Afidatul Khasanah - T20156084

EXPLORING THE INHIBITING FACTORS IN APPLYING
FULL ENGLISH SPEAKING AMONG STUDENTS

OF SEKOLAH ALAM GENTENG BANYUWANGI
THESIS
Submitted to State Institute of Islamic Studies of Jember

In partial fulfilment of the requirements to obtain a bachelor’s degree
of Sarjana Pendidikan (S. Pd)
Faculty of Tarbiyah and Teacher Training
English Language Department
By:
Afidatul Khasanah
NIM : T20156084
STATE INSTITUTE OF ISLAMIC STUDIES OF JEMBER

Faculty Of Tarbiyah and Teacher Training
JUNE 2019
digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id

MOTTO
      
Alloh does not charge a soul exception (with that within) its capacity...
(Q.S. Al- Baqarah : 286)
iv

v

DEDICATION
This thesis is dedicated to:
my beloved parents, Siti Bariroh and Baedlowi
My lovely brother, M. Nur Riffa’i
Thank you for praying, struggling, loving, advising, caring,
suggesting, and motivating until the last of the thesis.
I do expect this thesis can make them proud of me.

ACKNOWLEDGEMENT
‫يم‬
ِ ‫س ِم هللاِ ال َر ْح َم ِن ال َر ِح‬
ْ ِ‫ب‬
In the name of Alloh, the most gracious and the most merciful, all praises
and thanks to Alloh SWT, who has given His blessing and help so that the writer
can finish this thesis.
The writer would like to express his gratitude and appreciation to the
honorable people who give their help, encouragement, and countless contribution
to the writer in the process of the study:
1. Prof. Dr. H. Babun Suharto SE. MM, as the rector of IAIN Jember.
2. Dr. Hj. Mukniah, M.Pd.I., as the dean of faculty tarbiyah and teacher training
Institut Agama Islam Negeri (IAIN) Jember who had given permission to do
this research.
3. Asy’ari, M.Pd.I as the dean of English Department Institut Agama Islam
Negeri (IAIN) for giving the writer permission to write this thesis.
4. Prof. Dr. H. Moh. Khusnurridlo, M.Pd as the advisor, thank you for your
patience, guidance, and suggestions.
5. Mukhammad Farid, M.Pd as the headmaster of Sekolah Alam Genteng
Banyuwangi, and the English teacher of Sekolah Alam Genteng Banyuwangi
who have helped the writer in doing the research.
6. The students of Sekolah Alam Genteng Banyuwangi who cooperate during the
research.
vi

7. People who get involved in writer’s life, her beloved parent, everlasting
friends, and my lovely PBI2 for uncountable love, support, help, prayer,
understanding and everything that they give to the writer.
The writer realizes that this thesis is still far from being perfect.
Therefore, she accepts every suggestion, criticism, and comment from the readers.
She hopes that this thesis gives contribution and be useful for the improvement of
the English teaching learning process.
The writer
vii

ABSTRACT
Afidatul Khasanah, 2019: Exploring the inhibition factors in applying full English
speaking among students of Sekolah Alam Genteng Banyuwangi.
Spoken language is often considered as one of the most difficult aspects of

language learning. For most foreign language learners, English speaking is not
easy thing to be undertaken. Indeed, many learners find it difficult to express
themselves in spoken language. Each student has own inhibition to speak English.
Anxiety, shyness, lack of motivation, lack of confidence, fear of making mistake
are common role faced by learners. And also linguistic factors such as lack of
vocabulary, lack of grammar understanding, and incorrect pronounciation are
prevent them to speak English.
The research questions are: 1) what are the linguistic factors that inhibit in
applying full English speaking among students of Sekolah Alam Genteng
Banyuwangi ? 2) what are the non-linguistic factors that inhibit in applying full
English speaking among students of Sekolah Alam Genteng Banyuwangi ?
The research objective of this research are: 1) to find out the linguistic
factors that inhibit in applying full full English speaking among students of
Sekolah Alam Genteng Banyuwangi, 2) to find out the non-linguistic factors that
inhibit in applying full full English speaking among students of Sekolah Alam
Genteng Banyuwangi
This research was categorized as survey research with the descriptive
quantitative approach. It involved 7th , 8th , and 9th grade students of Sekolah Alam
Genteng Banyuwangi as the participants totally 45 students. The questionnare was
used to collected the data about inhibiting factors in applying full English
speaking.
Based on the questionnare distributed to 45 students of Sekolah Alam
Genteng Banyuwangi, it reveals that linguistic factors that inhibited are lack of
grammar understanding, lack of vocabulary, and incorrect pronounciation. that
Linguistic factors becomes the dominant factor affecting the students in applying
full English speaking. In terms of linguistic factors, lack of grammar is the
dominant factors that inhibited students to speak English totally 60,88%. The
cause of their lack of understanding grammar was mainly caused by their lack of
speaking practice grammatically. Whereas, in term of non-linguistic factors that
inhibited are lack of motivation, anxiety, shyness, lack of confidence, and fear
making mistake. Lack of motivation is the most common factors that inhibited
students to speak English totally 58,2%. Teacher need to be conscious that they
also have a significant impact on students’ motivation in learning process.
viii

TABLE OF CONTENT
Page.
Cover ....................................................................................................... i
Approval .................................................................................................... ii
Ratification ............................................................................................... iii
Motto ....................................................................................................... iv
Dedication ................................................................................................ v
Acknowledgement..................................................................................... vi
Abstract ..................................................................................................... viii
Table of content......................................................................................... ix
List of Tables............................................................................................. xii
CHAPTER I INTRODUCTION............................................................ 1
A. Background of the Research ......................................................... 1
B. Research Question ......................................................................... 5
C. Research Objective ........................................................................ 6
D. Significance of the Research ......................................................... 6
E. Research Limitation ...................................................................... 7
F. Operational Definition .................................................................. 7
G. Research Methodology .................................................................. 8
ix

1. Research Design ........................................................................ 8
2. Population and Sample .............................................................. 10
3. Technique of Data Collection ................................................... 11
4. Data Analysis ............................................................................ 14
H. Systematic of Thesis...................................................................... 14
CHAPTER II LITERATURE REVIEW .............................................. 16
A. Previous Research ........................................................................ 12
B. Theoritical Framework .................................................................. 20
1. English Speaking ..................................................................... 20
a. Definition of speaking ....................................................... 20
b. Microskill of speaking ....................................................... 21
c. Components of speaking ................................................... 23
2. Inhibition factors in English speaking ..................................... 25
a. Inhibition ........................................................................... 25
b. Inhibition factors in English speaking ............................... 27
1) Non-linguistic factors .................................................. 27
2) Linguistic factors ......................................................... 34
CHAPTER III FINDING AND DISCUSSION .................................... 40
A. Research Object Description ......................................................... 40
B. Data Display .................................................................................. 40
C. Data Analysis ................................................................................ 50

D. Discussion ..................................................................................... 66
CHAPTER IV CONCLUSION ............................................................. 71
A. Conclusion .................................................................................... 71
B. Suggestions ................................................................................... 73
REFERENCES ........................................................................................ 74
APPENDIX
xi

LIST OF TABLES
No Description page.
1. 1 An overview of population .................................................................. 10

1. 2 The value of Reliability Coefficient ..................................................... 14
1. 3 Research Maping.................................................................................. 15
2. 1 Similarities and differences in previous research................................. 19
3. 1 Respondents Draft ................................................................................ 41
3. 2 The result of instrument validity .......................................................... 43
3. 3 The result of reliability (X1) ................................................................ 44
3. 4 The result of reliability (X2) ................................................................ 44
3. 5 The result of reliability (Y) .................................................................. 45
3. 6 Scoring of each Questionnare items ..................................................... 45
3. 7 Data Score of Non-linguistic Factors ................................................... 46
3. 8 Data Score of Linguistic factors ........................................................... 47
3. 9 Data Score of Applying full English Speaking .................................... 48
3. 10 Descriptive statistic test of anxiety .................................................... 50
3. 11 Descriptive statistic test of fear making mistake................................ 53
3. 12 Descriptive statistic test of lack confidence ....................................... 55
3. 13 Descriptive statistic test of Lack Motivation ..................................... 57
3. 14 Descriptive statistic test of Shyness ................................................... 58
3. 15 Descriptive statistic test of lack Understanding Grammar ................. 60
3. 16 Descriptive statistic test of Lack Vocabulary .................................... 62
3. 17 Descriptive statistic test of Incorrect Pronounciation ........................ 64
xii

CHAPTER I
INTRODUCTION
A. Background of the Research
English speaking is the dominant language speaking by many people
around the world because it is the lingua franca used for international
communication in all aspects of human life such as economic, culture,
business, politic, administration, science, and academia.1 There are many
countries which set down English as the primary language despite their local
language. It is called English as a second language. The importance of
English makes the goverment in many countries considers to use English as
the primary language. It offers benefits for all people and especially for
students’ future.
Speaking English for students has some benefits. Students can have
more opportunities when they use English wisely. Students who speak
English have a big opportunity to study not only in their country but also in
English speaking country. Besides of that, Students can know the culture of
the country through English. Hence, some of the moslem scientist asserted
that learning English speaking is really needed. Lutfi quote from “Ketika
Nabi di Kota” by Dr. Nizar Abazhah about the excellence of learning foreign
language. It stated that “Barangsiapa mempelajari bahasa asing suatu
1
David Crystal, English As a Global language,(Cambridge: Cambridge University press, 2003) 46

2
bangsa maka ia akan selamat dari tipu daya mereka”. Hence, It was a smart
decision for the Asians to use English as an additional language.
Indonesia is one of many countries including English in the curriculum
of education. English has been taught and received serious attention in all
levels of education. All of the students of Elementary School, Junior high
School, Senior High School and Vocational High School must pursue an
English lesson. Although some remote districts in Indonesia do not know
English. The students’ difficulties are because of this language is not their
primary language. And this system makes students have to study harder about
English. Another factor which might make them learn English easily its about
lack of time allocation for English lesson. English is a compulsary lesson
which is given just once in a week. So, it makes the process of language
learning is not effective. It will impact their examination.
English is one of lessons which are included in national examination.
The goverment stated that English is a required lesson in national
examination. It was stated in:
“Peraturan Pemerintah Republik Indonesia Nomor 3 Tahun 2013

Tentang Perubahan Atas Peraturan Pemerintah Nomor 19 Tahun
2005 Tentang Standar Nasional Pendidikan”
ketentuan pasal 70 ayat (1) dan ayat (2) dihapus serta ayat (4)
diubah sehingga pasal 70 berbunyi sebagai berikut:
(1) dihapus
(2) Dihapus
(3) Pada jenjang SMP/MTs/SMPLB, atau bentuk lain yang
sederajat. Ujian Nasional mencakup pelajaran Bahasa Indonesia,
Bahasa Inggris, Matematika, dan Ilmu Pengetahuan Alama (IPA).2
2
Permendiknas, Peraturan Pemerintah Republik Indonesia Nomor 32 Tahun 2013 Tentang
Perubahan Atas Peraturan Pemerintah Nomor 19 Tahun 2005 Tentang Standar Nasional
Pendidikan.https://kelembagaan.ristekdikti.go.id/wp_content/uploads/2016/08/UU_no_20_th_200
3.pdf. (12 February 2019) 14.00 am

3
It stated that English is one of the lessons which is considered as a
requirement to graduate. The fact is that, most of the students have difficulties
in understanding English.3 So, the teacher has to big effort to teach English
for the students because students must master the four English skill at the
same time.
There are four skills in English. Those are listening, speaking, reading
and writting. In the process of teaching and learning, the four English skill
are simultaniously performed. Normally, learners in an EFL context do not
use the language in authentic situations, accordingly they possess inability in
communicating appropriately and correctly.4 However, the most essential
skill to communicate in English is ability to speak.
Speaking is the active use of language to express meaning so that other
poeple can make sense of them.5 It means that the listeners must know what
the speaker means. English speaking is not easy to be undertaken. English
speaking learners requires more than knowing the grammatical and semantic
rules. Apart of these Burnkart explains that:
Language learners need to have three areas of knowledge involved

within speaking namely (1) mechanics of language elements
(pronounciation, grammar, vocabulary) which emphasize on use of
right words in the right order with the correct pronunciation, (2) the
function of language that deals with speaking performance in the
form of transaction and interaction (e.g. knowing how to change
information and giving the clarity of essential message), (3) the
3
Samira Al Hosni, “Speaking Difficulties Encountered by Young EFL Learners”, in International
Journal on Studies in English language and Literature Vol 2, Issue 6, (____2014).
4
Thanyalak Oradee, “Developing Speaking Skill Using Three Communicative Activities
(Discussion, Problem Solving and role playing)” in International Journal of Social Science and
Humanity, Vol 2, 6 (____2012), 533.
5
Lynne cameron, Teaching English To Young Learners (cambridge university press: cambridge,
2001) 40.

