ questionnaire and the percentage of each

problem or each factor based on the result of questionnaire can be seen in the

following table and chart:

36
 37

Table 4.1 The Percentage of each Problems

No Variables %

1 Lack of Confidence 63.70%

2 Shyness 63.55%

3 Fear of Making Mistake 60.14%

4 Anxiety 67.99%

5 Lack of Motivation 58.07%

6 Worry for Getting Criticism 57.18%

The table 4.1 above shows the percentage of each problems in speaking. The

table shows that anxiety is the highest problem that faced by students with the

highest percentage (67.99%), followed by lack of confidence (63.70%) as the

second highest problem that faced by students, shyness (63.55%) as the third

highest problem that faced by students, fear of making mistake (60.14%) as the

fourth highest problem that faced by students, lack of motivation (58.07%) as the

fifth highest problem that faced by students, and the lowest percentage is worry for

getting criticism (57.18%).

 38

The result of each problem can be seen in the following chart:

70.00%

68.00%

66.00%

64.00%

62.00%

60.00%

58.00%

56.00%

54.00%

52.00%

50.00%
Anxiety Lack of Shyness Fear of Lack of Worry for
Confidence Making Motivation getting
Mistake Criticism

The chart above based on the result of table 4.1 about the percentage of each

problem in speaking. The chart also shows that anxiety is the highest percentage,

followed by lack of confidence, shyness, fear of making mistake, lack of

motivation, and the last is worry for getting criticism.

B. Discussion

Based on the finding above, the researcher found that third semester of

English department students at Unismuh Makassar faced six problems in speaking

English when they do presentation. There were six psychological problems that faced
 39

by students in speaking English, they were (anxiety, lack of confidence, shyness, fear

of making mistake, lack of motivation and worry for getting criticism).

The researcher finding above is suitable with the theory from Burns and Joyce

cited in Juhana (2012) argue that psychological factors such as anxiety or shyness,

lack of confidence, lack of motivation, fear of mistakes and worry for getting

criticism are the factors commonly that hinder students from speaking.

Based on the finding above, the researcher found that the highest problem

faced by the third semester of English department students of Unismuh Makassar is

anxiety. Most of students checklist agree in anxiety items on the questionnaire:

#13. The students feel nervous if using English language when do presentation

#14. If students got nervous they can not speak English well

#15. The students feel nervous if people are looking at them

Based on the questionnaire above most of students answered agree in the

second item that if they got nervous they can not speak English well. In anxiety the

students got nervousness or felt anxious when they speak English in front of many

people, they can not speak English well if they got nervous. It is similar to what had

been found by Juhana (2012) that one of psychological factor that faced by students

was anxiety. According to Lander (1975) anxiety is an unpleasent nature because

feeling of nerveousness or anxious and it is similar to fear, and anxiety also known as

factor that demages students’ prospects for successful learning.

 40

The second problem that faced by students is lack of confidence, related to

each item in this problem on the questionnaire students feel:

#1. The students feel lack of confidence to speak English when do

presentation

#2. The students feel unsure of theirself if they are asked to speak English

when do presentation

#3. The students feel reluctant to use English language because they are not

fluent in English

Based on the questionnaire above most of students answered agree in the

second item that the students feel unsure of theirself if they are asked to speak

English when do presentation. Lack of confidance related with students’ self

confidence because students feel unsure with theirself and feel reluctant to speak

English in front of other people in classroom. Moreover susilawati (2017) also found

that lack of confidence is a kind of feeling where the students attribute their

unwillingness to participate in every class presentation and discussion, they attent to

speak the easiest word when speaking and the interference of this feeling could

contribute negatively in students speaking performance or presentation. According to

Ur (1991) lack of confidence is the factor that can cause learners to be reluctant to

speak in English and make them rely on their mother tongue instead.

