Research Full Thesis English
Research Full Thesis English
Research Full Thesis English
By:
EVIE MULYANI
STUDENT. ID. 1291867
By:
EVIE MULYANI
STUDENT. ID. 1291867
ii
A STUDY ON ENGLISH DIFICULTY FACTORS
AMONG EIGHT GRADERS OF THE SMP ISLAM TERPADU (IT) INSAN
MULIA BATANGHARI EAST LAMPUNG
ABSTRACT
By:
EVIE MULYANI
.
These researches aimed at describing the speaking difficulties
factors at the eight grade of SMP Islamterpadu Insan Mulia Batanghari
East Lampung.
The research type is qualitative in the form of field qualitative.
The data collecting methods used observation, interview and
documentation. The research was conducted toward the students at the
eight grade of SMP Islam Terpadu Insan Mulia Batanghari East
Lampung. The research informant are ten (10) students. The data was
gathered from the resulth of observation and interview at the eight grade
of SMP islamterpadu Insan Mulia Batanghari East Lampung in academic
year 2016/2017.
One of the result of this research is the students difficulties factors
in speaking at SMP Islam Terpadu Insan Mulia Batanghari East Lampung,
in form of: Inhibition, nothing to say, low or uneven participation, and
mother tongue use. Inhibition Student are worried about making mistake,
fearful of criticism, or simply shy. Nothing to say student have no motive
to express themself. Low or uneven participation just one participant can
talk at a time some learners to dominate, while other speak very little or
not at all. Mother tongue used the learners who share the some mother
tongue tend to used it because it is easier and because learners fell less
exposed if they are speaking their mother tongue, based on indicator above
mother tongue is 53% because the student in class or outdoor often used
Indonesian language then English, 27% nothing to say something the
student difficult to show idea because lack vocabulary and not confidence
when to speak,13% low and uneven participation, when the teacher ask
something just some student respont and answer, 7% student inhibition,
the student afraid when to speak English and shy in front of class.
The conclusion of the research shows that all of the students of the
eight grade of SMP Islam Terpadu (IT) Insan Mulia Batanghari East
Lampung have difficulties in their speaking. The researcher suggest that is,
the student must be practice in their speaking in class and outdoor class to
built confident and add vocabulary, and join to english course.
(keyword: English Speaking Difficulty Factors, Qualitative Research)
iii
MEMPELAJARI FAKTOR KESULITAN SISWA DALAM BERBICARA
BAHASA INGGRIS PADA SISWA KELAS VIII SMP ISLAM
TERPADU(IT)
INSAN MULIA BATANGHARI LAMPUNG TIMUR
ABSTRAK
Oleh:
EVIE MULYANI
iv
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vi vi
vii
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viii
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MOTTO
ix
DEDICATION PAGE
1. Almighty Allah SWT, thanks God all about the precious gift inside to me.
2. My beloved family, especially my parents Mr. Wiji Sukarto and Mrs. Suesti
x
ACKNOWLEDGEMENT
Thank to Allah, who that has given the writer blessing and mercies, so he
First of all, the writer would like to express thanks to Mrs. Dr. Widhiya
Ninsiana,M. Hum as the first advisor who has contributed expertise and idea to
assist the writer. The writer also wishes to express this thank fullness to Mr.
Ahmad Subhan Roza, M. Pd as the second advisor who has given knowledge and
experience in finishing this thesis. The writer also gives thank to all family and
friends who have given support and spirit, so the writer could finish this paper.
Finally, the writer welcome any suggestion and critic for the improvement of
this thesis and hopefully this thesis will be useful for my self and all the readers.
EVIE MULYANI
STUDENT. ID. 1291867
xi
TABLE OF CONTENT
COVER ........................................................................................................... i
TITLE ............................................................................................................. ii
ABSTRACT .................................................................................................... iii
APPROVAL PAGE ....................................................................................... v
RATIVICATION PAGE ............................................................................... vi
STATEMENT OF RESEARCH ORIGINALITY ...................................... vii
MOTTO .......................................................................................................... ix
DEDICATION PAGE .................................................................................... x
ACKNOWLEDGEMENT ............................................................................. xi
TABLE OF CONTENT ................................................................................. xii
LIST OF TABLE ........................................................................................... xiv
LIST OF THE FIGURE ................................................................................ xv
LIST OF APPENDICES ............................................................................... xvi
CHAPTER I INTRODUCTION................................................................... 1
A. Background of The Study .................................................... 1
B. Focus of Study ............................................................................. 4
C. Objectives and Benefits of the Study................................... 4
D. Prior Research ...................................................................... 5
xii
CHAPTER III RESEARCH METHOD ...................................................... 24
A. The Characteristics of Study ................................................ 24
B. Data Source .......................................................................... 25
C. Data Collection Technique .................................................. 26
D. Data Analysis Technique ..................................................... 27
E. Research Approach ............................................................. 29
BIBLIOGRAPHY
CURICULUM VITAE
xiii
LIST OF TABLES
Mulia ......................................................................................................... 32
xiv
LIST OF THE FIGURES
xv
LIST OF APPENDICES
xvi
CHAPTER I
INTRODUCTION
important foreign.
