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CHAPTER I
INTODUCTION

This introduction chapter covers background of the study, research problem, objectives of

the study, scope and limitation, significance of the study, and definition of key terms.

A. Background of the Study

In Indonesia, English is learned by all students from kindergarten until university level.

In studying English, there are four skills to master namely speaking, listening, reading, and

writing. Nevertheless, in some levels in education, the knowledge of English has been

broadening. For example, in university level, the study of English has been broadening not only

studying those skill above, but also translation, HEL (History of English Language), interpreting

and etc. The English education students must master the four skills when they are in 2nd semester.

One of four skills that must be mastered is speaking. Speaking is a skill that should be

mastered by someone who uses English to communicate with the other person. The students can

express their ideas, wishes, opinion and attitude in speaking. Then the partner must pay attention

to the speaker to decode the message and finally is able to give appropriate responses to the

partner (Boer, 1982:142). So, speaking helps other to know you and it help you to know others.

English is one of languages which is use in most parts of the world. It has been widely

dispersed around the word, become the leading language of international discourse

(http://en.wikipedia.org/wiki/EnglishLanguage). It holds a very important role in many aspect of

human’s life, such as technology, economy, and education. English ability, therefore, is

necessary for students. It made English as one of the important lesson in each school.

O’Malley, et al. (1985: 582-584) divided language-learning strategies into three main

subcategories namely, meta cognitive strategies, cognitive strategies and social affective

strategies. Meta cognitive is a term to express executive function, strategies that require planning

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for learning, thinking about the learning process as it is taking place, monitoring of one’s

production or comprehension, and evaluating learning after an activity is completed. Cognitive

strategies are more limited to specific tasks in learning and they involve more direct

manipulation of the learning materials itself. As the social affective strategies, it can be stated

that they are related with social mediating activity and transacting with others.

Fauziati (2004: 185) states that “a case study is a study of a single individual, or an

instance in action”. In this research the researcher wants to investigate the individual learner who

has ability in speaking skill. The student is Fitri Endah Pratiwi. She is 2nd semester students of

English education study program in IAIN of Palangka Raya . She is a good language learner in

English department which is shown from her. Especially in speaking she has good ability in

speaking. She can produce English language very fluent and implement the component of the

speaking. She has some strategies in improving her speaking skill.

Concerning with the description above, the writer will analyze the learning strategies of

the English department student in IAIN of Palangka Raya especially in the 2nd semester and the

writer limits her investigation on speaking ability. Besides that, the writer chooses a good

language learner as her object. The name is Fitri. The writer thinks that Fitri has difference in

learning strategy of speaking. Fitri also has ability in producing speech.

Based on observation in 2nd semester students of English education study program in

IAIN of Palangka Raya , the fundamental problems encounter on students is in speaking,

especially for speaking skill.

Every student has their own ability and learning strategies. But there are different

achievements speaking ability. Some of them are fluent in speaking, because they have good

grammar, enough vocabulary, and good pronunciation but others are unable to speak English,
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because they don’t have enough vocabulary and poor on grammar. Understanding speaking

depends on themselves in learning speaking.

Besides, there are also some reasons why the writer wants to present the study above:

First, Students are difficult to speak well, because they are afraid make a mistake if they are

speaking. Second, students always not confident if speaking English and always nervous,

although they already learn speak before. The last, students want to know their strengths and

their weaknesses.

B. Research Problem

Based on the background of the study, the problem of the study is as followed:

What do English speaking learning strategies used by successful speakers of the 2nd

semester students of English education study Program IAIN Palangka Raya?

C. Objectives of the Study

Based on the formulation of the problem above, the objectives of the study is a followed:

To describe English Speaking learning strategies used by successful speakers of the 2nd

semester students of English sducation study program IAIN Palangka Raya.

D. Scope and Limitation

This Scope of the study is conduct only limited to describe the student’s speaking

strategies in 2nd semester students of English education study program IAIN Palangka Raya.

E. Significance of the Study

The significances of this study are expected to be beneficial contribution to the students

and the teachers.

1. Theoretically
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The study aims to describe more about the students’ speaking skill in English speaking

learning strategies of 2nd semester students of English education study program IAIN Palangka

Raya.

2. Practically

The study has significance to give a contribution to the students in understanding the

students’ speaking skill at English education Study program IAIN Palangka Raya. The study

purposes to help the students knowing their speaking skill problem.

F. Definition of Key Terms

1. Speaking skill

It refers one of the four language skills beside listening, reading, and writing.