4
sociocultural norms (such as turn taking, rate of speeh, length of

pauses between speakers, relative roles of participants,
understanding how to take into account who is speaking to whom,
in what circumstances, about what, and for what reason)6
In general, there are some difficulties in speaking among students.
Dealing with this, Samira al Hosni asserted in his article about speaking
difficulties encountered by young EFL learners. Samira asserted that EFL
learners still face many difficulties. She says that many studies indicate that
oral language development has largerly been neglected in the classroom and
most of the time. Oral language in the classroom is used more by teacher than
students. And also other factors occur while they would like to speak English.
This research revealed that the main speaking difficulties are linguistic
difficulties, mother tongue use and inhibition.7
Inhibition is the first problem faced by learners in speaking English. It
is mentioned by the Penny Ur statements in her book that learners are often
inhibited about trying to say things in a foreign language. 8 Fear of making
mistakes and shyness are the common problems faced by students. It can not
be ignored that most learners do not have any confidence to speak up without
fear. That case happened in many schools in Indonesia.
Sekolah Alam is one of school in banyuwangi which applied islamic
boarding school system. This is a unique school in Banyuwangi which settled
down the curriculum 2013 but established the Islamic boarding system. In
6
Hendra Heriansyah, “speaking problems faced by the English department students Of syiah kuala
university”, Lingua Didaktika Vol 6, 1(Desember 2012), 37.
7
Samira Al Hosni, “Speaking Difficulties Encountered by Young EFL Learners”, in International
Journal on Studies in English language and Literature Vol 2, Issue 6, (____2014) 28.
8
Penny Ur, A Course In Language Teaching: Practice And Theory, (Cambridge: Cambridge
University Press, 2009) 121.

5
Islamic boarding system, all of the students must live in the school, boarding
house a system to build their disciplines. The specialty of this school is a
regulation of using foreign language. All of the teacher use English or arabic
language in delivering the lessons. It makes the students learn fastly how to
communicate using foreign language.
Although there is a rule to use English everyday, there are some
students who experienced difficulties to speak English. From the preliminary
research, it is known that there are some inhibition that prevent them to speak
English. Students are unable to speak English because they lack of
vocabulary items and grammar structure. They also fear of making mistakes
while speaking English. Students also think that making mistakes in speaking
English in front of their classmates is very embarrasing. So, the students
prefer not to speak English to avoid such situation.
To know and understand more about the students’ problems above, the
researcher did a research entitled “Exploring the Inhibiting Factors in
applying full English speaking among Students of Sekolah Alam Genteng
Banyuwangi”.
B. Research Question
Based on the background research above, the researcher will investigate
the problems that were used as the focus of the research is:
1. What are the linguistic factors that inhibit in applying full English
speaking among students of Sekolah Alam Genteng Banyuwangi?

6
2. What are the non-linguistic factors that inhibit in applying full English
speaking among students of Sekolah Alam Genteng Banyuwangi?
C. Research Objective
The research objective of this research is to answer the research
questions formulated above, that is:
1. To find out the linguistic factors that inhibit in applying full English
2. To find out the non linguistic factors that inhibit in applying full English
D. Significance Of The Research
The result of this research is expected to be used theoretically and
practically:
1. Theoretically
The result of this research is expected to give contribution in terms
of knowledge and reference especially in English education. Moreover, the
most important significance is for overcoming and improving the future
English teacher qualification especially for English speaking proficiency.
2. Practically
The result of this research is expected to make the students aware
about the inhibition factors to speak English of themselves. Therefore, by
knowing and understanding inhibition factors to speak English, then those

7
inhibition factors will be solved by the students themselves and the
teacher.
E. Research Limitation
At this point, the researcher focuses on exploring the inhibiting factors in
applying full English speaking among students of Sekolah Alam in the
seventh, eighth, and ninth grade.
F. Operational Definition
Operational Definition are used to interpreting the contents. Therefore,
the researcher need to explain the definition of the variable that supports the
title of this proposal.
1. English Speaking
Speaking is the active use of language to express meaning so that
other people can make sense of them. A speaker needs to find the most
appropriate words and the correct grammar to convey meaning accurately
and precisely, and needs to organize the discourse so that a listener will
understand. English speaking is the use of English language with the
correct grammar to convey meaning accurately and precisely, and needs to
organize the discourse so that a listener will understand.

8
2. Inhibiting Factors
Inhibition is a feeling of embarrasment or worry that prevents you
from saying or doing what you want. Inhibiting factors is factor that
caused people to feel of embarrasment or worry to do something.
So, it can be inferred that the meaning of exploring inhibition factors in
applying full English speaking among students are feeling of embarrasment
or worry to speak in the foreign language in order to share understandings
with other people.
G. Research Methodology
Research methodolgy describes some aspects in methodology
including research design, population and sample, technique and instrument
of data collection, data analysis to explore the inhibiting factors in applying
full English speaking among students of Sekolah Alam Genteng Banyuwangi.
1. Research Design
This research concern on exploring the inhibiting factors in
applying full English speaking among students. In this research, survey
research is employed to find out the inhibiting of speaking English. Survey
research is one of components in nonexperimental quantitative research.
Ary stressed that in nonexperimental research, the researcher identifies
variables and may look for relationship among them but does not
manipulate the variables. Major forms of nonexperimental research are

9
relationship studies including ex post facto, correlational research, and
survey research.9
Survey research is used in this research because the aim of this
research is to find out the students opinion toward inhibiting factors in
speaking English issue. Dealing with this Ary states that in survey
research, investigators ask questions about people’ belief, opinions,
characteristic, and behavior. Surveys permit the researcher to summarize
the characteristics of different groups or to measure their attitudes and
opinion toward some issue. Survey research typically does not make
causal inferences but rather describes the distributions of variable in a
specified group.10
Survey is classified according to their focus and scope ( census or
sample survey) or according to the time form for data collection
(longitudinal and cross sectional survey). A survey that covers the entire
population of interest is reffered to as a census. A census of intangible is
one of categories which deals with pupil interest, pupil achievement or
aspiration, pupil opinion, or parents’ attitudes toward school. A census of
tangible will be more difficult because this census deals with constructs
that are not directly observable but must be inferred from indirect
11
measures. This is in line with this research, because the aim of this
9
Donald Donald Ary, Introduction to Research in Education 8 th Edition, (Canada: Nelson
Education Ltd, 2010), 26
10
Ibid., 372
11
Ibid.,574

10
research are exploring the inhibiting factors in applying full English
speaking among students.
2. Population and sample
a. Population
Population is defined as all members of any well defined class
of people, events, or objects.12 In line with this, Sugiyono gives an
understanding of the population, namely the generalization area consist
of object or subject that have certain qualities and characteristic set by
the researcher to be studied and the conclusions draw. So, the
population area is not only people, but also objects and another natural
objects. 13
It can be conclude that population is defined all member are
consist of object or subject which have certain qualities and
characteristic set by researchers to be studied. The subject of this
research are all of students of Sekolah Alam Genteng Banyuwangi.The
subjects are devided into three classes as follow:
Table 1.1
an overview of population
Class Students
VII 19 Students
VIII 15 Students
IX 15 Students
Total 49 Students
12
Ibid.,148
13
Sugiyono, Metode penelitian pendidikan, (Bandung: Alfabeta, 2017)117

11
b. Sample
The small group that is observed is called a sample. The
researcher need technique to defined the sample through sampling.
Sampling is indispensable to the researcher. Sampling comes to your
aid by enabling you to research a portion of the population rather than
the intire population. In this case, the researcher used probability
sampling. Probability sampling is defined as the kind of sampling in
which every element in the population has an equal chance of being
selected. In this research, the researcher took stratified sampling.
In stratified sampling, you first identify the strata of interest and
then randomly draw a spicified number of subjects of each stratum.14
So the researcher took the students in three classes in amount of 45
students. It is consist of 15 students in seventh class, 15 students in
eight class, and 15 students in ninth class.
3. Technique of Data Collection
Instrument is implementation or a piece of appartus used by the
researcher in collecting the data15. The Instruments of data collection used
by the researcher were distributing questionare. The following are the
explanation of questionare, validity of the instrument, and also reliability
of the instrument.
14
Ary, Introduction to Research,153.
15
Suharsini Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik (Jakarta: PT Rineka Cipta,
2006), 149.

12
a. Questionnare
Once the overall research question has been determined, the
next task is to construct an instrument that will provide the desired
information. Because survey data consist of people’s responses to
individual questions, it is essential to start with good question. In this
research, the researcher used closed-ended question.
Close-ended questions are used when there are great number of
possible answer which prepared by the researcher. The researcher use
the likert scale to measure opinions, behaviour and perceptions. Likert
scales are great for digging down deep into one specific topic to find
out (in greater detail) what people think about it.
b. Validity of the Instruments
Attention should be given to the validity of the questionares that
is, whether they are really measuring what they are supposed to
measure. Validity is a measure that shows the validity of a research
instrument. Instruments are valid if the instrument can use to measure
what you want to measure. To measure the validity of the instrument,
researchers used a formula korelasi product moment or Korelasi
Pearson, are:16
𝑛⅀𝑋𝑌−(⅀𝑋)(⅀𝑌)
rxy =
√{𝑛⅀𝑋 − (⅀𝑋)2 }{𝑛⅀𝑌2 − (⅀𝑌)²}
2
16
Sugiyono, Statistika Untuk Penelitian, (Bandung: CV Alfabeta,2003), 213.

13
Where:
rxy = correlation coefficient
n = the number of respondents
X = score for each item
Y = score of all items of the questionnare
c. Reliability of the Instruments
Reliability is the degree of consistency with which it measures
whetever it is measuring. A reliable instrument is that an instrument
when used several times to measure the same object will produce the
same data. The researcher only distribute the questionnare in one time.
Dealing with that, the reliability of this instrument using the Cronbach
Alpha formula:17
𝑘 ⅀ơ𝑏²
r = {𝑘−1} {1 − 𝑉𝑡²
}
Where:
r = instrument reliability
k = number of questions
⅀ơb² = number of item variants
Vt² = total variant
An instrument has a high level if the value of reliability r > 0,6.
17
Anas Sudjono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo,2008), 365.

14
Table 1.2
The value of Reliability Coefficient
No. Reliability Coefficient Category

1 0,800 - 1,000 Very High
2 0,600 – 0,799 High
3 0,400 – 0,599 Fair
4 0,200 – 0,399 Low
5 0,00 – 0,199 Very Low
4. Data Analysis
Survey do not require complex statistical analysis. Data analysis may
simply consist of determining the frequencies and precentages of
responses for the questions of the research.18 Statistic descriptive are used
in this research to find out mean, median, and mode value. After that,the
researcher determining the frequencies of the data using index formula
which calculate each categories as follow19:
∑𝑋
P = ∑ 𝐶 × 100%
Note:
P :The symbol of percentage
∑𝑥 : The total amount of calculating each categories and scoring each
items
∑𝑐 : The total amount of ideal score
18
Ary, Introduction to Research, 411.
19
Sugiyono, Metode penelitian pendidikan, (Bandung: Alfabeta, 2017), 136-137.

