The Experience of New Students for English

Speaking Class
Abdul Malik, Ahmad Sahiba, Irfan Rinaldi, M. Makmun. M, and
Nor fitriansyah
Biodata

Abdul Malik is a student fourth semester of department english education IAIN

Palangka Raya. His research interest include experince new student for grade english
speaking.

Ahmad Sahiba is a student fourth semester of department english education IAIN

Palangka Raya. His research interest include experince new student for grade english
speaking.

Irfan Rinaldi Bimantara is a student fourth semester of department english education

IAIN Palangka Raya. His research interest include experince new student for grade english
speaking.

M.Makmun. M is a student fourth semester of department english education IAIN

Palangka Raya. His research interest include experince new student for grade english
speaking.

Nor Fitriansyah is a student fourth semester of department english education IAIN

Palangka Raya. His research interest include experince new student for grade english
speaking.

Abstract

This study aims to determine the things of the new students of English education in
IAIN Palangka Raya in the classroom speaking from experience. The study sample consisted
of two students second semester are selected based on a different background. in this study
we used qualitative research with interview and speaking test.

in this study we found that the experience of the English language in high school or
before university, can greatly help to adapt to the lecture especially in the areas of speaking.

Keyword : experience, study, supporting, and inhibiting

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Introduction

This research attempts to reveal matters of supporting and inhibiting both students in
speaking, which aims to define the different things. concepts used (Rogers, 2008; Arsjad dan
Mukti, 1988) given that the concept of this concept can be useful and helpful when making
interview data and speaking test to find things that support and hinder the new students in the
classroom speaking. in this study we propose the student experience to know these things
from two students of English language education in IAIN Palangkaraya who participated in
this study. This study seeks to provide an overview based on the experience as seen from the
things that support and inhibit the new students in the classroom speaking.

Background

One of skill in the English language is speaking. Speaking skills are in fact producing
skills current sound system of articulation to convey the will, needs feeling, and desires to
others. These skills are also based on the confidence to speak in a reasonable, honest, truthful
and responsible by eliminating psychological problems such a shame, low self-esteem, stress,
heavy tongue, and others. the purpose of teaching speaking is to improve one of the important
skills in the English language, especially in the form of formal or informal to others. but in
teaching in an institute of Islamic religion in Palangka Raya, many new students study
English who think that speaking English is a new one in the study, many of those who
consider it fun, but many among those who think the challenge for difficulties in
implementation.

Then from that, in this study we try to find things that are easy and hard to make
students in speaking English by two students who participated. we make a conclusion of the
issue:

- Based on the experiences of new students, what are things or factors that affect to
speaking english ?

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Theoritical

In this study some concepts of the factors used in the formulation of related interviews and
case study, including:

 Supporting factors speak english

To be a good speaker in a speech title, whether he as the interviewer, host of
the show, or sources, there are several factors that must be considered for the
effectiveness of the talk, the language factor and the non- language (Arsjad and
Mukti, 1988; 17). These factors are as follows.

1. Language factors
Factors supporting the effectiveness of language as spoken covering
speech or pronunciation accuracy, placement pressure or intonation, word
choice or diction, and precision targeting conversation.

2. Non- language factors

The effectiveness of speech is not only supported by a factor linguistic,
but also determined by factors non- langage. Factor non- language greatly
affect the effectiveness of speech, such as the adequacy events to be delivered,
the suitability of the contents of the discussion topic, the view eyes, gestures
and expressions right, and eloquence (Maidar dan Mukti,1988: 20-21).

 Disorders of Speaking
Speaking always used in all the activities and professions, it is necessary
exercise routine at every opportunity. Although the habit of talking continues trained
to get good results, there are still errors in each talk. Disturbances that often arise
when going to and during speaking in public as follows (Rogers, 2008: 20).
1. Physical symptoms
When will speak physical disorders will be felt in every person, shape
interference is perceived differently in each person according to their level of
activity talk. Physical symptoms such as;
a) The faster the heart rate
b) The knee shaking so hard standing
c) A quivering voice, often with throat muscles twitched
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 d) A wave of heat and are ready to faint
e) Stomach cramps accompanied by nausea
f) Hyperventilation or breathing difficulties
g) Watery eyes or a runny nose.

2. Mental symptoms
Included in the category of mental processes in talking over a speaker
showing, among other things;
a) Repeat the word, phrase, or message
b) Loss of memory to remember facts and figures quickly
c) Blockage of the mind so that they do not know what to say next.