subject.
have been discussed to four skills namely listening, speaking, reading and
writing. One of four skills that must be learnt by the students is speaking.
language.
activities, and other says that speaking means creative process, an active
same as Indonesian. The key is often to get used to speak it will be easy in
students. It has been known that the students faced many difficulties to
becomes a major factor when a person is not able to speak but he is not
confident it self.
In this case, the researcher did pre survey in SMP IT Insan Mulia on
January 23, 2017 by conducting the observation. The researcher did the
pre survey among 27 students. The pre survey has aim to investigate the
3
student’s difficulties in speaking. Based on the pre survey which has been
done, it was shown that there was data score from the teacher. The table
TABLE 1
The Pre Survey Data of The Students’ Speaking
No Score Total of students Category Percentage
Total 27 100%
Based on the data above, it is know that 11,11% is high category for 3
Batanghari especially in english subject is 72. Referring the data above the
researcher assumes that they have low score in speaking subject. It was
they are not interested in speaking subject. They do not have enough prior
Among Eight Graders Of The SMP Islam Terpadu (IT) Insan Mulia
B. Focus of Study
Factors Among Eight Graders Of The SMP Islam Terpadu (IT) Insan
East Lampung?
East Lampung?
1. Objectives of study
Lampung.
speaking performance.
The last benefit of this study is for the headmaster can be used
future.
6
D. Prior Research
Eight Graders Of The SMP Islam Terpadu (IT) Insan Mulia Batanghari
East Lampung”. doesn’t conduct yet by the other research. The research
contributes to the succces of the learner in shcool and succes later in every
research, this present research is also to know how the teaching problems
between this journal and the writers research is in form speaking ability.
The writter finds some related researches that have been conducted by
Merawati. Her research about speaking skill entitle “An analysis on the
1
Kayi, Hayriye. 2006. Teaching Speaking; Activities To Promote Speaking In Second
Language. Article. http://itteslj.org/teqniques/kayi teaching speaking. Html.
7
with the writer’s research, there are difference and similarity betwen this
study witht present study is in form of the topic that are analyzed. Mera’s
The next, writter finds some related researches that have been
1 Punggur”.3 In line with the writer’s research, there are difference and
similarity betwen this study witht present study is in form of the topic that
Errors in Speaking. The result of this research shown that there are many
that the researcher’s research to give brief description about the factor of
the student’s English speaking difficulties in the SMP Islam Terpadu (IT)
2
Merawati, undergraduete thesis : An analysis of the teaching speaking problem at the
eleventh grade of state madrasah aliyah (MAN) 2 Metro- Lampung the academic year, 2013.
3
Ahmad Wasbir, undergraduete thesis :An Analysis of Student Pronounciation Errors in
Speaking at The Eleventh Graders of SMA PGRI 1 Punggur, 2013.
8
THEORICAL REVIEW
purposes, and each purpose involves different skills. When we use casual
conversation, for example, our purposes may be to make social contact with
much of the time we spend with friends.4 Then, Scott Thorn burry said
Beside that, Gert and Hands stated that speaking is speech or utterances
other hands, Brown said that Speaking is a productive skill that can be directly
4
Richard, Jack C and Renandya, Willy A, Metodology in Language Teaching :An Anthology
of Current Practice. (New York : cambridge University Press : 2002), P .201
5
Thornburry Scott. How To Teach Speaking. Longman p 1
6
Bahadorfar Maryam and Omidvar Reza, Technology in Tteaching Speaking Skill. (acme
international journal of multidisciplinary research.vol 2 issue 4 : 2014) . P 9
7
Efrizal Dedi. Improving Student’s Speaking to Through Communicative Language Teaching
Method at Mts Ja-Alhaq Sentot Ali Basa Islamic Boarding School of Bengkulu Indonesia. 2012.