The third problem that faced by students is shyness, related to each item in

this problem on the questionnaire students feel:

 41

#4. The students feel shy to speak English when presentation in front of

people

#5. The students feel shy if everyone is looking at them

#6. The students feel shy if they are wrong in using English language

Based on the questionnaire above most of students answered agree in the third

item that the students feel shy if they are wrong in using English language. According

to Ur (1991) shyness mean a feeling about onself in a presence of other, there are

some aspects of students’ shyness are worry about their think of them, become shy to

deal with people from different social class or to work with more skilled people, and

avoid social gathering and usually speak in low voice. Moreover Bowen (2005) argue

that some shy learners are caused by their nature that they are very quiet and prefer to

listen, read and take notes for a considerable length of time before they are ready to

speak.

The fourth problem is fear of making mistake, related to each item in this

problem on the questionnaire students feel:

#7. The students are afraid to make mistake in using English language when

do presentation

#8. The students are afraid to make mistake in speaking English and laughed

at by their lecturer

#9. Their friends often laugh at them if they are wrong in using English

language
 42

Based on the questionnaire above most of students answered agree in the first

item that the students are afraid to make mistake in using English language when do

presentation. This problem related with the students’ fear of making mistake in

speaking English. Most of students felt worry to make mistake and think that their

lecturer and their friends will laugh at them if they are wrong in speaking English,

they do not want to speak English because they do not want to speak wrong English.

According to Susilawati (2017) fear of making mistake is a subjective feeling of

tension, apprehension, nervousness, and worry associated with an arousal of

automatic nerveous system.

The fifth problem that faced by students is lack of motivation, related to each

item in this problem on the questionnaire students feel:

#16. The students need motivation to be brave in using English when do

presentation

#17. Their lecturers rarely give motivation to speak English when do

presentation

#18. The students are not motivated to speak English lack of advice and

feedback from their lacturers

Based on the questionnaire above most of students answered agree in the first

item that the students need motivation to be brave in using English language when do

presentation. In this problem the students need motivation, need encouragement and

need support from their teacher to speak English, therefore the teachers need to have
 43

proper time to preper their teaching material to fully motivate students. Nunan (1999)

stresses that motivation is important to notice in that it can affect students’ reluctance

to speak in English.

The last problem that faced by students is worry for getting criticism, related

to each item in this problem on the questionnaire students feel:

#10. The students feel worry that they will be criticized by their lecturer if

they speak English when do presentation

#11. The students are often criticized by their friends if using English

language when do presentation

#12. The students are often think that they will be criticized by their lecturer

and their friends if using English language when do presentation

Based on the questionnaire above most of students answered agree in the third

item that the students are often think that they wil be criticized by their lecturer and

their friends if using English language when do presentation. Worry for getting

criticism related with students’ worries about getting criticism from other people in

the classroom, they think if their lecturer and their friends in classroom will criticize

them if using English language when do presentation. According to Nadzirotunnuha

(2017) that students feel worried about mistakes and worried for getting criticism

from their friends or from their teacher.

The research finding above is suitable with the theory from Juhana (2012)

about the kinds of psychological factors in speaking such as fear of making mistake,
 44

shyness, anxiety, lack of confidence and lack of motivation hinder students from

speaking in English class.

 CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclussion

Based on the research finding and discussion in the previous chapter the

researcher conlude that third semester students of Unismuh Makassar faced six

problems in speaking English when they do presentation. There were six

psychological problems that faced by students in speaking English, they were

(anxiety, lack of confidence, shyness, fear of making mistake, lack of motivation and

worry for getting criticism).

The researcher found that the highest problem that faced by third semester

students was anxiety. The students got nervousness and felt anxious when they speak

English in front of many people, they can not speak English well if they got nervous,

althought they are fluent in English but if they got anxious they can not speak English

well.

The other problem faced by third semester students were lack of confidence,

shynees, fear of mistake, lack of motivation and worry for getting criticism. Lack of

confidence as the second highest problem that faced by third semester students,

shyness as the third highest problem that faced by third semester students, fear of

mistake as the fourth highest problem that faced by third semester students, lack of

motivation as the fifth highest problem that faced by student, and least problem that

faced by third semester students was worry for getting criticism.