15
H. Systematic of Thesis
Systematic of thesis is a summary of the contents that aims to
understand the whole of the existing discussion. This research consist of 4
chapters and each chapter have several sub- chapter that related to one
other.Here will be explained briefly what the every chapter consist of:
Chapter 1 Introduction. In this chapter consist of background of the research,
problem research, research objective, significance of the research, research
limitation, definition of key term, and research methodolgy.
Chapter II Related of review. In this chapter consist of previous research and
theory
Chapter III Finding and Discussion. In this chapter discuss the result of the
data collection and data analysis.
Chapter IV Conclusion. In this chapter consist of conclusion and suggestion.
Table 1.3
Research Mapping
Exploring The Inhibiting Factors In Applying Full English Speaking Among

StudentsOf Sekolah Alam Genteng Banyuwangi
Sample Preliminary Research Researcher

made the
Questionnare
Distributed the questionnare
Population
Validated the questionnare
Analysed the questionnare
Disscusion and conclusion

CHAPTER II
LITERATURE REVIEW
A. Previous Research
There are several studies that related to this research, they are:
1. The first was the qualitative research entitled Exploring Students Problem
in Applying Full English Speaking Area at English Research Program Of
Khairun University.20 The research was conducted by Ahmaddin Tuguis
(2017). The research explored the students problem in applying full
English speaking area. The data collection method is used interview
only. The research was conducted in English Research Program of
Khairun University and the participant are the students of English
Research Program in third, fifth, and seventh semester. Then there were
12 informant consist of 4 students at the third semester, 5 students at fifth
semester, and 3 students at seventh semester. It was found that the English
students problem in applying full English speaking area are badly affected
by some causal factors. In affective factors, the students have some
difficulty because of reluctance, anxiety, nerveousness, shyness, no-self
confidence, etc. In the sociocultural factors, the English students get the
problem because of little practice of their speaking and mother tongue
used. Other factors that affect the students problems are environment,
discipline/punishment, learning community and also school system.
20
Ahmaddin Tuguis, “Exploring Students Problem in Applying Full English Speaking Area at
English Research Program Of Khairun University”, (thesis, Khairun University, Ternate, 2017)
16

17
The second was the survey research entitled Factors Affecting The
Students’ Reluctance To Speak Eglish In Classroom Interaction. 21 The
research was conducted by Pipit Nugraha (2017). The research
investigated the factors affecting the students’ reluctance to speak English
in the classroom interaction. The data collection method used interview
and questionare. The research was conducted in English Education
Department of IAIN Tulungagung in the Academic Year 2016/2017 and
the participants are the students of the second semester. Then there were
203 respondents as the subject research were give the questionnare and 10
informats consisting of 3 males and 7 females. It was found that the
psychological factors, linguistic factors, and sociocultural factors are
factors that affect the student’s reluctance to speak English in the
classroom interaction. Based on the questionnare distributed to 203
students of English Department reveals that psychological factors becomes
the dominant factor affecting the students’ reluctance to speak English in
the classroom interaction since it was choosen by 99 of 203 students or
48,8%. In the second place, there was linguistic factors which has 42,8%
or being choosen by 87 of 203 students. The last, sociocultural factor
which was only choosen by 17 of 203 students or 8,4%.
2. The third, was the qualitative research entitled Affective Issues In
Speaking Among English And Accounting Department Students.22 This
21
Pipit Nugraha, Factors Affecting The Students’ Reluctance To Speak Eglish In Classroom
Interaction”, (thesis, IAIN Tulungagung, Tulungagung, 2017)
22
Sifaul Lathifah, “Affective Issues In Speaking Faced By English And Accounting Department
Students”, (thesis, Semarang State University, Semarang, 2015)

18
research was conducted by Syfaul Lathifah (2015). The research
investigated the affective issues in English speaking that were among
English and Accounting departments students and it cause. The main goal
of the research was to find out the similarities and differences of the
affective issues that were among students of the two departments of
Semarang Sate University in the academic year 2014-2015. In this
research, fourty students in the two department consisted of three males
and thirty seven females were being analyzed. A descriptive qualitative
was used to elaborate the result of data analysis derived from the students’
responses towards the interview and the class observation. In terms of
findings, the research revealed that lack of self confidence, fear of making
mistake, and anxiety as affective issues in English speaking among the
students in the two department. These issues were commonly caused by
internal and external side of the students. The external cause other’s
reaction towards one mistake and specific condition that someone
experiences while doing speaking. Moreover, student’s negative thought
about other’s perception toward them, ability, personality, become the
internal causes that affected students in speaking English.

19
Table 2.1
Similarities and differences
previous research and this research
No Researchers’ Similarities Differences
name and the title
1 Ahmaddin Tuguis 1. Both 1. The subject of the previous
thesis, entitled researchers research is differents
Exploring Students explore the 2. The previous research find out
Problem in difficulties in the whole problems in speaking
Applying Full applying full English, while in this research,
English Speaking English the researchers focus on
Area at English speaking inhibition.
Research Program 2. Using the 3. The reasearcher use survey
Of Khairun interview to research while in the previous
University. (2017). gain the research used qualitative
information research
2 Pipit Nugraha 1. Both of the 1. The subject and the object of the
thesis, entitiled researchers research is different
Factors Affecting discuss about 2. The researchers focus on
The Students’ factors that applying full English speaking
Reluctance To hinder to while Pipit Nugraha only
Speak Eglish In speak focused on Speaking Eglish In
Classroom English Classroom Interaction
Interaction: 2017 2. Both of the 3. The researchers only focus on
research use the inhibition while Pipit
survey Nugraha focus on three factors
research area
3 Syfaul Lathifah 1. Both of the 1. The researchers focus on

thesis, entitled researchers inhibition factors of the students
Affective Issues In focus on while the previous research
Speaking Among affective focus on the affective issues in
English And factors speaking
Accounting 2. The researcher use survey
Department method while the previous
Students. 2015 research use qualitiative
research
3. The subject research are
different. The previous research
compared two department while
in this research only focus on
the selected school
While this research has some differentiation with those research above.
The goal of this research is to find out the linguistic or non-linguistic factors

20
which inhibited to speak English. Survey research is used to elaborate the
data analysis result derived from the students responses towards the
questionnare.
B. Theoritical Framework
1. English Speaking
a. Definition of speaking
Speaking is an interactive process of constructing meaning that
involves producing, receiving, and processing information. The
information can be shared using both verbal and non-verbal
communication in a variety of contexts in which it occurs based
collective experiences, the physical environment and the purpose for
speaking.23
Furthermore, cameron stated that speaking is the active use of
language to express meaning so that other people can make sense of
them. to speak in the foreign language in order to share understandings
with other people requires attention to precise details of the language. A
speaker needs to find the most appropriate words and the correct
grammar to convey meaning accurately and precisely, and needs to
organise the discourse so that a listener will understand.24
In addition Kayi says that speaking is the process of building and
sharing meaning through the use of verbal and non-verbal in variety of

23
Sitti Hadijah, “ Investigating The Problems Of English Speaking Of The Students Of Islamic
Boarding School Program At Stain Samarinda”, Dinamika Ilmu Vol 14, 2(Desember,2014), 241.
24
Cameron, Teaching English, 40-41.

21
context.25 speaking is not only about how to speak using the correct
grammar but also speaking is about how to express ideas to another.
It can be inferred that English speaking is the use of English
language with the correct grammar to convey meaning accurately and
precisely, and needs to organize the discourse so that a listener will
understand. Of all the four skills (listening, speaking, reading, and
writing), speaking seems intuitively the most important. People who
know a language are reffered to as “speakers” of that language, as if
speaking included all other kinds of knowing. And many if not most
foreign language learners are primarily interested in learning to speak.26
The mastery of speaking skill in English is a priority for many
second language of foreign learners. Consequently, learners often
evaluate their succes in language learning as well as the effectiveness of
their English course on the basis of how much they feel and they have
improved in their spoken language proficiency.27 It states that, speaking
is the priority skill must be mastered before another skill. Speaking skill
is needed for all the second language or foreign learners to evaluate their
success in language learning.
b. Microskill of speaking
Speaking English fluently and accuracy is really hard for many non
English speaking people especially for students. Speaker must know
25
Hayriye Kayi, “Teaching Speaking: Activities to promote Speaking in a Second Language”, The
Internet TESL Journal Vol. XII, 11(November, 2006).
26
Penny Ur, A Course In Language Teaching, 121.
27
Jack C. Richards, Teaching Listening and Speaking from theory to practice, (Cambridge
Universit Press :Cambridge, 2008),19.

22
about the microskill in speaking to be able to communicate well. Then,
Brown lists 16 points of microskills in speaking. They are:
1) Produce chuncks of language of different lengths
2) Orally produce differences among the English phonemes and
alloporic variants
3) Produce English stress patterns, words in stressed and unstressed
positions, rhythmic structure, and intonational contours.
4) produce reduced forms of words and phrases.
5) Use an edaquate number of lexical units (words) in order to
accomplish pragmatic purposes.
6) Produce fluent speech in different rates of delivery.
7) Monitor your own oral production and use various strategic devices-
pauses, fillers, self corrections, backtracking, to enhance the clarity
of the message.
8) Use grammatical word classes (noun, verbs, etc), systems (e.g.,
tense, agreement, pluralization), word order, patterns, rules, and
elliptical forms.
9) Produce speech in natural constituents in appropriate phrase, pause
groups, breath groups and sentences.
10) Express a particular meaning in different grammatical forms.
11) Use cohesive devices in spoken discourse.
12) Accomplish appropriately communicative functions according to
situations, participants and goals.

23
13) Use appropriate registers, implicature, pragmantic conventions, and
othe sociolinguistic features in face to face conversations.
14) Convey links and connections between events and communicate
such relations as main idea, supporting idea, new information, given
information, generalization, and exemplification.
15) Use facial features, kinesics, body language, and othe nonverbal cues
along with verbal language to convey meanings.
16) Develop and use a battery of speaking strategies, such as
emphasizing key words, rephrasing, providing a context for
interpreting the meaning of words, appealing for helps, and
accurately assessing how well your interocutor is understanding you.
c. Components of Speaking
In speaking skill, the component is used to complete the skill. Here
are components of language influence speaking ability:28
1) Pronounciation
Understanding the features of pronouncation helps learners
understand when they listen to the language. It also helps them to
produce the language more accurately, though learners do not
necesarily need to pronounce English perfectly, just well enough for
other people to understand them. It means, it will create
misunderstanding toward listener invited to speak and the messages
will be conveyed, will lose and difficult to be comprehended.
28
Hadfield, Introduction to Teaching English, (Oxford: Oxford University Press, 2009), 15.

24
The fact, some students are able to acquire reasonable
pronounciation without overt pronounciation teaching should not
blind us to the benefits of a focus on pronounciation in the lesson.
Pronounciation teaching not only makes students aware of different
sounds and sounds features, but can also improve their speaking
immesurabely. Concentrating on sounds, showing where they are
made in the mouth, making students aware of where words should be
stressed. All these things give them extra information about spoken
English and help them achieve the goal of improved comprehension
and intellegibility.29
2) Grammar
Grammar is needed for students to arrange a correct sentence in
conversation. According to Hadfield, grammar is a description of the
language system. It show us how to order words into sentences, how
we combine them and how we change the form of meaning. The
unity of grammar also learns the correct way to gain expertise in a
language oral and written form. Someone who mastering grammar
will know how to arrange word in sentences, the correct tenses, will
be used, etc. So that, grammar is one of components to create a good
sentences.30
29
Jeremy Harmer, The Practice of English Language Teaching 4th Edition (England: Pearson
Education Limited, 2001), 248.
30
Hadifield, Introduction to teaching English, 18.

25
3) Vocabulary
Vocabulary can be presented in dialogues and reading passages
where the new words appear in context and in combination with
other words. Mastering vocabulary will help us to be a good
speakers and listeners because we can arrange the sentences when
we have a lot of vocabularies.
2. Inhibition Factors in English Speaking
a. Inhibition
Based on the Oxford Dictionary, inhibition have some meaning
those are:31
1) prevent something from happening
2) make somebody nervous or embarrassed so that they are unable to
do something
3) feeling of being unable to behave naturally
It can be concluded that inhibition means a mental process that prevents
people want to do something or want to say something.
Tuan and Mai observed that the first problem in speaking English
as a foreign language to be inhibition. They stressed that unlike reading,
writing, or listening. Inhibition is the the first problem among learners
in speaking English. Shyness causes learners to be afraid of saying
anything in an unfamiliar language in the classroom; they are nerveous
of making mistakes or are simply just shy of the attraction of their
31
Oxford learners pocket dictionary, (Oxford :Oxford University Press, 2008), 228.

26
speech. Students are full of fear or disapproval of what they might say
by their peers or of being embarrassed wherever they go because of
something they might have said in the classroom.
Most of the times, learners’ minds are blank and that one would
hear learners grumbling about not thinking of anything to say, this is
because they have no reason or purpose to express themselves beyond
their classrooms. Learners might have nothing or that they have less to
express, maybe because the topic chosen by the teacher that day is not
interesting to them and there might be little they know about the topic.
Many students find it hard to answer when the teacher asks them to say
something in a language which is not their mother tongue as they might
have few ideas on what to say, which terminology to use or how to use
the language rules appropriately.32
Penny also clarified unlike reading, writing and listening activities,
speaking requires some degree of real time exposure to an audience.
Learners are often inhibited about trying to say things in a foreign
language in the classroom; worried about making mistakes, fearful of
criticism of losing face; or simply shy of the attention that their speech
attracts.33 It states that resources of inhibition is the individualist of the
learners itself. It is called psychological factors. Human psychology
plays a significant role in every learning situation and speaking English.
32
David Nkengbeza, Africa Zulu, & Hendrina S.S. Silunga, “ challenges in using spoken English
by grade six learners at a school in ononkali circuit in namibia” International journal of English
language teaching Vol 6, 6(August 2018) 13.
33
Penny Ur, A Course In Language Teaching, 121.