2. Students’ Problem

It refers to the problems in teaching speaking skill of English speaking learning

strategies.
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CHAPTER II
REVIEW OF RELATED LITERATURE

This introduction chapter covers related studies, speaking, speaking strategies, and case

study.

A. Related Studies
The are some related studies which are related of this study below:
Agung Darwanto (2014) this study investigates strategies for developing speaking skill used

by English Speaking Learning Strategies Used by Successful Speakers of the 2nd Semester

Students of English Education study program IAIN Palangka Raya. The purpose of this study is

to describe the strategies in speaking skill. Type of the research conducted by the writer is case

study. In this research, the object of the research is strategies for developing speaking skills

which are used by students of 2nd semester of English education department of IAIN Palangka

Raya. The data of this research are elicited by field note and interview. The data include the

students’ attitude in learning English speaking skill, their behaviors toward English speaking

skill, and their habits of using the strategies in learning English especially to master speaking

skill. The result of this research shows that the students applied almost all of the strategies

proposed by O’Malley et al including meta-cognitive strategies, cognitive strategies, and socio-

affective strategies in mastering their speaking skill. In meta-cognitive strategies, the students

use seven to two strategies, namely: observation and questionnaire

According to Bailey and Savege (in Fauziati, 2010: 15), “speaking in a second or foreign

language has often been viewed as the most demanding of the four skills”. The purpose of

speaking is for communication. Communication can function not only as tool of interaction with

other people but also media to solve all problems faced by them. Speaking naturally is designed

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to do just that: teach students how to perform certain language functions in English by presenting

the social rules for language use (Tillitt, 1985: vii).

Spoken English is different from written English but it has a good relation in the midst of

listening. The ability to listen to English effectively is very significant, because good listening is

also an important step to good speaking (Zhang, 2009: 201). In addition, students of English

education department of IAIN Palangka Raya have little chance to communicate with native

speaker because almost student in this university are Indonesian. They have to practice more in

speaking English. Such speaking activities as split information tasks, interview, ranking, making

decision, strip story and problem-solving role play require learners not only to repeat language

items but also produce the generative use of the language (Meng, 2009: 223).

Learning English speaking is interesting to study. Speaking is the skill that the students

will be judged upon most in real-life situation, it is an important part of everyday interaction and

most often the first impression of a person is based on his/her ability to speak fluently and

comprehensibly (Liao, 2009: 11). In addition, English has increasingly the medium in every

domain of communication in globalization era. Teaching and learning English, except for the

native language, is thus crucial for communicative purposes to meet the demands of global

economics and to cope with the growing local, national and international demands for English skills

(Khamkhien, 2010: 184).

B. Speaking

1. The Nature of Speaking

Bedir, (2013) English has become the lingua franca all over the world even though it is

not the most spoken language concerning the number of its native speakers. The economic and

cultural impact of the USA has paved the way toward the prevailed use of English in various

areas of the globe. It has become the medium of technology, and commerce etc., which has
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channeled lots of people in almost all parts of the world toward engaging into attempts to learn

English as a foreign/second language. The reflection of such a widespread tendency has also

been felt in Turkey, where English is taught as a foreign language. Turkey has been reforming its

educational system in order to catch up with the “decisions, developments, and practices in

international context, in particular, European Union” Nonetheless, the influences of these

changes have not been observed in classroom setting. The system, undergoing radical

modifications, still does not seem to be contributing to the enhancement in students’

communicative competence, specifically their speaking skill.

English teaching and learning have the goal of focusing students so that they are able to

use English for communication and as a tool for furthering their studies. In the process of

teaching and learning, the four language skills (listening, speaking, reading, and writing) are

simultaneously performed. Normally, learners in an EFL context do not use the language in

authentic situations. They possess inability in communicating appropriately and correctly. This

leads to learners’ lack of self-confidence and avoidance when communicating with native

English speakers.

In foreign language teaching and learning, ability to speak is the most essential skill since

it is the basic for communication and it is the most difficult skill. Reference stated that speaking

English is the most difficult for learners. In particular, EFL learners often stammer when

speaking English. This results from learners’ lack of exposure to authentic English language

environments that allow them to use English for communication and expression. Furthermore,

learners are not exposed to the cultures of the native English speakers. Speaking is the most

important and essential skill. Reference stated that mastery of this skill illustrates that the speaker

possesses precise knowledge of language.

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Speaking is the act or art of a person. According to Tarigan in Lestari, speaking is one of

speech activity by using oral speech. Tarigan defined that’s speaking was a skill in conveying the

message through oral speech. Meanwhile according to Kridalaksana in Lestari stated that

speaking was an activity which produced language to communicate as a basic skill in speech.