10
Where as, Michelle Maxom states that Speaking is the most important skill
language without actually speaking it.12 While Underwood says that speaking
means creative process; an active interaction between speaker and listener that
8
Brown dougles , Language Assessment Principles And Classroom Practice,( san francisco :
longman, 2003), p. 140
9
Bygate Martin, Language Teaching. (New york. Oxford university press, 1987), p.3
10
Kosar Gulten and Bedir Hasan. Strategies-based instruction : a means of improving adult
EfL learners ‘speaking skill’ . international journal of language academy. Vol 2/3 autumn. : 2014
11
Harchegani, Muhammad Kiani and driends. The effectivness of self – directed –learning
method in teaching speaking skill to iranian EFL learners.(International research journal of
applied and basic sciences. Vol 7 (9): 2013.). P 565
12
Michelle Maxom. Teaching English as a Foreign Language for dummies.( England :
Chichester, West Sussex: 2009.). P 183
13
Akhyak and Indramawan Anik. Improving the student’s english speaking competence
through stoey telling (study in Pangeran Diponegoro Islamic Collage (STAI)of Nganjuk, East
Java, Indonesia).( International journal of language and literature: 2013). Vol 1 no.2. p 19
11
language learning. It is arguably the most important skill for business and
vulnerable to attrition.14
and sharing meaning through the use verbal and nonverbal symbols in a
variety of context.
B. Type of Speaking
Nation and jonathan said that speaking as apart of work or cademic study
features. These features have implication for teaching. Lets us look at each of
interactional speaking.
14
Egan, Kathleen B. Speaking a critical skill and a challange, caligo journal, vol 16 no.3,
p.277
15
Nation and newton, Teaching ESL/EFL Listening and speaking, ESL and applied linguistict
series, (new york, london: Taylor
12
production.
use.
Beside on the statement that the researcher assume that one of the
between listener and speaker, so it will make the good understanding about the
object that spoken. And then it is the process of building and sharing
contexts.
The speaking process includes activities that occur prior to, during, and
after the actual speaking event. For example, before speaking, the speaker
conversation with subject, use your voice to say something, mention subject
Speaking with other, as we have seen, can push learner and their output
and make them notice gaps in their knowledge.16 Most people probably take
16
Ibid, p.130
13
for granted their ability to speak, not thinking much about it until they have to
not just when giving to talk or being interviewed, you are both coveying
information relevant to the subject being discussed and presenting your self.17
Cameron state that speaking is the active use of language to express the
meaning so that other people can make sense the meaning.18 It is labels
a. Conversation process
people who were response reactions to that had previously been said.
17
Robbert barras, speaking for your self, Aguide for student. (London new york: rout ledge,
taylor & francis e-library, 2006), p.1.
18
Lyne cameron, teaching language four young learners, (cambridge: cambridge university
press, 2001), p.40
19
Brown H Douglas, Teaching By Principles An Interactive Approach To Language
Pedagogy, second adetion, (san francisco state university : longman, 2001), p.268-269.
20
Scoot thornbury, How to Teach Speaking, (england:longman, 2005), p.128-129
14
b. Pronounciation process
important aspect in ESL. Pronounciation was the way for the student to
generally use well’s lexical sets to define the phonological item to wich
want to refer.23
stop and think too much about what you are saying. However, many
21
Ibid, p. 105
22
Geoffrey, christopher, roger, and peter, Teaching Speaking As A Foreign Language, second
edition revising, (london & new york (routledge, 2003), p.49
23
Robert burchfield, The Cambridge History Of English Language, four volumes english, in
britain and overseas: origins and development, (cambridge university press, 1994). P 388
24
Learning english better speaking, A guide improving your spoken english, (BBC World
service, p2,
15
avoiding mistake. If you have a problem with tenses, try to correct your
self only when make a tenses error don’t think about other mistakes.
complexity28.
25
Raifsnider and christoper, living language fluent english, advenced ESL, P8.
26
Mahendre Saraswati, Speak English Fluently, (publiser upkar prakhsan), p 5,
27
David, Trinity, Dublin Op.Cit, p 61,
28
Nation and newton, Op. Cit, p 152.