27
b. Inhibiting factors in English speaking
1) Non-linguistic Factors
a) Lack of motivation
With regards to the issue of motivation in learning, Nunan
stresses that motivation is important to notice. It can affect students
reluctance to speak in English. In this sense, motivation is a key
consideration in determining the preparedness of learners to
communicate.34. It is also stated in the Yuan article that motivation
is an inner drive, impulse, emotion or desire that moves one to a
particular action. It’s known to all that proper motivation will draw
learners’ attentions and arise their interests to learn, thus they are
more likely to succeed in language learning. Attitude is also a very
important affective factor in language learning success. Only those
learners with positive attitude will make efforts to find and use a
variety of learning strategies. High motivation and positive
attitudes might encourage learners to participate more in the class
activities and oral practices, which in turn results in greater success
in their language proficiency and competence in language speaking
skills.
Because motivation is so important in language learning,
teachers should pay more attention to make activities and materials
exciting, stimulating, and interesting to learners to enhance their
34
David Nunan, Second language teaching and learning, (USA :Heinle Publisher, 1991) 201.

28
motivation. In addition, the teacher should be very sensitive to
attitudes students bring to language learning, helping reverse any
negative attitudes and inculcate positive attitudes toward the target
culture, the language, and the language learning process.35
(1) Causes of lack motivation
Dealing with this issue, gardner in Nunan elaborates the
causes of the students’ lack of motivation, such as: uninspired
teaching, boredom, lack of perceived relevance of materials and
lack of knowledge about the goals of the instructional program.
These four, very often become sources of students motivation.
For example, unispired teaching affects students motivation to
learn. In this context, a monotonous teaching, in many cases,
reduces the students motivation due to their feeling of boredom.
This shows that paying attention to those four factors is vital.36
In response to the issue of motivation, In Juhana article
stated that lack of motivation in learning causes students
hesitation to speak English in the classroom. He says that the
background of the situation is the students are not motivated by
the teachers towards the communication in English.37
Motivation certainly lays a very crucial role in learning and
35
Guo Minghe & Wang Yuan, “Affective Factors in Oral English Teaching and Learning”,
Journal Higher Education of Social Science Vol 5, 3(October 2013), 58.
36
David Nunan, Second language teaching, 202.
37
Juhana, “Psychological factors that hinder students from speaking in English class (a case
research in a senior high school in south tangerang, banten, indonesia)”, Journal of educational and
practice Vol 3, 12(___2012) 101.

29
teaching a foreign language. The students who are motivated
help their teacher in understanding teaching materials and can
learn better. Teachers need to be conscious that they also have a
significant impact on students’ motivation in learning process.
Establishing an effort to cover students’ motivation, they
should cater for the difference of personality types in the same
classroom.38
b) Fear of Making Mistake
As argued by many theorists, fear of mistake becomes on of
the main factors if the students reluctance to speak in English in the
classroom.39 With respect to the fear of making mistake issue, Aftat
adds that this fear is linked to the issue of correction and negative
evaluation. In addition, this is also much influenced by the students
fear of being laughed by other students or being criticized by the
teacher. As a result, students commonly stop participating in the
speaking activity. Therefore it is important for teacher to convince
their students that making mistakes is not a wrong or bad thing
because students can learn from their mistakes.
(1) Cause of fear making mistake
The primary reason of fear making mistake is that students
are afraid of looking foolish in front of other people and they
are concerned about how other will see them. In addition the
38
Isna Humaera, “Inhibition in Speaking Performance”, Journal Of The Association For Arabic
And English Vol 1, 1(September, 2015), 36.
39
David Nunan, Second language teaching, 203.

30
students feel afraid of the idea of making mistakes as they are
worried that their friends will laugh at them and receive
negative evaluations from their peers if they make mistake in
English. Students fear of making mistakes in speaking English
has common issue especially in an EFL context like in
Indonesia. Most of EFL students are afraid to try and to speak
in a foreign language they learn. In this context, students do
not want to look foolish in front of the class. In some other
cases they also worry about how they will sound, and are
scared of sounding silly and so on.40
c) Shyness
Shyness is an emotional thing that many students suffer from at
some time when they are required to speak in English class. This
indicates that shyness could be a source of problem in students
learning activities in the classroom especially in the class of
speaking. Therefore, paying attention on this aspect also quite
important in order to help the students do their best in their
speaking performance in the classroom. In line with this, baldwin
further explains that speaking in front of people is one of the more
common phobias that students encounter and feeling of shyness
makes their mind go blank or that they will forget what to say.41
40
Nugraha, Factors Affecting The Students’ Reluctance, 25.
41
Humaera, Inhibition in Speaking Performance, 36.

31
(1) Causes of Shyness
With regard to the cause of shyness, Robby argues that
some shy learners are caused by their nature that they are very
quiet. In this case, the students are not very confident and tend
to be shy because most of them find it very intimidating when
speaking English in front of their friends and teacher. In
addition, most of English students feel shy when they speak the
language. Because they think they will make mistake when they
talk. They are also afraid of being laughed at by their peers.42
d) Anxiety
Anxiety is a feeling of tension, apprehension, and
nerveousness associated with the situation of learning a foreign
language. Further, among other affective variables, anxiety stands
out as one of the main blocking factors for effective language
learning. In other words, anxiety influences students in learning
language.
The fact that anxiety plays an important role in students
learning is also shared by other researchers. He believe that anxiety
about speaking a certain language can affect students performance.
It can influence the quality of oral language production and make
individuals appears less fluent than they really are. This
explanation suggest that teacher should make an attempt to create a
42
Juhana, Psychological factors that hinder students from speaking in English, 101.

32
learning atmosphere which gives students more comfortable
situations in their learning activity.
(1) Causes of anxiety
Regarding the cause of anxiety, Horwitz, Michael, and
Cope based on their finding research, found out three main
causes of students anxiety i.e communication apprehension
refers to the students ability to communicate in the target
language. Their low ability in his aspect causes anxious feeling
among many students. The second cause which is test anxiety
deals with students fear of being tested. The last cause has to do
with other students evaluation. In this case, other students
evaluation causes anxiety among students themselves.
In addition, fear of being evaluated by their teachers is also
another affecting students anxiety. All these show that
understanding students better and being skillful in managing
classroom should be part of teachers concern. To reduce this
anxiety feeling, teachers need to ay attention to each students’
strenghts and weaknesses do that they can create a learning
method which accomodates all students in the classroom.43
e) Lack of Confidence
It is commonly understood that students lack of confidence
usually occurs when students realize that their conversation
43
Eliana.K, Horwirtz, Michael.B, & Joan Cope, “Foreign Language Classroom Anxiety” The
Modern Language Journal Vol 70, 2(February 2009), 127.

33
partners have not understood them or when they do not understand
other speakers. In this situation, they would rather keep silent while
others do talking showing that the students are lack of confidence
to communicate. In response to this, Nunan says that students who
lack of confidence about themselves and their English necessarily
suffer from communication apprehension. This shows that building
students confidence is an important part of teachers focus
attention.44
(1) Causes of lack confidence
The main cause of lack confidence is their low ability in
English speaking. In this case, many students think that their
English is bad and feel that they can not speak English well. The
other cuase of students lack of confidence also deals with the
lack of encouragement from the teacher.45 In this context, many
teachers do not think that convincing students that they are able
to speak English is important. As Brown adds, students find the
learning demotivating rather than motivating. This suggest that
encouragement becomes a vital thing in order to build the
students confidence. Therefore, giving students encouragement
and showing that they will be able to communicate well in
English plays a role in students success of learning.
44
Nunan, Second language teaching and learning, 203.
45
Douglas.H. Brown, Teaching by principles: an interactive approach to language pedagogy,
(englewood cliffs: prentice hall, 2001), 15.

34
2) Linguistic factors
Linguistic factors are one of inhibiting factors to speak English.
Commonly, learners have difficulties in memorizing vocabulary,
how to use the correct pronounciation, and also the use of
grammatical pattern when they speak. Here are some linguistic
factors that inhibit students to speak English:
a) Lack of Vocabulary
The acquisition of an adequate vocabulary is essential for
successful second language use. Without an extensive
vocabulary, we will be unable to use the structures and functions
we may have learned for comprehensible communication. also,
in contrast with the development of other aspects of a second
language, particularly pronounciation, vocabulary acquisition
does not seem to be slowed down by age. In fact, vocabulary
seems to be become easier asone matures, because one has a
richer knowledge of the world on which to draw. In addition, the
more one’s vocabulary develops, the easier it is to add new
words. These day then, the consensus of opinion seems to be
that the development of a rich vocabulary is an important
element in the acquisition of a second language.46
Lack of vocabulary knowledge could lead to students
difficulties in English reception and production and becomes an
46
David Nunan, Second language teaching and learning, (USA :Heinle Publisher, 1991), 116.

35
obstacle for them to express their ides in English. Vocabulary is
the basic for speaking or conversational skill. In this case, the
more words students know, the more they can say and
understand things presented both oral and written.
(1) Causes of lack vocabulary
An online book published by Texas Education Agency
reveals the obstacle among students to develop their
vocabulary ability as follow:
The size of the task. The number of words that students need
to learn is exceedingly large.
(a) The differences between spoken English and written
“literate” English. The vocabulary of written English,
particularly the “literate” English that students encounter
in textbooks and other school materials, differs greatly
from that of spoken, especially conversational English.
Both of English language learners and English as the first
language learners may have limited exposure to literate
English outside of school.
(b) The limitation of sources of information about words.
The sources of information about words that redily
available to students (dictionaries, word parts, and
context) pose their own problems. Each can be difficult
to use, unimvormative, or even misleading.

36
(c) The complexity of word knowledge. knowing a word
involves much more than knowing its dictionary
definition. and simply memorizing a dictionary definition
does not guarantee the ability to use a word in reading or
writing. Adding to the complexity is the fact that
different kinds of word
b) Lack of Grammar Understanding
It is argued so far that learning grammar cannot be
separated from learning a foreign language. In fact, learning
foreign language becomes difficult since the target language has
different system from the native language. When someone
learns a foreign language, he often faces interference when
applying to speak English. There are such different structure of
their mother tongue into the foreign language.
Due to the different grammar between the mother tongue
and foreign language, it is very often that students find such
obstacle to speak English. As it is known , efficient
communication can not take place without correct grammar.
Grammar provides students with the structure they need in order
to organize and put their messages and ideas across. In this

37
sense, they will not be able to convey their ideas to their full
extension without a good command of underlying grammar. 47
(1) Causes of Lack of Grammar Understanding
In terms of the cause of lack of Understanding of
Grammatical patterns, Erikson in the pipit thesis states that
the teaching of grammar is static and less communicative.
This situation causes boring and cumbersome situations of
learning for students. In addition, students inability to use
grammar correctly is also caused by the so far teaching of
grammar conducted. He states that teachers very often
teach grammar in isolation. As a result, students do not
have opportunity to apply the grammar knowledge in
actual discourse or conversation. This condition suggets
that teachers way of teaching grammar becomes necessary
to be noticed since it will influence students achievement
in grammar competence.48
c) Incorrect Pronounciation
It is stated that correct and clear pronounciations are
important in language learning because good pronounciation
makes the communication easier to understand. Being unable to
pronounce well can cause the students to be poorly perceived
and understood by others. This indicates that paying attention in

47
Savage, K. L., Bitterlin, and Price, D, GrammarMatters Teaching Grammar in Adult ESL
Programs, (Cambridge: Cambridge University, 2010), 26.
48

38
the linguistic aspect is also important because students low
ability in pronounciation can also become obstacle for the
students to speak.
In many cases, especially in EFL class, most students do not
have self confidence to speak because they do not know how to
pronounce a certain word well. They are also afraid of being an
object of their peers evaluation. This condition becomes an
obstacle for them to speak in English class. It is common for
students to feel uneasy when they hear themselves speak with
the rythm of a second language. Although the unesiness is
usually unconscious, it can be a major barrier to improve
clearness in the second language. All these show that allowing
students to practice pronouncing words more in the class is also
worth considering.49
(1) Causes of Incorrect Pronounciation
The incorrect pronounciation is often caused by the lack
of sound similirity between English and the students native
language. In this situation, students wish that they could
speak English fluently but most of them think that English is
too challenging for them to master.
Regarding this, some experts view incorrect
pronounciation has been caused by instructional goal and the
49
Ibid,. 30.