C. Speaking Strategies

The use of language learning strategies for oral communication was assessed by means of

a questionnaire develop by Kostic-Babanovic (2004). The 41 item instrument asked learners to

report the frequency with which they used certain speaking language learning strategies. It

consisted of six groups of strategies; memory, cognitive conpensation, metacognitive, effective

and social.

1. Memory strategies help learners enter information in long term memory and retrieve it when

necessary to communicate. It is measured by three items in the questionnaire.

Example: I remember a new English word by using imagery and sounds

2. Cognitive strategies involve information and revision of internal mental models. It is

measured by seven items

Example: I practice my speaking skills by repeating the new material

3. Compensation strategies are used to overcomelack of knowledge of the target language. It is

measured by seven items

Example: When I can’t think of the correct expression to say or write, I find a different way

to express the idea, I use synonym or I describe the idea.

4. Metacognitive strategies help learners manage their learning. It is measured by nine items

Example: I am aware of my English mistake and try to correct them

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5. Affective strategies enable learners to control emotions and attitudes related to language

learning. It is measured by ten items

Example: I try to relax my muscle by breathing in deeply every time I feel nervous about

speaking English

6. Social strategies facilitate interaction with others. It is measured by five items

Example: I ask other people to correct me when I make mistake while speaking

The questionnaire asked the respondent to indicate in a multiple choice fashion, the

frequency of use of a given strategy from almost always to almost never on a five-point scale

D. Case Study

In the social sciences and life sciences, a case study is a research method involving an up-

close, in-depth, and detailed examination of a subject of study (the case), as well as its related

contextual conditions.

Case studies can be produced by following a formal research method. These case studies

are likely to appear in formal research venues, as journals and professional conferences, rather

than popular works. The resulting body of 'case study research' has long had a prominent place in

many disciplines and professions, ranging from psychology, anthropology, sociology, and

political science to education, clinical science, social work, and administrative science.

In doing case study research, the "case" being studied may be an individual, organization,

event, or action, existing in a specific time and place. For instance, clinical science has produced

both well-known case studies of individuals and also case studies of clinical practices. However,

when "case" is used in an abstract sense, as in a claim, a proposition, or an argument, such a case

can be the subject of many research methods, not just case study research. Case studies may

involve both qualitative and quantitative research methods.

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Another suggestion is that case study should be defined as a research strategy, an

empirical inquiry that investigates a phenomenon within its real-life context. Case study research

can mean single and multiple case studies, can include quantitative evidence, relies on multiple

sources of evidence, and benefits from the prior development of theoretical propositions. Case

studies should not be confused with qualitative research and they can be based on any mix of

quantitative and qualitative evidence. Single-subject research provides the statistical framework

for making inferences from quantitative case-study data. This is also supported and well-

formulated in Lamnek, 2005: "The case study is a research approach, situated between concrete

data taking techniques and methodologic paradigms.

Case studies in research may be mistaken for the case method used in teaching
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CHAPTER III
RESEARCH METHOD

This introduction chapter covers research design, subject of the study, source of data,

research instrument, data collection procedure, data analysis procedure, and data endorsement.

A. Research Design

Type of the research conducted by the writer is case study. A case study is a problem to

be studied, which will reveal an in-depth understanding of a “case” or bounded system, which

involves understanding an event, activity, process, or one or more individuals (Creswell, 2002:

61).

The object of the research is strategies for developing speaking skills which are used by 3

students of third semester of English Education Department of UMS. The students of 2nd

semester, namely: Miss A, Miss D, and Miss S. The data of this research are field note and the

answer of interview. The data including the students’ attitude in learning English speaking skill,

their behaviors toward English speaking skill, and their habits of using the strategies in learning

English especially to master speaking skill. The secondary sources come from their peers,

lecturers and their surrounding where the researcher may get additional information.

The writer used instruments of collecting data, namely: observation and interview. First,

observation is a method of collecting data using observation to the research object. Object will be

observed are the activities of learning strategies and the activities of the subject of the research in

the classroom of students of 2nd semester of English Education Department of IAIN Palangka

Raya. Second, interview is one of the techniques to collect data by having conversation between

interviewer and respondent with the purpose of getting certain information from respondent. The

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writer collected the data by interviewing the students. The writer conducted specific questions

that concerned with information related to the data needed, the questions find out all about the

learning strategies in learning speaking of students of 2nd semester of English Education

Department of IAIN Palangka Raya which deals with speaking. There are 24 questions that

consist of three main subcategories of language learning strategy, namely: meta-cognitive

strategies, cognitive strategies, and socio-affective strategies. In addition, the writer is able to get

the information which may be unable found through observation.