16
speaek is not the multiplicity of sound, word, etc. But rather the
that create conditions for oral inteaction through group work, task work, and
other strategies.30
hears who are in control of their own speaking ability. Robert barras
highlights some strategies for speaking ability as follows : (1) using speaking
four your self; (2) use conversing; (3) use disscusion your work; (4) choosing
the right word; (5) using word effectively;(6) use preparing a talk or
29
Brown H Douglas, Op. Cit, p269.
30
Jack C richards, Teaching Listening And Speaking, From Theory And Practice, (canbridge:
cambridge university press, 2008), p 19.
17
languagen features, but also the abillity the process information, language and
following:32
a. Connected speech
but also to use fluent connected >as a saying “ i’d’v gone. The
b. Expressive devices
Parts of utterances vary volume and speed, and show by other physical
31
Robert barras, Op, Cit.
32
Jeremy Harmer, Op, Cit. P 269.
18
d. Negotiation language
e. Language processing
heads and put into coherent order. Language processing involvels the
f. Information processing
able to process the information they tell and speakers need to be able
33
Ibid, p. 269-271.
19
listening from someone else talk. The understanding of how the other
speaking.
i. Real talk
language speakers, to more then just the kind of question that are
commonly found course books. These are sometimes well formed and
34
Ibid, p. 271.
20
different rates. In other word speaking as one of the most important skill in
english has some aspects. According to David P. Harris there are four aspects
a. Pronounciation
effort, and I recommed this to you as well.37 It should looks like native
b. Grammar
35
Jeremy harmer, The Practice Of English Language Teaching, fourth edition,
(cambridge:longman, 2009), p. 343-344.
36
David P. Harris, Testing English As A Second Language, (New York: Tata Mc Graw-
Hill publishing book company Ltd, 1969, p.81.
37
Steve kaufmann, The Linguist : A Personal guideto language learning, (Canada: Published
Canada, 2003), p. 124.
38
Jeremy Harmer, Op.Cit. p.253
21
c. Vocabulary
The word that people use when they are talking about the
particular subject. They have many vocabulary, and speech on all level
include they can different what are adjective, noun, verb adverb and so
d. Fluency
Speaking as one of the most important skill in english has some aspects.
The aspect of speaking, should has one of the following elements, namely:41
39
Cyriil j. Weir, Language Testing And Validation: An Evidence-Based Approach, (new
york:palgrave macmillan, 2005), p. 196.
40
Mahendra saraswati, Op. Cit. P 5.
41
David P. Harris, Testing English As A Second Language, (New York: McGraw-Hill Book
Company, 1969), P.81.
22
According to Zhang argued that speaking remains the most difficult skill
to master for the majority of english learners, and there are still incompetent
in communicating orraly in english. Ur said that, there are many factors that
1. Inhibition
simply shy.
2. Nothing to say
42
Al-hosmi, Samira, Speaking Difficulties Encountered by Young EFL Learner, 2014,
www.arcjournals.org
24
Learners who share the some mother tongue tend to use it because
it is easier and because learners fell less exposed if they are speaking
In addition, Rababa’h pointed out that there are many factors that
factors are related to the learners themselves, the teaching strategies, the
curriculum, and the environment. For example, many learners lack the
Some learners also lack the motivation to speak English. They do not
see a real need to learn or speak English. Actually motivation is the crucial
the motivation and opportunity to express their own identity and relate
The data collected on this issue revealed that there are three major
speaking difficulties encountered by the students at this level, and they are
speak, but we don’t know the word The interviewed students also
pointed out that they find it difficult to build sentences when they
try to express their ideas. One of them said, We do not know how
rules, students still cannot form short sentences when they try to
speak in English.
they discuss the rubrics of different tasks, and when I asked them
about the reason for that in the interview; they explained that by
saying, We do not know how to say it. They meant how to discuss
reason for not speaking in the class. They expressed that, saying,
speak English, and they can see the need for that when we meet
RESEARCH METHOD
student in speaking.
know the factor difficulties in speaking. The problem that had been paid
43
John W. Creswell, Educational Research: Planning, Conducting and Evaluating
Quantitative and Qualitative research, (USA: Person, 2012), Fourth edition, p. 16
28
B. Data Source
In this research the researcher divides the sources into two items.
1. Primary sources
2. Secondary sources
primary sources. They may explain primary sources and often uses
and (3) Written documents. In this research the researcher used those ones,
1. Observation
does not directly interact with the participant. The thing that will be
order to get the data about the factor speaking english difficulties.