45
 46

B. Suggestions

Based on the conclusion above, researcher gives suggestion as follows :

1. To overcome students’ speaking problems, it would be better if students in

classroom use English language as their habit to develop their ability in using

English to communicate with their classroommate or make speaking activity in

classroom.

2. The third semester students should join in English meeting club as a place that

they can practice in speaking English.

3. The third semester students should do more speaking practice and try to speak

English in front of their classroommate to overcome their pshycological

problem especially in lack of confident, anxiety and shyness.

4. For the lecturers, they should often to ask the students to speak English when

do presentation, students automaticcaly get used to speak English when

presentation.
 BIBLIOGRAPHY

Alvin, Nadzirotunnuha. (2017). The Analysis of Students’ Problems on Speaking Skill

at SMP Darussalam Dongko. repo. Iaian - tulungagung. ac. Id / 6930

Batko. (2004). Teaching English Grammatical. http // www. teach-grammar. com.

Teaching – English - grammatical.

Bowen, tim (2005) Methodology: shy students: An article offering suggestions and
advice on teaching shy students.
http://www.onestopenglish.com/methodology/teaching-tips/ask-the-
experts/methodology-questions/methodology-shy-students/146385.article

Brown. (2001). Aspects of Speaking Performance. Sapta abimanyu. Blogspot / 2013 /

02 / aspect – of – speaking - performance. html?m=1

Brown. (1994). Definition of Speaking. Jurnal. Unhum jember.

Burns & Joyce. (1997). Definition of Speaking Skills. Jurnal. Unhum jember.

Burkart, A.J. (1998). Speaking skills what do the experts say. https://www.
cambridge. Org / elt / blog2017 / 05 / 17 / speaking – skills – what – do – the –
experts - say

Brown (2001). Types of Speaking Classroom Performance. http // www.

iqrometro.types-of-speaking-classroom-performance.

Brown and Yule. (1983). The Function of Speaking. Cambridge University Press.

Cohen et al. (2005). Definition of Comprehension.http// www. academia. edu.

Definition – of - comprehension.

Fraser (2001). Teaching Pronounciation for Learners.www.researchgate.net.

Girard an Trapp (2011). Class Presentation and Peer Evaluation. https: // www.
semanticscholar. Org / paper / Class – Presentations – and – Peer - Evaluations.

Greenbaum and Nelson. (2002). An Introduction to the Grammar of English.

http//www.amazon.co.uk.

Harris. (1974). The Components of Speaking Skills. Adeprimarora Wordpress.

47
 48

Harmann and Stork (1976). Promoting Fluency in EFL

Classrooms.hosted.jalt.org/pansig/HTML/Brown.htm-an article by James Dean
Brown-JALT.

Hayriye, Kayi. (2006). Teaching Speaking: Activities to Promote Speaking in a

Second Language. The Internet TESL Journal.

Herbert H. Clark. (1997). Speaking skills what do the experts say.

https://www.cambridge.org/elt/blog2017/05/17/speaking-skills-what-do-the-
experts-say/

Hendra, Heriansyah. (2012). Speaking Problems Faced by the English Department

Students of Syiah Kualah University. The journal of Researchgate.net.

Hornby. (1995). The Definition of Comprehension. repository.ump.ac.id.

Hornby. (1995). What is speaking. Sintasriwahyuningsih.blogspot.com.

Horwitz, et al (1986). Foreign Language Classroom anxiety. Joann Cope Source: The
Modern Language Journal, Vol. 70, No. 2 (Summer, 1986), pp. 125-130

Jeremy, Harmer. (2007). How to Teach English. https//lib.atmajaya.ac.id.

Jeremy, Harmer. (2001). What is Speaking. Sinta sri wahyuningsih. blogspot.

com/2014/07/what-is-speaking.html?=1

Jeremy, Harmer. (2001). The Practice of English Language

Teaching.www.worldcat.org.