39
teacher himself and the teaching and learning in this area
which is still inappropriate. Varrasarin says that
pronounciation is an area that some teachers avoid or are
reluctant to teach because the teachers find it difficult to
teach due to their low ability in pronounciation area. This
means that a good command in English pronounciation
should also be the focus of the teachers profesional
development so that they can become a good model for their
students.50
50
Jeremy Harmer, How to Teach English, (China : Pearson Education Limited, 2007), 205.

CHAPTER III
FINDING AND DISCUSSION
A. Research Object Description
Sekolah Alam is one of school in Banyuwangi which applied Islamic
boarding school system. This is a unique school in Banyuwangi which settled
down the curriculum 2013 but established the islamic boarding system.SMP
Alam was established by Mr. Farid, S.Ag and Mr. Suyanto Khoirul. I. S.Pd in
2015. It is located in Villa Alam Asri Jl. Kh. Imam Bahri, desa Jenesari,
Genteng, Banyuwangi.
There are 11 teachers who help teaching and learning process and
almost 80 students in SMP Alam. This school had a program back to nature.
Most of teaching learning process was undertaken in the nature. Teacher used
several method to teach them with the easy ways. Mind maping are the best
way to make them understand what the material is. There were several
programs which are related to the nature and Islamic program. So, they will
get the general education with the Islamic education.50
B. Data Display
1. Sampling Technique
As presented in chapter I, the researcher took the population of VII,
VIII, IX grade students totalling of 45 students. In this research, the
50
Document Review, 2019.
40

41
researcher took sampling through stratified sampling..51 So the researcher
took the students in three classes in amount of 45 students. It is consist of
15 students in seventh class, 15 students in eighth class, and 15 students in
ninth class. Here are the name of the students as the respondent which
presented in the table below:
Table 3.1
Respondents Draft
Gender
No Name Class
M/F
1 2 3 4
1 Abdul Rasyid F
2 Abdurrahman fahmi M
3 Ach. Afif Muhajir M
4 Adi Slamet Prasetyo M
5 Ahmad Shifak M
6 Ahmad Taufiq M
7 Alfian Fikro M
8 Almasa Zarin M
VII
9 Almun Almidzar M
10 Annisa Almaghfiroh F
11 Annisa Billah F
12 Anwar Abdul Halim M
13 Nabilatul Fany F
14 M. Robith Fajril M
15 Fillah Attaqi Qalbi M
16 Sela Komsiyah ningrum F
17 Abiyudha Aly Farizi M
18 Ahmad Zaidatul Hairi F
19 Amelia Farchatus Shafira F
20 Ghulam Taqy M
21 Barirotun Nafisah F
22 Salwa May Adristi F
23 Ikbal Maulana VIII M
24 Andre Saputra IX M
51
Suharsini Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik (Jakarta: PT Rineka Cipta,
2006), 149.

42
1 2 4
25 Anas Jabir M
26 Moh. Farijal M
27 Lucky Firdaus M
28 Desta Nuraulia F
29 Nur Ahmad alif M
30 M. Sabilul M
31 Achmad Rizky Purnomo M
32 Ahmad Syauqy M
33 Alfathoni Maulana M
34 Ayuningsih F
35 Cholisah F
36 M. Lucky Hermawan M
37 Mirza Iqbal yusuf M
38 Mar’atus Solikha F
39 Siti Aisyah F
40 Nazriyah Shofi F
41 Novita Sari F
42 Siti Maesaroh F
43 Syahidah Qurratu’aini F
44 Moh. Zainul Hasan M
45 Nanang Yusuf IX M
Source : Document review 2019
2. Validity and reliability of the instrument
Attention should be given to the validity of the questionares that is,
whether they are really measuring what they are supposed to measure.
Instruments are valid if the instrument can use to measure what you want
to measure.52 To measure the validity of the instrument, researchers used a
formula korelasi product moment or Korelasi Pearson. The researcher
used SPSS (Statistical Package for the Social Science) to calculate the
Hitung
data. We need to correlate (r ) from the output of the SPSS with (r
tabel
) to know the data valid or not as follow:
52
Sugiyono, Statistika Untuk Penelitian, (Bandung: CV Alfabeta,2003), 213.

43
rhitung > r tabel means the data are valid
r hitung < r tabel means the data are not valid
We need to determine the r tabel with the calculating degree of fredom as
follow:
df (degree of fredom) = N-2
N means total of the question. The question that researcher made are 24.
So degree of freedom this data are 45-2 = 43. Regarding to the r tabel with
the significance degree 5% or 0,05 the degree of fredom 43 are 0,294. So
we found the result of the instruments as follow:
Table 3.2
The result of instrument validity
VARIABLE QUESTION R HITUNG R TABEL NOTE
1 2 3 4 5
1 0,474 0,294 VALID
2 0,432 0,294 VALID
3 0,54 0,294 VALID
4 0,318 0,294 VALID
5 0,736 0,294 VALID
LINGUISTIC 6 0,736 0,294 VALID
FACTORS 7 0,632 0,294 VALID
(X1) 8 0,457 0,294 VALID
9 0,647 0,294 VALID
10 0,686 0,294 VALID
11 0,523 0,294 VALID
12 0,518 0,294 VALID
13 0,382 0,294 VALID
14 0,387 0,294 VALID
NON- 15 0,565 0,294 VALID
LINGUISTIC
16 0,633 0,294 VALID
FACTORS
(X2) 17 0,654 0,294 VALID
18 0,495 0,294 VALID

44
2 3 4 5
19 0,45 0,294 VALID
20 0,423 0,294 VALID
21 0,649 0,294 VALID
FULL 22 0,73 0,294 VALID
ENGLISH
SPEAKING (Y) 23 0,715 0,294 VALID
24 0,792 0,294 VALID
Source: Primary data processed in SPSS, 2019
Regarding to the table above, it can be seen that r hitung > r table (0,294).
It means the instruments of this research was valid. It can be conclude that
all the variable X1, X2, and Y was valid. So, this instrument can be used
to find the data and processing the data.
Reliability also needed in testing the instruments. In this research
cronbach alpha formula was used to determine the reliability of the
instrument. If the instruments have cronbach alpha > 0,60, the instruments
was reliable. The following are the result of reliability:
Table 3.3
The result of Reliability (X1)
Reliability Statistics
Cronbach'sAlpha N of Items
,802 12
Regarding to the data above, It showed that the degree of cronbach
alpha’s 0,802> 0,60. So, it means that the non-linguistic factors variable
was reliable.
Table 3.4
The result of Reliability (X2)
Cronbach's Alpha N of Items
,620 8

45
Regarding to the data above, It showed that the degree of
cronbach alpha’s 0,620> 0,60. So, it means that the linguistic
factors variable was reliable.
Table 3.5
The result of Reliability (Y)
Cronbach's Alpha N of Items
,692 4
Regarding to the data above, It shows that the degree of
cronbach alpha’s 0,692 > 0,60. So, it means that full English
speaking variable was reliable.
3. Data Score
Data score is the calcalculation responds which was gotten from the
respondents. In this research, each response in every item used likert scale.
Here are scoring for each questionnare items:
Table 3.6
scoring of each questionnare items
CRITERIA
5 ALWAYS
4 OFTEN
3 SOMETIMES
2 SELDOM
1 NEVER
Source : Sugiyono book, 2019
Here are the result of the data score about linguistic factors which have
gotten:

46
Table 3.7
Data Score about linguistic Factors
No. Linguistic Factors
Total
Resp 1 2 3 4 5 6 7 8 9 10 11 12 13
1 2 3
1 4 2 4 3 4 5 3 2 2 2 2 2 1 35
2 2 2 2 2 1 3 2 1 3 2 4 4 1 28
3 3 2 2 2 1 1 2 2 4 3 2 4 1 28
4 2 2 3 4 3 2 1 3 3 3 2 1 3 29
5 1 2 4 2 1 3 1 5 5 5 2 5 2 36
6 1 3 1 3 2 3 3 3 1 2 4 1 2 27
7 2 2 2 4 4 4 4 4 4 4 4 4 2 42
8 1 3 4 3 4 4 3 3 4 5 4 4 1 42
9 3 2 4 1 5 4 3 5 4 5 4 2 5 42
10 4 3 3 2 4 4 4 4 4 3 4 3 1 42
11 1 3 2 2 3 1 1 5 2 2 1 1 2 24
12 1 2 1 5 1 1 1 1 3 5 3 5 3 29
13 1 4 2 1 1 2 2 2 3 2 3 1 1 24
14 4 2 3 5 3 3 3 2 4 4 2 3 3 38
15 4 3 2 2 5 3 2 3 3 4 2 3 1 36
16 2 1 1 1 2 1 2 2 2 2 2 2 2 20
17 2 2 2 3 1 1 1 2 1 2 3 1 1 21
18 2 1 2 3 2 1 1 1 2 2 2 1 1 20
19 3 1 2 3 3 2 2 2 1 2 2 1 1 24
20 2 3 2 4 2 3 1 2 2 4 3 2 2 30
21 4 4 4 3 3 3 2 3 2 2 3 1 3 34
22 2 2 2 2 2 2 3 2 3 2 2 3 3 27
23 1 1 3 5 4 5 5 5 4 5 3 1 1 42
24 3 3 4 3 4 3 3 4 3 3 3 4 3 40
25 3 4 3 4 3 3 3 3 3 4 3 4 3 40
26 3 4 3 4 3 3 3 3 3 4 3 4 3 40
27 1 2 4 3 2 4 1 3 2 3 2 1 1 28
28 3 2 3 3 4 2 3 4 2 2 4 1 1 33
29 1 1 2 3 1 1 1 4 2 4 3 1 1 24
30 1 1 1 2 1 1 1 3 1 2 2 1 3 17
31 1 2 4 2 1 1 1 2 2 2 1 1 1 20
32 3 3 4 5 3 2 2 3 4 5 2 2 2 38
33 4 4 3 3 1 1 1 2 5 2 2 1 1 29
34 1 2 3 4 2 3 1 2 1 3 2 1 1 25
35 3 3 4 3 2 2 2 3 3 3 3 1 2 32
36 1 2 3 4 1 1 1 5 1 5 2 5 3 31

47
1 2 3
37 3 4 3 4 3 3 3 3 3 4 3 4 3 40
38 1 1 1 2 1 1 1 3 1 2 2 1 3 17
39 1 2 4 2 1 1 1 2 2 2 1 1 1 20
40 1 3 1 3 2 3 3 3 2 2 3 1 2 27
41 2 1 2 3 3 4 2 3 2 2 3 2 2 29
42 1 3 4 3 4 4 3 4 3 5 3 2 1 39
43 3 2 4 1 5 4 2 5 3 5 3 2 5 39
44 4 3 3 2 3 4 3 3 2 3 4 2 1 36
45 1 3 2 2 3 1 5 5 2 2 1 1 2 28
Here are the result of the data score about linguistic factors which
have gotten as follow:
Table 3.8
Data Score about linguistic Factors
No. Linguistic Factors
Total
Resp 1 2 3 4 5 6 7
1 2 3
1 3 1 1 1 1 1 1 18
2 3 2 1 1 1 1 1 11
3 3 4 2 2 1 1 1 15
4 2 4 3 5 5 3 2 25
5 5 2 5 5 1 2 4 26
6 3 1 2 3 2 3 1 17
7 4 3 2 4 2 1 2 20
8 3 3 4 2 2 4 1 20
9 3 5 3 4 2 5 2 29
10 3 3 3 2 2 3 3 20
11 3 5 2 2 3 3 3 23
12 4 3 5 3 2 3 3 26
13 1 3 5 3 2 3 3 21
14 4 3 3 2 2 3 4 24
15 1 2 3 2 3 3 4 19
16 3 2 3 2 3 3 4 22
17 5 1 2 2 1 4 4 20
18 5 1 2 1 3 4 3 20
19 2 3 2 3 4 5 2 22
20 4 1 1 1 3 1 3 19
21 2 1 1 2 3 2 3 19

48
1 2 3
22 3 2 3 3 2 3 2 21
23 3 4 3 5 4 4 4 28
24 2 2 3 2 4 3 2 21
25 3 4 3 3 2 1 3 22
26 3 4 4 4 3 3 3 27
27 2 2 3 2 2 4 5 21
28 5 3 3 3 4 4 4 27
29 2 3 4 1 1 3 3 18
30 2 1 1 1 1 2 1 12
31 3 2 2 2 1 3 3 17
32 5 3 3 4 4 2 2 25
33 1 2 2 1 1 2 2 12
34 2 4 3 4 2 4 1 21
35 3 3 3 5 2 3 2 23
36 5 2 5 5 1 2 4 27
37 2 4 4 4 2 3 3 25
38 2 1 1 1 1 2 1 12
39 3 2 2 2 1 3 5 19
40 3 1 2 3 2 3 2 18
41 4 3 2 4 2 1 2 20
42 4 3 4 2 2 4 2 22
43 3 5 3 1 2 5 2 26
44 3 3 3 2 1 2 4 19
45 5 5 2 2 3 2 4 23
Here are the result of the data score about applying full English
speaking which have gotten as follow:
Table 3.9
Data Score about applying full English speaking
No Applying full English speaking Total
1 2 3
1 1 1 1 1 4
2 1 1 1 1 4
3 2 1 1 1 5
4 4 3 3 3 13
5 3 4 3 2 12
6 3 2 3 1 9