In analyzing the data, the writer analyzed the result of research and drew the conclusion

from the result and also the suggestion for any further research. There are some steps as follows:

First, reducing the data, it is the process of making summary from the main points, arranging it

and categorizing it based on its classification (Moleong, 2000: 190). The writer selected the data

taken from observation and interview. Second, displaying the data, in this step, the writer

described and discussed the selected data of the research in the form of systematic classification.

Consequently, it is easy to be analyzed and to be understood. Last, drawing conclusion, in this

step, the writer made the conclusions and suggestions based on the displayed data.

B. Subject of the Study

The subject of the study is the2nd Semester Students of English Education Study Program IAIN

Palangka Raya.

C. Source of Data

According to Arikunto data resource is: Sources or the data the study were subjects from

which data can be obtained. The main source data of this study is the data of students’ speaking

skill in successful speakers .

D. Research Instrument
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The instrument of this present research is questionnaire which will be given to the

subjects.

The questionnaire is taken by Kostic-Babanovic (2004). The 41 item instrument asked learners

to report the frequency with which they used certain speaking language learning strategies. It

consisted of six groups of strategies; memory, cognitive conpensation, metacognitive, effective

and social.

1. Memory strategies help learners enter information in long term memory and retrieve it when

necessary to communicate. It is measured by three items in the questionnaire.

Example: I remember a new English word by using imagery and sounds

2. Cognitive strategies involve information and revision of internal mental models. It is

measured by seven items

Example: I practice my speaking skills by repeating the new material

3. Compensation strategies are used to overcomelack of knowledge of the target language. It is

measured by seven items

Example: When I can’t think of the correct expression to say or write, I find a different way

to express the idea, I use synonym or I describe the idea.

4. Metacognitive strategies help learners manage their learning. It is measured by nine items

Example: I am aware of my English mistake and try to correct them

5. Affective strategies enable learners to control emotions and attitudes related to language

learning. It is measured by ten items

Example: I try to relax my muscle by breathing in deeply every time I feel nervous about

speaking English

6. Social strategies facilitate interaction with others. It is measured by five items

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Example: I ask other people to correct me when I make mistake while speaking

The questionnaire asked the respondent to indicate in a multiple choice fashion, the

frequency of use of a given strategy from almost always to almost never on a five-point scale

E. Data Collection Procedure

There are some procedures in collecting the data:

1. The researcher observes the students of 2nd semester students of English education study

program at IAIN Palangka Raya to know the successful English speakers by asking the data

from the campus/institute/lecturers of successful English speaking learners.

2. The researcher will give all subjects questionnaire to find out the English speaking learning

strategies used by successful speakers of the 2nd semester students of English education study

Program IAIN Palangka Raya.

F. Data Analysis Procedure

According to Bogdan, the data analysis procedure is the process of observations and

questionnaire.

G. Data Endorsment

The data endorsment of this present research is questionnaire which will be given to the

subjects.

The questionnaire is taken by Kostic-Babanovic (2004). The 41 item instrument asked

learners to report the frequency with which they used certain speaking language learning

strategies. It consisted of six groups of strategies; memory, cognitive conpensation,

metacognitive, effective and social.

1. Memory strategies help learners enter information in long term memory and retrieve it when

necessary to communicate. It is measured by three items in the questionnaire.

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Example: I remember a new English word by using imagery and sounds

2. Cognitive strategies involve information and revision of internal mental models. It is

measured by seven items

Example: I practice my speaking skills by repeating the new material

3. Compensation strategies are used to overcomelack of knowledge of the target language. It is

measured by seven items

Example: When I can’t think of the correct expression to say or write, I find a different way

to express the idea, I use synonym or I describe the idea.

4. Metacognitive strategies help learners manage their learning. It is measured by nine items

Example: I am aware of my English mistake and try to correct them

5. Affective strategies enable learners to control emotions and attitudes related to language

learning. It is measured by ten items

Example: I try to relax my muscle by breathing in deeply every time I feel nervous about

speaking English

6. Social strategies facilitate interaction with others. It is measured by five items

Example: I ask other people to correct me when I make mistake while speaking

The questionnaire asked the respondent to indicate in a multiple choice fashion, the

frequency of use of a given strategy from almost always to almost never on a five-point scale