Juhana, (2012). Psychological Factors That Hinder Students from Speaking in

English Class (A Case Study in a Senior High School in South Tangerang,
Banten, Indonesia). Journal of Education and Practice www.iiste.org.Vol 3,
No 12, 2012

Kline. (2001). Definition of Pronounciation. repo.iain-tulungagung.ac.id.

Ladouse. (1991). Definition of Speaking Skill. http//www.zakymedia.com.

Lander, (1975). Language Ego Risk Taking And Self Confidence English
LanguageEssay.https://www.ukessays.com/essays/english-language/language-
ego-risk-taking-and-self-confidence-english-language-essay.php
 49

Mega, Iswarini. (2012). Students’ Difficulties in Speaking Class Presentation.

The Journal of Researchgate.net.
Mely, Arya, Susilawati. 2017). Students’ Speaking Problems in English
Presentation. The Journal Of Media Neliti.com.

McCharthy. (1984). Vocabulary Learning in a Second Language. Tesl-

ej.org/ej26/a4.html.

Nelson. (2001). English an Essential Grammar. www. mafiadoc.com.

Nunan. (1991). The Important of Mastering Speaking Skills.

Nunan, D. (1999). Second language teaching & learning. Boston, MA: Heinle &
Heinle.

Penny, Ur. (1991). Get Talk Dont Want. www.cambridge.org/elt/blog.

Purpura. (2004). Teaching English Grammatical. teach-grammar.com.

Pollard. (2008). Definition of Fluency in Speaking. www.academia.edu.

Richards and Schmidt (2002). Definition of Vocabulary. www.academia.edu.

Richards and Renandya (2002). What is the Important of Speaking Skills. gerald
Gillis.com.

Richards. (1990). Definition of Oral Presentation. http// www.academia.edu.

Sugiyono. (2012). Metode Penelitian Pendidikan. Bandung: Alfabeta.

Tarigan. (1990). Definition of Speaking. www.academia.edu.

Thornbury. (2005). Aspects of Speaking Performance.saptaabimanyu.blogspot.

Turk. (2003). Teaching English Vocabulary. repo.iain-tulungagung.ac.id.
APPENDIXES
 The Result of Questionnaire

Lack of Shyness Fear of Making Worry for Getting Anxiety Lack of

Confidence Mistake Criticism Motivation
No
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