49
1 2 3
7 4 2 1 2 9
8 3 2 2 2 9
9 4 3 3 3 13
10 2 2 3 3 10
11 2 3 3 3 11
12 3 4 4 4 15
13 3 2 3 3 11
14 2 3 3 3 11
15 2 3 3 4 12
16 2 3 3 4 12
17 2 1 4 4 11
18 3 2 3 3 11
19 3 3 4 4 14
20 2 3 2 2 9
21 2 3 2 3 10
22 2 3 3 2 10
23 4 5 4 4 17
24 2 3 3 3 11
25 2 3 2 2 9
26 4 3 3 3 13
27 3 2 4 4 13
28 4 4 3 4 15
29 2 2 2 2 8
30 1 1 2 1 5
31 2 2 2 3 9
32 2 3 2 5 12
33 2 1 2 1 6
34 4 2 3 2 11
35 5 2 3 2 12
36 5 1 2 4 12
37 3 2 4 3 12
38 1 1 2 1 5
39 2 1 4 4 11
40 2 3 3 2 10
41 3 2 2 2 9
42 2 2 4 2 10
43 2 2 4 2 10
44 2 2 2 3 9
45 2 3 2 4 11

50
C. Data Analysis.
1. Descriptive analyisis of non-linguistic factors in applying full English
speaking.
There are five categories regarding non-linguistic factors that
inhibited students to speak English. Here, the result of the fifth
linguistic factors were showed by the table as follow:
a. Anxiety
Table 3.10
Descriptive statistic test of anxiety
Always Often Sometimes Seldom Never Note
No F % F % F % F % F % Mean Me Mo
1 0 0 7 15,6 11 24,4 9 20 18 40 2,16 2 1
2 0 0 6 13,3 13 28,9 18 40 8 18,4 2,38 2 2
3 0 0 13 28,9 12 26, 7 14 31,1 6 13,3 2, 71 3 2
4 4 8,9 8 17,8 16 35,6 13 28,9 4 8,9 2,89 3 3
To find out the frequency of anxiety faced by students, we need to calculate each
categories use index formula as follow:
Criteria Respondents
5 X 1 = 5
4 X 8 = 32
3 X 13 = 39
2 X 14 = 28
1 X 9 = 9+
Total 113
Total Score :
113 100% = 50%
X
225
Regarding to the table above about anxiety, Questionnare
number 1 (Q1) showed that there is no student always afraid of
being criticized with the precentage 0% , 7 students are often afraid
of being criticized with the percentage 15,6%, 11 students are
sometimes afraid of being criticized with the percentage 24,4%,9

51
students are seldom afraid of being criticized with the percentage
20%, and 18 students are never afraid of being criticized with the
percentage 40%. In the table above also shows that the mean of Q1
is 2,16 , the median is 2, and the mode is 2. So, it means that most of
students are seldom of being criticized by teacher or their friends
while speaking English.
Questionnare number 2 (Q2) showed that there is no student
always pounding when the teacher ask to speak English with the
precentage 0% , 6 students are often pounding when the teacher ask
to speak English with the precentage 13,3%, 13 students are
sometimes pounding when the teacher ask to speak English with the
precentage 28,9%, 18 students are seldom pounding when the
teacher ask to speak English with the precentage 40%, and 18
students are never pounding when the teacher ask to speak English
with the percentage 40%. In the table above also shows that the
mean value of Q2 is 2,38, the median is 2 and the mode is 2. So, it
means that students are seldom pounding when the teacher ask to
speak English.
Questionnare number 3 (Q3) showed that there is no student
always nervous to speak English in front of their friends with the
precentage 0% , 13 students are often nervous to speak English in
front of their friends with the precentage 13,3%, 12 students are
sometimes nervous to speak English in front of their friends with the

52
precentage 26,7%, 14 students are seldom nervous to speak English
in front of their friends with the precentage 31,1%, and 6 students
are never nervous to speak English in front of their friends with the
percentage 13,3%. In the table above also showed that the mean
value of Q3 is 2,71, the median is 3, and the mode is 2. So, it means
that students are seldom pounding when the teacher ask to speak
English.
Questionnare number 4 (Q4) showed that there are 4 students
always going to blank when speaking English with the precentage
8,9% , 8 students often going to blank when speaking English with
the precentage 17,8%, 16 students sometimes going to blank when
speaking English with the precentage 35,6%, 13 students are seldom
going to blank when speaking English with the precentage 28,9%,
and 4 students are never going to blank when seaking English with
the percentage 8,9%. In the table above also shows that the mean
value of Q4 is 2,89, the median is 3, and the mode is 3. So, it means
that students are sometimes going to blank what they are going to
say when speaking English.
based on the index formula above, it shows 50% students feel
anxiety. It means that sometimes anxiety is the inhibiting factors in
applying full English speaking.

53
b. Fear of making mistake
table 3.12
Descriptive statistic test of fear making mistake
5 3 6, 7 8 17,8 12 26, 7 9 20 13 28,9 2,53 3 1
6 2 4,4 9 20 13 28,9 7 15,6 14 31,1 2,51 3 1
7 2 4,4 2 4,4 14 31,1 11 24,4 16 35,6 2,18 3 1
To find out the frequency fear of making mistake faced by students, we need to
calculate each categories use index formula as follow:
5 X 3 = 15
4 X 6 = 24
3 X 13 = 39
2 X 9 = 18
1 X 14 = 14 +
Total 110
Total Score :
110 100% = 48,8%
X
225
Regarding to the table above about fear making mistake,
Questionnare number 5 (Q5) showed that there are 3 students are
always afraid of negative comments when do some mistake with the
precentage 6, 7% , 8 students are often afraid of negative comments
when do some mistake with the percentage 17,8%, 12 students are
sometimes afraid of negative comments when do some mistake with
the percentage 26,7%, 9 students are seldom afraid of negative
comments when do some mistake with the percentage 20%, and 13
students are never afraid of negative comments when do some
mistake with the percentage 28,9%. In the table above also shows
that the mean value of Q5 is 2,16, and the median is 2, and the mode

54
is 1. So, it means that most of students are never being afraid of
negative comments when do some mistake in speaking English.
are always afraid of being laughed when do some mistake with the
precentage 4,4% , 9 students are often afraid of being laughed when
do some mistake with the percentage 20%, 13 students are
sometimes afraid of being laughed when do some mistake with the
percentage 28,9%, 7 students are afraid of being laughed when do
some mistake with the percentage 15,6%, and 14 students who is
never afraid of being laughed when do some mistake with the
percentage 31,1%. In the table above also shows that the mean value
of Q6 is 2,53, the median is 3, and the mode is 1. So, it means that
most of students are never being afraid of being laughed when do
some mistake in speaking English.
Questionnare number 7 (Q7) showed that 2 students always
don’t want to look foolish when do some mistake with the
precentage 4,4% , 2 students often don’t want to look foolish when
do some mistake with the percentage 4,4%, 14 students sometimes
don’t want to look foolish when do some mistake with the
percentage 31,1%, 11 students seldom don’t want to look foolish
when do some mistake with the percentage 24,4%, and 16 students
never want to look foolish when do some mistake with the
percentage 35,6%. In the table above also showed that the median

55
value of Q7 is 2,18, the median is 3, and the mode is 1.So, it means
that most of students never want to look foolish when do some
mistake in speaking English.
Based on the index formula above, it showed 48,8% students
fear of making mistake. It means that sometimes anxiety is the
inhibiting factors in applying full English speaking.
c. Lack of Confidence
Table 3.13
Descriptive statistic test of lack confidence
No F % F % F % F % F % M Me Mo
8 7 15,6 6 13,3 16 35,6 13 28,9 3 6, 7 3 3 3
9 2 4,4 8 17,8 13 28,9 15 33,3 7 15,6 2 3 2
To find out the frequently lack of confidents faced by students, we need to
5 X 5 = 25
4 X 7 = 28
3 X 14 = 42
2 X 14 = 28
1 X 5 = 5 +
Total 128
Total Score :
128 100% = 56,8%
X
225
Regarding to the table above about lack confident,
Questionnare number 8 (Q8) showed that there are 7 students who
always think their English is bad with the precentage 15,6% , 6
students often think their English is bad with the percentage 13,3%,
16 students sometimes think their English is bad with the percentage
35,6%,13 students seldom think their English is bad with the

56
percentage 28,9%, and 3 students never think their English is bad
with the percentage 6,7%. In the table above also showed that the
mean value of Q8 is 3, the median is 3 , and the mode is 3. So, it
means that most of students are sometimes not confident to speak
English because their English is bad.
Questionnare number 9 (Q9) showed that 2 students are
always less confident to speak in fornt of their friends with the
precentage 4,4% , 8 students are often less confident to speak in
front of their friends with the percentage 17,4%, 13 students are
sometimes less confident to speak in front of their friends with the
percentage 28,9%,15 students are seldom less confident to speak in
front of their friends with the percentage 33,3%, and 7 students who
never have less confident to speak in front of their friends with the
of Q9 is 2,62, the median is 3 , and the mode is 2. So, it means that
most of students are seldom less confidence to speak English in front
of their friends and teacher.
based on the index formula above, it shows 56,8% students
fear of making mistake. It means that sometimes less confident is the
inhibition factors in applying full English speaking.

57
d. Lack of Motivation
Table 3.14
Descriptive statistic test of lack motivation
Always Often Sometimes Seldom never Note
10 9 20 8 17,8 8 17,8 20 44,4 0 0 3,13 3 2
11 0 0 8 17,8 16 35,6 17 37,8 4 8,9 2,62 3 2
To find out the frequently lack of motivation faced by students, we need to
5 X 5 = 25
4 X 8 = 32
3 X 12 = 36
2 X 18 = 36
1 X 2 = 2 +
Total 131
Total Score :
131 100% = 58,2%
X
225
Regarding to the table above about lack motivation,
always motivated by teacher with the precentage 20% , 8 students
often motivated by teacher with the percentage 17,8%, 8 students
sometimes motivated by teacher with the percentage 17,8%, 20
students seldom motivated by teacher with the percentage 44,4%,
and there is no student never motivated by teacher with the
percentage 0%. In the table above also showed that the mean value
of Q10 is 3,13 , the median is 3 , and the mode is 2. So, it means that
most of students are sometimes motivated by teacher.
Questionnare number 11 (Q11) showed that there are 9
students always motivated by teacher with the precentage 20% , 8

58
students often motivated by teacher with the percentage 17,8%, 8
students sometimes motivated by teachers with the percentage
17,8%, 20 students seldom motivated by teachers with the
percentage 44,4%, and there is no students never motivated by
teachers with the percentage 0%. In the table above also shows that
the mean value of Q11 is 3,13 , the media value is 3 , and the mode
is 2. So, it means that most of students sometimes motivated by
teachers.
Based on the index formula above, it shows 58,2% students
lack of motivation. It means that sometimes lack motivation is the
inhibiting factors in applying full English speaking.
e. Shyness
Table 3.6
Descriptive statistic test of shyness
12 3 6, 7 8 17,8 4 8,9 9 20 21 46, 7 2,18 2 1
13 2 4,4 0 0 12 26, 7 11 24,4 20 44,4 1,96 2 1
To find out the frequently shyness faced by students, we need to calculate each
categories use index formula as follow:
5 X 3 = 15
4 X 4 = 16
3 X 9 = 27
2 X 10 = 20
1 X 21 = 21 +
Total 99
Total Score :
99 100% = 44%
X
225

59
Regarding to the table above about shyness, Questionnare
number 12 (Q12) shows that there are 3 students always feel shy to
speak English in front of friends and teacher with the precentage
6,7% , 8 students often feel shy to speak English in front of friends
and teacher with the percentage 17,8%, 4 students sometimes feel
shy to speak English in front of friends and teacher with the
percentage 8,9%, 9 students seldom feel shy to speak English in
front of friends and teacher with the percentage 20%, and 21
students never feel shy to speak English in front of friends and
teacher with the percentage 46,7%. In the table above also shows
that the mean value of Q12 is 2,18 , the median is 2, and the mode is
1. So, it means that most of students are never shy to speak English
in front of friends and teacher.
Questionnare number 13 (Q13) shows that there are 2
students always feel shy when their English are understandable with
the precentage 4,4% , there is no students often feel shy when their
English are understandable with the percentage 0%, 12 students
sometimes feel shy when their English are understandable with the
percentage 26, 7%, 11 students seldom feel shy when their English
are understandable with the percentage 24,4%, and 20 students never
feel shy when their English are understandable with the percentage
44,4%. In the table above also shows that the mean value of Q13 is