2. Interview
The aim of interview is to find out from people those things we cannot
study. In this case, the researcher will interview the teacher and
speaking.
3. Documentation
Documents can be a valuable source of information in qualitative
44
John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches, Second Edition, (New Delhi: Sage Publications, 2000), p. 222
45
Michael Quinn Patton, Qualitative Research and Evaluation Method, Third Edition,
(USA: Sage Publication Inc., 2002), p. 340
30
researcher will take the data from the documentation of school such as
the total of students, teachers, school history and the condition of the
school.
This research applied the Miles and Huberman model to analyze the
data that has been collected. The procedure is shown in the following
figure:
Data analysis using Miles and Huberman model was conducted as follows:
1. Data collection is the first step in which the researcher collected all
46
Jhon W. Creswell, Research Design, Second Edition, p. 223
47
Matthew B. Miles and A. Michael Huberman, Qualitative Data Analysis, Second Edition,
(London: SAGE Publications, 1994), p. 12
31
object of research.
the data collected in the form of tables, charts, networks and other
graphical formats.
mean.
calculate parameters.
E. Research Approach
48
John W. Creswell, Educational Research, Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, (Boston: Pearson Education, Inc., 2012), p. 57
32
this research is to find out the kinds, factors, and solutions of the
difficulties in speaking.
4. Collecting the data, the next step involves executing the research
5. Analyzing the data. In analyzing the data, the researcher takes the
form.
7. Reporting results. This is the last step in which the researcher reports
A. Description of Data
Tabel
NO Nama Year
school program and full day program, there are the student
Arabic Club.
SMP IT Insan Mulia Batanghari has three class room, one head
master and administration room, one teachers room, one mosque, one
coperation of school, one library room, two boarding rooms of boy and
two boarding rooms of girl, one kitchen, one werehouse and thirteen
toilet rooms.
a. Head Master
e. One librarian
Table 9
The Condition of Teachers and Official Employees at
SMP IT Insan Mulia of Batanghari
The Last
No Name Sex Occupation
Education
(Curriculum Relation)
b. Sciences Teacher
(Students Relation)
b. Pramuka IT Teacher
S.Pd.
b. English Teacher
Counseling Teacher
b. Librarian
S.Pd.
S.Pd.
S.Pd.I.
ReligiousTeacher
S.Pd.
Teacher
S.Pd.
37
Rahman
2017.
Table 10
Gender
No Class Data
Male Female
1 VII 12 16 28
2 VIII 21 14 35
3 IX 7 7 14
january, 2017.
38
Amin Suyono
Vice of Headmaster Joni Ali, S.Pd.
(Students Relation) Vice of Head Master
(Curriculum Relation)
STUDENTS
Figure 8.
Note:
= Line Commando
= Line Coordination
: 2017.
39
2015/2016.
Figure 9
Location Sketch of SMP IT Insan Mulia of Batanghari
in Academic Year of 2015/2016.
Source Observation Result at SMP IT Insan Mulia Batanghari on january,
: 2017.
40
in mission as follows:
Indonesian.
language.
school
41
Based on the observation class the researcher get the data, the
firstly in learning process at the class. The students are invited by the
teacher to speak english and they do not show good natural respon. They
although the questions are often listened by the student. The student
and then They students are also confused in using vocabulary in speaking
Secondly, the students have bad pronounciation. The thirdhly, the students
have lack vocabulary, the students have in sufficient speaking habit. The
difficult skill to master for the majority of english learners, and there are
are many factors that cause difficulty in speaking, and they areas
follows:49
5. Inhibition
simply shy.
6. Nothing to say
Learners who share the some mother tongue tend to use it because it is
easier and because learners fell less exposed if they are speaking their
mother tongue.
49
Al-hosmi, Samira, Speaking Difficulties Encountered by Young EFL Learner, 2014,
www.arcjournals.org
43
The data has code to make reader understand easier. The code as follows:
Explanation of code:
T : Teacher
S : Student
S1 : Student 1
S2 : Student 2
or simply shy.
The teacher ask the student to repeat the sentence after teacher say.
Data above show that the student shy to speak english, because
T : ok, today we study about simple present perfect, ada yang masih
ingat apa itu simple present perfect? raise your hand? any body to
(ok, today we study about simple present perfect, any one memorize
explain about this material, tray, lets brother in the corne please,,)
Data above show that the student not say something, he is confuse to
idea in speaking.
should motivate the students in order not to being shy and afraidto speak
in english.
know in indonesian language, for example “senin” but not say just silent
and smile.)