1. 2 3 4 3 2 4 4 4 2 2 2 2 4 4 4 4 3 2

2. 3 3 4 4 4 4 5 4 5 3 2 3 5 5 5 4 3 2

3. 4 4 4 4 5 5 4 3 3 4 3 5 4 5 4 5 3 3

4. 3 4 3 5 4 5 5 5 3 4 3 3 4 3 3 5 3 5

5. 3 3 3 3 4 4 4 5 2 5 2 4 3 4 3 5 3 2

6. 4 4 4 4 3 3 3 2 4 3 4 4 4 4 3 5 2 3

7. 3 4 4 3 4 3 2 2 3 2 2 2 3 3 4 3 2 2

8. 4 4 3 4 2 2 2 2 3 3 2 3 2 4 3 4 3 2

9. 3 4 4 4 4 2 2 4 3 3 2 3 4 4 4 5 3 2

10. 4 4 4 4 4 3 3 4 3 3 5 5 4 5 5 5 2 2

11. 4 4 4 4 4 3 5 4 4 3 3 3 4 4 3 5 3 3

12. 4 4 4 3 2 4 4 4 5 2 3 4 4 4 4 4 3 2

13. 1 1 1 2 2 3 3 1 4 4 4 3 1 1 3 4 2 2

14. 4 4 5 3 4 3 4 2 2 2 2 2 4 4 5 3 3 1

15. 1 2 1 1 1 4 4 1 2 4 1 1 4 1 4 4 2 1

16. 4 4 4 3 3 3 3 4 3 2 3 2 3 3 2 5 2 2

17. 3 3 3 5 4 3 4 4 2 3 2 5 4 3 4 4 4 3
18. 2 2 2 2 2 2 2 2 1 1 3 4 2 4 2 4 2 2

19. 3 2 2 2 2 2 2 1 2 1 3 4 4 4 2 4 2 1

12. 3 3 2 2 4 4 2 2 2 2 3 3 3 2 4 2 2 2

21. 2 2 2 2 3 3 3 2 2 4 4 3 3 3 2 5 2 2

22. 4 3 3 4 4 4 4 4 2 3 3 4 4 4 4 5 2 4

23. 4 4 4 4 4 4 4 4 4 2 2 3 4 4 4 2 2 2

24. 3 3 3 3 4 4 4 4 3 4 2 2 4 4 4 4 2 2

25. 3 4 3 3 4 2 4 2 2 4 2 4 4 4 4 5 2 2

26. 4 4 4 4 4 4 4 4 3 4 4 2 2 4 3 4 2 2

27. 2 2 2 3 3 4 4 4 2 3 2 4 4 5 5 5 2 1

28. 2 2 2 2 3 4 4 2 2 1 2 2 3 3 2 4 2 2

29. 2 4 4 2 2 4 2 2 4 4 4 4 4 2 2 2 2 2

30. 2 3 3 2 2 4 3 4 2 3 3 4 4 4 4 2 5 2

31. 4 4 2 3 2 4 4 2 4 4 4 4 4 3 2 4 2 2

32. 4 4 3 4 4 4 2 1 2 2 2 1 4 4 4 4 2 2

33. 4 4 2 4 4 3 3 1 1 3 1 2 5 5 5 5 3 2

34. 2 2 2 2 2 3 4 4 2 4 2 2 2 2 2 1 4 2

35. 4 4 4 4 4 3 2 4 4 3 4 4 4 4 2 1 2 2

36. 4 4 4 2 2 4 4 4 2 2 2 2 4 4 4 4 2 2

37. 4 4 4 2 2 4 4 4 2 2 2 2 4 4 4 4 2 2

38. 2 2 3 2 4 4 4 2 4 3 2 4 2 4 3 4 2 2
39. 4 4 4 4 4 3 4 4 4 3 4 4 1 3 4 4 2 2

40. 4 4 4 4 4 4 4 5 4 4 1 4 4 4 2 5 1 1

41. 4 4 4 4 4 4 4 4 3 2 2 4 4 3 3 5 2 2

42. 4 4 3 2 2 1 1 1 1 3 3 3 1 1 2 3 3 3

43. 4 4 2 1 1 1 1 1 4 1 3 2 1 4 1 4 2 3

44. 1 2 2 1 2 2 2 2 2 1 2 2 3 4 4 4 5 4

45. 2 2 2 4 3 4 2 2 2 2 3 3 2 2 2 5 4 4

Tot 141 149 140 137 141 151 148 133 125 127 119 140 151 159 149 179 113 100
al
1. Students’ Answer Percentage of Lack of Confidence Items

Data Analysis

Number of Items Total Score %

1 141 62.66%

2 149 66.22%

3 140 62.22%

Total 63.70%

67.00%

66.00%

65.00%

64.00%

63.00%

62.00%

61.00%

60.00%
Item 1 Item 2 Item 3
2. Students’ Answer Percentage of Shyness Items

Data Analysis

Number of Items Total Score %

4 137 60.88%

5 141 62.66%

6 151 62711%

Total 63.55%

68.00%
67.00%
66.00%
65.00%
64.00%
63.00%
62.00%
61.00%
60.00%
59.00%
58.00%
57.00%
Item 1 Item 2 Item 3