60
1,96 , the median is 2, the mode is 1. So, it means that most of
students are never feel shy when their English are understandable.
Based on the index formula above, it shows 44% students
shyness. It means that sometimes shyness is the inhibition factors in
applying full English speaking.
2. Descriptive analyisis of linguistic factors in applying full English
speaking.
There are five categories regarding the linguistic factors that inhibit
students to speak English. Here, the result of the third linguistic factors
will be shown by the table as follow:
a. Lack of Grammar Understanding
table 3.6
Descriptive statistic test of grammar understanding
14 7 15,6 6 13,3 19 42,2 10 22,2 3 6, 7 3,09 3 3
15 4 8,9 7 15,6 14 31,1 11 24,4 9 20 2,69 3 3
To find out the frequently lack grammar faced by students, we need to
5 X 7 = 35
4 X 7 = 28
3 X 16 = 48
2 X 10 = 20
1 X 6 = 6 +
Total 137
Total Score :
137 X 100% = 60,88%
225
Regarding to the table above about lack of understanding
grammar, Questionnare number 13 (Q13) showed that there are 7

61
students are always difficult to use the correct grammar with the
precentage 15,6% , 6 students are often difficult to use the correct
grammar with the percentage 13,3%, 19 students are sometimes
difficult to use the correct grammar with the percentage 42,2%, 10
students are seldom difficult to use the correct grammar with the
percentage 22,2%, and 3 students are never difficult to use the correct
grammar with the percentage 6,7%. In the table above also showed
that the mean value of Q13 is 3, the median is 3, and the mode is 3.
So, it means that most of students are sometimes difficult to use the
correct grammar while speaking English.
use the correct grammar while speaking English with the precentage
8,9% , 7 students often use the correct grammar while speaking
English with the percentage 15,6%, 14 students sometimes use the
correct grammar while speaking English with the percentage 31,1%,
11 students seldom use the correct grammar while speaking English
with the percentage 24,4%, and 9 students never use the correct
grammar while speaking English with the percentage 20%. In the
table above also showed that the mean value of Q15 is 2,69 , the
median is 3, and the mode is 3. So, it means that most of students
sometimes use the correct grammar while speaking English.

62
are lack of understanding grammar. It means that grammar is the
inhibition factors in applying full English speaking.
b. Lack of Vocabulary
Table 3.6
Descriptive statistic test of lack vocabulary
Always often Sometimes Seldom never Note
16 4 8,9 5 11,1 17 37,8 13 28,9 6 13,3 2, 73 3 3
17 5 11,1 7 15,6 8 17,8 16 35,6 9 20 2,62 2 2
18 1 2,2 5 11,1 8 17,8 18 40 13 28,9 2,18 2 2
To find out the frequently lack vocabulary faced by students, we need to calculate
each categories use index formula as follow:
5 X 5 = 25
4 X 6 = 24
3 X 11 = 33
2 X 15 = 30
1 X 8 = 8 +
Total 120
Total Score :
130 X 100% = 53,3%
225
Regarding to the table above about lack vocabulary, Questionnare
number 16 (Q13) showed that 4 students always prefer to be silent
with the precentage 8,9% , 5 students often prefer to be silent with the
percentage 11,1%, 17 students sometimes prefer to be silent with the
percentage 37,8%, 13 students seldom prefer to be silent with the
percentage 28,9%, and 6 students are never be silent with the
of Q16 is 2, 73 , the median is 3 , and the mode value is 3. So, it

63
means that most of students are sometimes prefer to be silent if do not
know what they have to say.
get upset when do not know what the teacher say with the precentage
11,1% , 7 students often get upset when do not know what the teacher
say with the percentage 15,6%, 8 students sometimes get upset when
do not know what the teacher say with the percentage 17,8%, 16
students seldom get upset when do not know what the teacher say with
the percentage 35,6%, and 9 students never get upset when do not
know what the teacher say with the percentage 20%. In the table
above also showed that the mean value of Q17 is 2, 62 , the median is
2, and the mode value is 2. So, it means that most of students seldom
get upset when do not know what the teacher or their friends saying.
Questionnare number 18 (Q18) showed that 1 student always do
not have edaquate vocabulary while speaking English with the
precentage 2,2% , 5 students often do not have edaquate vocabulary
while speaking English with the percentage 11,1%, 8 students
sometimes do not have edaquate vocabulary while speaking English
with the percentage 17,8%, 18 students do not have edaquate
vocabulary while speaking English with the percentage 40%, and 13
students never have edaquate vocabulary while speaking English with
value of Q18 is 2,18 the median is 2, ande the mode value is 2. So, it

64
means that most of students seldom do not have edaquate vocabulary
while speaking English.
are lack of vocabulary. It means that sometimes lack of vocabulary is
the inhibiting factors in applying full English speaking.
c. Incorrect Pronounciation
Table 3.6
Descriptive statistic test of incorrect pronounciation
16 3 6, 7 8 17,8 18 40 9 20 7 15,6 2, 73 3 3
17 2 4,4 10 2,2 12 26, 7 13 28,9 8 17,8 2,62 2 2
To find out the frequently lack pronounciation faced by students, we need to
5 X 3 = 15
4 X 9 = 36
3 X 15 = 45
2 X 11 = 22
1 X 7 = 7 +
Total 125
Total Score :
125 X 100% = 56%
225
Regarding to the table above about lack pronounciation,
Questionnare number 19 (Q19) shows that 3 students always think
their pronounciation can not be understood with the precentage 6, 7%,
8 students often think their pronounciation ca not be understood with
the percentage 17,8%, 18 students sometimes think their
pronounciation ca not be understood with the percentage 40%, 9
students seldom think their pronounciation ca not be understood with

65
the percentage 20%, and 7 students never think their pronounciation
ca not be understood with the percentage 15,6%. In the table above
also showed that the mean value of Q19 is 2,73 , the median is 3, and
the mode is 3.So, it means that most of students sometimes think their
pronounciation can not be understood by teacher and friends.
Questionnare number 20 (Q20) shows that there are 2
students always have difficulties in pronouncing English word with
the precentage 4,4% , 10 students often have difficulties in
pronouncing English word the percentage 20,2%, 12 students
sometimes have difficulties in pronouncing English word with the
percentage 26, 7%, 13 students seldom have difficulties in
pronouncing English word with the percentage 28,9%, and 8
students never have difficulties in pronouncing English word with
value is 2,62 , the median is 2, and the mode is 2. So, it means that
most of students seldom have difficulties in pronouncing English
word correctly.
Based on the index formula above, it shows 56,6% students are
incorrect pronounciation. It means that sometimes pronounciation is
the inhibition factors in applying full English speaking.

66
D. Discussion
Regarding with those data, the researcher found that there are two main
factors that inhibited students to speak English. The factors are linguistic
factors and non-linguistic factors. There arefive categories in linguistic factor,
they are : anxiety, lack on motivation, lack of confidence, fear of making
mistake and shyness.Then, there are three categories in linguistic factor, they
are: lack of grammar understanding, lack of vocabulary, and lack of
pronounciation.
1. Non-linguistic factors that inhibit students to speak English
Lack of motivation is the most frequently factors that inhibit students
to speak English. It calculated using index formula shows that 58,2%
students feel that they lack of motivation. It means that lack of motivation
sometimes are the inhibition factors faced by students to speak English.
They really need of teacher caring in their progress. It will help them to
know how well their English progress as well. It is in line with the Juhana
article which stated that teachers need to be conscious that they also have a
significant impact on students’ motivation in learning process.
Establishing an effort to cover students’ motivation, they should cater for
the difference of personality types in the same classroom.53 Teacher also
have a big role in students goal to speak English. They must know the
personality of each students and also how to treat them.
53

67
Then, the second inhibiting factors to speak English is lack of
confidence. It showed that 56,8% students do not have enough confidence.
It means that lack of confidence sometimes are the inhibition factors faced
by students to speak English. The cause of feeling lack of confidence was
their inability to speak English well. They think that their English was bad
and they had limited knowledge of English. They also had less confidence
to speak in front of their friends. It was caused because some of their
friends mock them when they tried to speak English. So, They prefer not
to speak English to avoid their friends ridicule. In response to this, Nunan
says that students who lack of confidence about themselves and their
English necessarily suffer from communication apprehension. This shows
that building students confidence is an important part of teachers focus
attention.54 It is important for teacher to build their confidence to speak
English. Practicing English frequently also help them to build their
confidence.
In terms of anxiety, 50% students mentioned that they feel anxious
because they got nervous. They were afraid of being criticized while
speaking English. They were also going to blank about what they were
going to say. Regarding the cause of anxiety, Horwitz, Michael, and Cope
based on their finding research, found out Their low ability in his aspect
causes anxious feeling among many students.55 In this case, they are afraid
54
Nunan, Second language teaching and learning, 203.
55
Eliana.K, Horwirtz, Michael.B, & Joan Cope, “Foreign Language Classroom Anxiety” The
Modern Language Journal Vol 70, 2(February 2009), 127.

68
of being evaluated by their friends and teacher. That is why they are
nervous when they wanted to speak English.
Regarding fear of making mistake, there was 48,8% frequently
choosen by the students as their hindrance to speak English. Some of them
argue that the cause of their fear making mistake was they are afraid of
being laughed. Eventhough they have tried to speak English as much as
they can. The negative comments from their friends and teacher also
caused them fear of making mistake. Those arguments are relevant to the
Aftat. He adds that this fear is linked to the issue of correction and
negative evaluation. In addition, this is also much influenced by the
students fear of being laughed by other students or being criticized by the
teacher.56 As a result, students commonly stop participating in the speaking
activity. Therefore it is important for teacher to convince their students
that making mistakes is not a wrong or bad thing because students can
learn from their mistakes.
With regard to shyness, only 44% students feel that shyness is the
inhibition factors in aplying full English speaking. They feel shy if their
friends do not know what they are talking about. They also feel shy to
speak English in front of their friends and teacher. In line with this,
Baldwin further explains that speaking in front of people is one of the
more common phobias that students encounter and feeling of shyness
56

69
makes their mind go blank or that they will forget what to say. 57 Therefore,
paying attention on this aspect also quite important in order to help the
students do their best in their speaking.
2. Linguistic factors that inhibited students to speak English
Lack of grammar is the most frequently factors that inhibited to speak
English. It calculated using index formula showed that 60,88% students
feel that they lack of grammar. The causes of their lack of grammar was
mainly caused by their lack of speaking practiced grammatically. They
mentioned that they seldom applied the grammar in speaking. Eventually,
they often did many mistakes in speaking English especially related to
grammatical construction. They also have difficulties to use the correct
grammar while speaking English. They always think about the structure of
sentence before speaking English. Students also confused to construct
words when they must speak spontaneously. It was realted with the
Erikson statement in the Pipit thesis. He states that teachers very often
teach grammar in isolation. As a result, students do not have opportunity
to apply the grammar knowledge in actual discourse or conversation. 58 It
must be consideration for the teacher to find out the way of teaching
grammar simply. Grammar become necessary to be noticed because it will
influence students achievement in grammar competence.
In terms of lack of pronounciation, 56% of students argue that lack of
pronounciation is the inhibition factor to speak English. Most of them
57
Ibid., 36.
58

70
difficult to pronounce English word. They also admit that their speaking
are ussualy difficult to be understood by their friends. In line with this
Gilbert stated in Pipit thesis that being unable to pronounce well can cause
the students to be oorly percieved and understood by others.59 It indicate
that paying attention in the pronounciation is important for the learners.
Students who low ability in pronounciation can also become obstacle to
speak English.
With regard to the lack of vocabulary, there are 53,3% students felt
that lack of vocabulary was the inhibiting factors to speak English. Having
edaquate vocabulary was the main factors. Some of them was getting upset
when they do not know what their teacher and friends saying.
Consequently, they prefer to be silent if they do not know what they have
to say. In line with that an online book published by Texas Education
Agency reveals the obstacle among students to develop their vocabulary
ability is the complexity of word knowledge. Knowing a word involves
much more than knowing its dictionary definition and simply memorizing
a dictionary definition does not guarantee the ability to use a word in
reading or writing.
59
Ibid., 30.