45
Data above showing that the student nothing to say something, the
T : ok, today we study about simple present perfect, ada yang masih
ingat apa itu simple present perfect? raise your hand? any body to
(ok, today we study about simple present perfect, any one memorize
explain about this material, tray, lets brother in the corne please,,)
Data above show that the student not say something, he is confuse
english because the student can not express the idea in english language,
3. Low or uneven participation, Only one participant can talk at a time some
T : any body ask about material today? ayo siapa yang ingin
bertanya?
in english)
Data above include that the studeny low in participant, because just some
english because any two factors internal and external, for the student feel
not able in english between the other student in the class is internal factor
and the teacher less care with low student so the student just silent and
english and the teacher can care with all of student in class
4. Mother tongue use, Learners who share the some mother tongue tend to
use it because it is easier and because learners fell less exposed if they are
T : Nabila zahira
S : Sick.
T : Send message to me?
S : No miss, abis olahraga tadi pingsan, kemudian izin
pulang.
Data above show that the student did not used english language well,
she still used her mother tongue because occured within a sentence and in
English.
indonesian and english, because occured within a sentence and word form.
S1 : Diulang lagi ya, once upon a time in one sumer’s day, there was
(Let’s repeat. Once upon a time in one sumer’s day, there was
S2 : Padahal salah.
T : Thank for your attention guys, don’t forget always study hard,
within a sentence and word form. Base language is Bahasa Indonesia, the
problem
based on the topic. Yes, itu yang disebut dengan discuss. (Yes, we
Data above used mother tongue, because occured on the top of sentence
T :Oke, saya rasa cukup ya, sudah jam 12.(OK, I think that’s all, its 12
dihari Kamis minggu depan. (We will meet on Thursday next week)
within a sentence and word form. Base language is Bahasa Indonesia and
Mother tongue become one of obstacles for the student to speak english
because the student make the habbit mother tongue in daily activities, they
are comfortable use the mother tongue like indonesian or javanies. The
student can acccustom english language foe example english day program,
C. Interpretation
difficulties factors at the eight grade of SMP Islam Terpadu (IT) Insan
researhcer presents the table that represent of the data after analyzed
50
Diagram 1
13% 7%
inhibition
27%
53% mother
tongue
the SMP Islam Terpadu Insan Mulia Batanghari. The interview referred to
english naturrally.
speak english.
conclude that the students have the difficulties in speaking subject. they
53
accuracy.
CHAPTER V
A. Conclusion
According to the data analysis showing that the student has difficulties in
speakingg. Speaking remains the most difficult skill to master for the
participant can talk at a time some learners to dominate, while other speak
very little or not at all. Mother tongue use, Learners who share the some
mother tongue tend to use it because it is easier and because learners fell less
exposed if they are speaking their mother tongue, based on indicator above
mother tongue 53% because the student in class or outdoor often used
indonesian language then english , 27% nothing to say something the student
difficult to show idea because lack vocabulary and not confidence when to
speak, 13% low and uneven participation, when the teacher ask something
just some student respont and answer, 7% student inhibition the student afraid
B. Suggestion
From this research, the researcher wants to give some suggestions for
the research shows that there were difficulties on the students in speaking
ability. The student must be learn more about speaking for example the
The second is for the teacher, practically, from this research the
researcher suggests to the teacher may be able to help the students to solve
The last is for the next researchers, the researcher does hopes that the
result of this study can lead the next researchers who conduct research in the
Bygate Martin,” Language Teaching”. New york. Oxford University Press, 1987.
Jack C Richards,” Teaching Listening And Speaking”, From Theory and Practice,
Canbridge: Cambridge University Press, 2008.
Nation and Newton, “Teaching ESL/EFL Listening and speaking”, ESL and
applied linguistict series, New York, London: Taylor
Robbert Barras, “Speaking For Your Self, Aguide For Student”. London New
York: Rout Ledge, Taylor & Francis E-Library, 2006
Student 1
english
Student : Having great aim in learning english and trying to have speaking
habit.
60
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
CURRICULUM VITAE
Suesti.
in SMP Negeri 1 Seputih Agung and graduated in 2009. After that, she continued
in SMA N 1 Seputih Agung and graduated in 2012. Then, she continued her study
The writer followed the college organization (UKM), There was UKM
Kemuslimahan in 2015-2016.