3. Factors media
Namely linguistic factors and nonlinguistic factors, for example the
song, rhythm, stress, speech, gesture parts of the body.

4. Physical and Mental Symptoms

Physical and mental symptoms are usually accompanied or preceded
by emotional symptoms,as;
a) The excessive fear that could appear before appearing
b) Flavor Unable and sense of loss of control
c) Insecurity, such as a child who is not able to resolve the problem
d) Panic
e) Shame like feel humiliated when the presentation is over.

Methodology

In this study, we used a qualitative approach to a case study to determine the factors
or things that affect the english speaking of the student experience. disebuah this research
institute Islamic religious country in Palangkaraya. the participants are two students of
English language education be included because of their background. in terms of sampling,
we assume that these students' experiences both before either at school or outside can affect
them. Our research interest in this study is to reveal how individuals of different backgrounds

4
can make english speaking from experience. and it will help us identify factors or matters on
which the maids and their inhibitors in speaking english. assuming the two IAIN students
Palangkaraya background and experience selected. in terms of methodology, we used the
interview and speaking test to get the desired data

1. What does language you use in your daily activities?

Rudy : Dayak, Indonesia, and Java
Yakin : Indonesia and Dayak
2. Do you ever use English to communicate before at IAIN Palangka Raya?
Rudy : Ever
Yakin : Never
3. Do you speak up English while you were at senior high school on your subject ?
Rudy : Yes, Sometimes
Yakin : Ever, but seldom
4. Do you ever join English competition?
Rudy : Yes (Speech)
Yakin : Never
5. What are your reasons to join English program?
Rudy : I want to improve my English , and I wanted to be successful, and English is
my hobby, I love the English.
Yakin : I want to be able to speak English and can communicate with the world
6. How does your English skills? Easy or difficult.
1. Is there any influence?
2. Is there anything help you in speaking subject based on your experience?

Rudy : I never get into trouble, but here when I speak English and I remember the
tenses pattern, that makes me unconfident.

Yakin : My problem is lack of vocab

Is there any influence and is there anything help you in speaking subject based on
your subject?

Rudy : New vocabularies / unfamiliar word that obtained from friends.

Yakin : Memorize the conversation, vocab, and friends’ help.

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 Speaking Rate Sheet

Rudy’s Speaking Rate

Pronunciations 54321

Vocabulary 54321

Gestures 54321

Material suitability 54321

Fluency 54321

Style 54321

Number 54321

Yakin’s Speaking Rate

Pronunciations 54321

Vocabulary 54321

Gestures 54321

Material suitability 54321

Fluency 54321

Style 54321

Number 54321

Discussion

In everyday life, Rudy using Dayak languages, Indonesian and Javanese. While Yakin
in everyday conversation using Indonesian and Dayak. Before entering IAIN. Rudy had been
using the English language, while Yakin had never been. When in high school, both of them
have been using the practice speaking in English. From other things, Rudy ever follow the
competition of English (public speaking), while Yakin has never participated in English
competition. Rudy chose English study program because he want to improve his English

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skills, and Yakin chose English study program because he want to be able to speak English.
Rudy’s problem when speaking English is tenses problem, and it makes him insecure.
Meanwhile, Yakin’s problem is the lack of vocab. The thing that helps Rudy in particular
speaking English is to memorize new vocab (unfamiliar word) which is often obtained from
friends. While the things that help Yakin in English, especially speaking is to memorize the
conversation, vocab, and the help of friends.

Rudy and Yakin had a similar reason when choosing English study program, but if
viewed in terms of experience Rudy had a better experience than Yakin, Rudy had attended
the English competition while Yakin never, Rudy also had communicated with the English
language and Yakin never communicated with English before, Experience is helping Rudy
when speaking and Rudy a little better than Yakin. Evidenced by speaking assessment that
we provide, in terms of Pronunciation, vocabulary, materials, fluency, Rudy did a little better
than Yakin, and in terms of gestures and styles both have almost the same capabilities.

In terms of the problems they say, Rudi had problems with tenses patterns and David
have a problem with a lack of vocab. we can say that the problems that david heavier than
Rudy, and it was probably due to the lack of previous experience.

Conclusion

The conclusion we get is that the experience of the English language in high school or
before university, can greatly help us to adapt to the lecture especially in the areas of
speaking. The more experience we have the easier will be us to adapt. And conversely the
little experience we have then it can make us difficult to adapt or develop our English
language. We expect the results of our study can be beneficial for everyone.

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