CHAPTER IV
CONCLUSION
This chapter presents the conclusion and suggestion of the research.
Conclusion is the summary of the discussion based on the research question.
While, the suggestion is the recommendation based on the result of the research to
encourage students and teacher in applying full English speaking.
A. Conclusion
After analyzing all the data gotten from the questionnare, the researcher
conclude that:
1. There are some non-linguistic factors that inhibit students in applying full
English speaking. 58,2% students feel that they lack of motivation.Then,
56,8% students do not have enough confidence.. In terms of anxiety, 50%
students mentioned that they feel anxious because they got nervous. There
are 48,8% frequently choosen by the students as their hindrance to speak
English. With regard to shyness, only 44% students feel that shyness is the
inhibition
2. There are some linguistic factors that inhibit students in applying full
English speaking. 60,88% students feel that they lack of grammar. In
terms of lack of pronounciation, 56% of students argue that lack of
pronounciation is the inhibition factor to speak English. 53,3% Having an
edaquate vocabulary are the main factors.
71

72
B. Suggestion
1. Teacher of Sekolah Alam Genteng Banyuwangi
Teacher should have strategy to make students motivated. Be a friend
but not a philosopher.give the concrete examples when you speak to
them. There are some games and also strategy that appropriate for
students. Teacher can use board race game to make the students easily
understand the grammar. Teacher must convince the students that
racticing English is one way to enhance their speaking ability. In addition,
teacher should give warm feedback (comments or corrections) to the
students when they do mistakes while speaking English. Consequently,
they will learn from their mistakes previously and correct it for better
speaking in next time.
2. Students of Sekolah Alam Genteng Banyuwangi
As the language learners, the students should keep their great
motivation to improve their speaking ability. They should have more in
practicing sepaking English to imrove their speaking ability. They also
must use the correct grammar and pronounciation in speaking English.
They have to be sure that being active help them to enhance their
speaking ability. Students also must believe that having mistakes in
speaking is not a great matter since they are still in the process of
learning.

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Nelson Education Ltd.
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Crystal, David. 2003. English As a Global language. Cambridge: Cambridge

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Departemen Agama Republik Indonesia. Alquran dan terjemahannya. Bandung:

penerbit Jabal
Hadfield, Jill & Charles Hadfield. 2009. Introduction to Teaching English.

Oxford: Oxford University Press.
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students Of syiah kuala university Vol 6. Lingua Didaktika.
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Journal of The Association for Arabic and English.
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Juhana. 2012. Psychological factors that hinder students from speaking in English
class (a case research in a senior high school in south tangerang, banten,
indonesia Vol 3. Journal of educational and practice.
K, Eliana, Horwirtz, Michael.B, & Joan Cope. 2009. Foreign Language

Classroom Anxiety Vol 70. The Modern Language Journal.
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Grammar in Adult ESL Programs. Cambridge: Cambridge University.
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Second Language Vol XII. The Internet TESL Journal.
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Minghe, Guo & Wang Yuan. 2013. Affective Factors in Oral English Teaching
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using spoken English by grade six learners at a school in ononkali circuit in
namibia Vol 6. International journal of English language teaching.
Nugraha, Pipit. 2017. Factors Affecting The Students’ Reluctance To Speak Eglish
In Classroom Interaction.Thesis of Semarang State University: Semarang.
Nunan, David. 1991. Second language teaching and learning. USA :Heinle
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Oradee, Thanyalak. 2012. Developing Speaking Skill Using Three Communicative

Activities (Discussion, Problem Solving and role playing) Vol 2.
International Journal of Social Science and Humanity.
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Richards, Jack C. 2008. Teaching Listening and Speaking from theory to practice.
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Cambridge: Cambridge University Press.
Permendiknas. Peraturan Pemerintah Republik Indonesia Nomor 32 Tahun 2013

Tentang Perubahan Atas Peraturan Pemerintah Nomor 19 Tahun 2005
Tentang Standar Nasional Pendidikan.

RESEARCH MATRIX
TITLE VARIABLE SUB VARIABLE INDICATORS DATA METHOD OF FOCUS OF RESEARCH

SOURCES RESEARCH
EXPLORING THE Inhibition 1. Linguistic a. Lack of Respondents 1. Approach and 1. What Are the Linguistic
INHIBITION Factors Factors Vocabulary a. Students of kinds of research Factors in Applying
FACTORS IN b. Pronounciation Sekolah Alam a. Quantitative Full English Speaking
APPLYING FULL mistakes Descriptive Among Students of
ENGLISH c. Grammar b. Survey Sekolah Alam Genteng
SPEAKING mistakes Research Banyuwangi?
AMONG 2. Non-linguistic d. Lack of 2. Data Collection 2. What Are the Non-
STUDENTS OF Factors motivation Method: Linguistic Factors in
SEKOLAH ALAM e. Fear of making a. Questionnare Applying Full English
GENTENG mistakes Speaking Among
BANYUWANGI f. Anxiety Students of Sekolah
g. Shyness Alam Genteng
h. Lack of Banyuwangi?
confidence
English 1. Definition
Speaking 2. Microskill of
speaking
3. Components of
Speaking

A QUESTIONNARE OF THESIS ENTITLED
EXPLORING THE INHIBITION FACTORS IN APPLYING FULL ENGLISH
SPEAKING AMONG STUDENTS OF SEKOLAH ALAM GENTENG
BANYUWANGI
Afidatul Khasanah
T20156084 – Faculty of Tarbiyah and Teacher Training
IAIN Jember, Jember
Name :
Class :
Sex (male/female) :
Directions:
This questionnare intends to explore the students’ inhibition factors in
applying full english speaking. Therefore, through this questionnare the researcher
may know what the students’ inhibition while speaking english. Please read each
one, decide how well it applies to you, and indicate to what extent you do it or not
with each statement. For each item, please give a checklist () in the box tha best
represents how closely the statement applies to you. Give only one checklist in
each item. To change the answer, draw an X in the incorrect response, and then
you have to give a new checklist () in the decided answer.
Always (A) : You always do it when speaking English (100%)
Often (O) : You often do it at least 3 times when speaking English
(75%)
Sometimes (S) : You sometimes do it when speaking English (50%)
Seldom (SD) : You seldom do it when speaking English (25%)
Never (N) : You never do it when speaking English (0%)

No Statement Alternative answer
A O S SD N
Non-linguistic factors
1 I am afraid of being criticized by teacher
or my friends while speaking English
2 My heart is pounding when the taecher ask
me to speak English
3 I am nerveous while speaking English in
front of my teacher or my friends
4 I am going to blank about what I am going
to say
5 I am afraid of negative comments when I
do some mistakes in speaking English
6 I am afraid of being laughed when I do
some mistakes in speaking English
7 I don’t want to look foolish in front of my
friends when I do some mistakes in
speaking English
8 I am not confident to speak English
because my English is bad
9 I have less confident to speak in front of
my friends and teacher
10 My teacher not enough motivate me to
speak English
11 My teacher pay close attention about my
English speaking progress
12 I feel shy to speak English in front of my
friends and teacher
13 I feel shy when my friends and teacher do
not know what I say

Linguistic factors
14 I have difficulties to use the correct
grammar while speaking English
15 I use the correct grammar while speaking
English
16 I prefer to be silent if I do not know what I
have to say
17 I get upset when I do not know what my
teacher or my friends saying in English
18 I don’t have edaquate vocabulary when
speaking English
19 my prounounciation can not be understood
by my friends and teacher
20 I have difficulties in pronouncing English
word correctly
21 I use English in daily activities
22 Practicing how to speak English with my
friends
23 Having teacher to correct my English
speaking
24 Using English in correct grammar and
pronounciation

Yayasan Bina Insan Islamy
SEKOLAH BERBASIS PESANTREN
SMP ALAM BIS

Banyuwangi Islamic School
NIS : 20 130 0 NSS : 20 2 0525 10 202
Villa Alam Asri, JL KH Imam Bahri Jenisari Genteng Banyuwangi
Telp. (0333)848801, 08124941747
SURAT KETERANGAN PENELITIAN

Nomor. 421/51/429.245.200760/2019
Yang bertanda tangan dibawah ini :
nama : Mukhamad Farid

jabatan : Kepala Sekolah
unit kerja : SMP MA’HAD ALAM BIS
alamat : JL. KH. Imam Bahri Perum Villa Alam Asri Jenesari
Genteng
menerangkan dengan sebenarnya bahwa:
nama : Afidatul Khasanah

tempat, tanggal lahir : Banyuwangi, 22 Januari 1996
NIM : T20156084
NIMKO :
alamat : Kedungringin, Bangorejo Banyuwangi
yang tersebut di atas telah benar benar mengadakan penelitian untuk

penyusunan skripsi dengan selesai pada siswa kelas VII dan VIII semester
genap tahun pelajaran 2019/2020 di SMP Ma’had ALAM BIS JENESARI
GENTENG.
Demikian surat keterangan ini dibuat dengan sebenarnya agar digunakan

sebagaimana mestinya.
Genteng, 25 Juli 2019

Kepala Sekolah,
Mukhamad Farid, M.Pd

AUTOBIOGRAPHY
Personal Identity
Name : Afidatul Khasanah
Place & date of birth : Banyuwangi, January 22 th 1996
Gender : Female
Religion : Islam
Nationality : Indonesian, Javanesse
Marital Status : Single
Occuptation : Student
Address : Kedungringin 004/003, Temurejo, Bangorejo, banyuwangi
Email : afikha1296@gmail.com
Parent
Father’s Name : Baedlowi
Mother’s Name : Siti Bariroh
Occupation : Farmer
Address : Kedungringin 004/003, Temurejo, Bangorejo,Banyuwangi
Educational Background
Kindergarten : TK Fatmawati (2001-2003)
Primary School : MI Miftahul Huda 2 (2003-2009)
Junior High School : MTs Negeri Sambirejo (2009-2012)
Senior High School : SMK Negeri Darul Ulum Muncar (2012-2015)
University : IAIN Jember (2015-2019)
Working Experience
1. Tentor of TEXAS English Course Jember
2. Teacher of SDN Jember Lor 1
Banyuwangi, 12th 2019
Afidatul Khasanah


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EXPLORING THE INHIBITING FACTORS IN APPLYING

FULL ENGLISH SPEAKING AMONG STUDENTS

Submitted to State Institute of Islamic Studies of Jember

STATE INSTITUTE OF ISLAMIC STUDIES OF JEMBER

digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id

      

(Q.S. Al- Baqarah : 286)

digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id

digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id

This thesis is dedicated to:

my beloved parents, Siti Bariroh and Baedlowi

My lovely brother, M. Nur Riffa’i

Thank you for praying, struggling, loving, advising, caring,

suggesting, and motivating until the last of the thesis.

I do expect this thesis can make them proud of me.

digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id

can finish this thesis.

to the writer in the process of the study:

3. Asy’ari, M.Pd.I as the dean of English Department Institut Agama Islam

patience, guidance, and suggestions.

5. Mukhammad Farid, M.Pd as the headmaster of Sekolah Alam Genteng

Banyuwangi, and the English teacher of Sekolah Alam Genteng Banyuwangi

who have helped the writer in doing the research.

digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id

understanding and everything that they give to the writer.

the English teaching learning process.

digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id

Spoken language is often considered as one of the most difficult aspects of

digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id

Ratification ............................................................................................... iii

Abstract ..................................................................................................... viii

List of Tables............................................................................................. xii

A. Background of the Research ......................................................... 1

B. Research Question ......................................................................... 5

C. Research Objective ........................................................................ 6

D. Significance of the Research ......................................................... 6

E. Research Limitation ...................................................................... 7

F. Operational Definition .................................................................. 7

G. Research Methodology .................................................................. 8

digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id

2. Population and Sample .............................................................. 10

3. Technique of Data Collection ................................................... 11

4. Data Analysis ............................................................................ 14

CHAPTER II LITERATURE REVIEW .............................................. 16

A. Previous Research ........................................................................ 12

B. Theoritical Framework .................................................................. 20

1. English Speaking ..................................................................... 20

a. Definition of speaking ....................................................... 20

b. Microskill of speaking ....................................................... 21

c. Components of speaking ................................................... 23

2. Inhibition factors in English speaking ..................................... 25

b. Inhibition factors in English speaking ............................... 27

1) Non-linguistic factors .................................................. 27

2) Linguistic factors ......................................................... 34

CHAPTER III FINDING AND DISCUSSION .................................... 40

A. Research Object Description ......................................................... 40

B. Data Display .................................................................................. 40

C. Data Analysis ................................................................................ 50

digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id

CHAPTER IV CONCLUSION ............................................................. 71

digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id

1. 1 An overview of population .................................................................. 10