3. Students’ Answer Percentage of Fear of Making Mistake Items

Data Analysis

Number of Items Total Score %

 7 148 65.77%

8 133 59.11%

9 125 55.55%

Total 60.14%

68.00%

66.00%

64.00%

62.00%

60.00%

58.00%

56.00%

54.00%

52.00%

50.00%
Item 1 Item 2 Item 3

4. Students’ Answer Percentage of Worry for Getting Criticism Items

Data Analysis

Number of Items Total Score %

10 127 56.44%

11 119 52.88%
 3 140 62.22%

Total 57.18%

64.00%

62.00%

60.00%

58.00%

56.00%

54.00%

52.00%

50.00%

48.00%
Item 1 Item 2 Item 3

5. Students’ Answer Percentage of Anxiety Items

Data Analysis

Number of Items Total Score %

13 151 67.11%

14 159 70.66%
 15 149 66.22%

Total 67.99%

71.00%

70.00%

69.00%

68.00%

67.00%

66.00%

65.00%

64.00%
Item 1 Item 2 Item 3

6. Students’ Answer Percentage of Lack of Motivation Items

Data Analysis

Number of Items Total Score %

16 179 79.55%
17 113 50.22%

18 100 44.44%

Total 58.07%
90.00%

80.00%

70.00%

60.00%

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%
Item 1 Item 2 Item 3
 QUESTIONNAIRE

(Speaking Problems in English Presentation Faced by Third Semester Students of

Unismuh Makassar)

Name :

Class :

Note :
Strongly Agree = Sangat Setuju (SS)
Agree = Setuju (S)
Neutral = Netral (N)
Disagree = Tidak Setuju (TS)

Strongly Desagree = Sangat Tidak Setuju (STS)

PILIHAN JAWABAN
N O. PERNYATAAN
SS S N TS STS
Saya merasa kurang percaya diri untuk menggunakan bahasa
1.
Inggris ketika presentasi
Saya merasa tidak yakin kepada diri sendiri jika saya disuruh
2.
untuk menggunakan bahasa Inggris ketika presentasi

3. Saya merasa segan untuk menggunakan bahasa Inggris, karena

saya tidak lancar berbahasa Inggris

Saya merasa malu jika menggunakan bahasa Inggris ketika

4
presentasi di depan banyak orang
Saya merasa malu jika semua orang menatap saya ketika
5
presentasi menggunakan bahasa Inggris
Saya merasa malu jika salah dalam menggunakan bahasa
6
Inggris
Saya takut membuat kesalahan dalam menggunakan bahasa
7.
Inggris ketika presentasi

Saya takut membuat kesalahan dalam berbahasa Inggris dan

8.
ditertawakan oleh dosen saya
 Teman-teman saya sering menertawakan saya jika salah dalam
9.
menggunakan bahasa Inggris

Saya merasa khawatir akan dapat kritikan dari dosen,

10.
jika saya menggunakan bahasa Inggris ketika presentasi
Saya sering dikritik oleh teman saya, jika menggunakan
11.
bahasa Inggris ketika presentasi
Saya sering berfikir akan dikritik oleh dosen dan teman
12. sekelas saya, jika saya menggunakan bahasa Inggris
ketika presentasi
Saya merasa gugup jika menggunakan bahasa Inggris
13.
ketika presentasi
Ketika saya gugup saya tidak bisa mengucapkan kalimat
14.
bahasa Inggris dengan baik

15. Saya merasa gugup jika semua orang menatap saya

Saya membutuhkan motivasi agar berani tampil

16.
menggunakan bahasa Inggris ketika presentasi

Dosen saya jarang memberikan motivasi untuk

17.
menggunakan bahasa Inggris ketika presentasi
Saya tidak termotivasi dan tidak mau menggunakan
18. bahasa Inggris ketika presentasi karena kurangnya saran
dan umpan balik dari dosen

.
The Pictures Of Research Process in classroom
 CURRICULUM VITAE

The writer is Sri Anggi Pradita, she was born on 02 november

1998 in Malakaji. She is the second child of the couple Ahmad
and Hj. Marlina. The writer finished her elementary school in
2009 at SDN Centre Malakaji, and continued her study at MTs
Yapit Malakaji. She entered Man Gowa 2012 and graduated
2015. Then she continued her study at Universitas
Muhammadiyah Makassar by majoring English Department Faculty of Teacher
Training and Education in 2015. The end of her study, she could her thesis by the
tittle Speaking Problems in English Presentation by the English Department Students
of Unismuh Makassar.