Education English | Difficulties in Speaking | However, it is not easy for some people to convey their idea in a foreign language, moreover in front of our lecturer and many students in the class. They will find many problems or difficulties when students are asked to do that.
According to Hengster (2006) difficulties are challenges that are new and something that students are not familiar with. The speaking difficulties of the students are not only in the form construct of speaking but may begin earlier during the gathering of information from given material. To be an active and consistent participant in speaking implies that students need to read before getting into the class. It is important to recognize that some of speaking difficulties are caused by a language. Ballard (1996) in Hua (2007) said the result of his research showed that language is one important reason behind poor academic performance.
If in a certain country English has role as a foreign language, so it is not so surprised if the students cannot mastery English well, moreover if they are asked to speak English.
Lynch and Anderson (1997: 98) in Hua (2007) argued that social factor is also one factor of difficulties in speaking. Different culture and setting when people are studying a foreign language also can be one of difficulty for them. The environment and people whom students interact with can be one factor that influences them to be good English speaker or not. The students from different cultural expectations and setting struggle with class participation. Ferris & Tagg’s (1996) in Hua (2007 )survey showed that U.S . Professors noted that student needs to speak in order to overcome cultural inhibitions and to learn how to participate using oral skills. Asians in particular have difficulty with active participation because of their cultural differences in learning styles. The difficulty that mostly appears when students are asked to speak English is fear. They feel fear because they do not feel confident. They are also less preparation. The difficulties of Speaking do not only come from the linguistic inability. The stress of adapting to a new culture and education system also plays an important role. Students may find English a challenge or difficulties because it is not their first language, they have a specific learning difficulty such as dyslexia, their previous education developed only basic English skills, they are more used to write than speak in English and may be they have a combination of these difficulties.
It is also necessary to consider the general situations of the class. In order to adapt the new situation in the class, students may need to change the habits of studying and ways of thinking. They can be depressed and feel stress if strong conflicts and problems with language inability occur. Brumfit (1993) and Barker in Hua (2007) argued that a serious difference between the competence, intelligence and status they have in their educational background may show a major cause of stress.
Based on the Diba Artsiyanti Putri’s article, there are some problems which are faced by students in speaking, students practice to speak rarely so it is difficult for students when they are asked to speak in front of the class because it is not their habit, students do not understand the English structure well so that they feel afraid in making mistake if they speak, less of vocabulary is also be a factor of difficulties in speaking because the vocabulary which are taught by the teacher mostly are rarely used in their daily conversation.
According to Hua (2007) which has investigated the difficulties in speaking for academic purposes in which she found that speaking difficulties for academic purposes are closed related with cross cultural problems, learning strategies and linguistic causes. Skeffington (2004) said that there were some reasons that make students difficult to speak in speaking class. They are peer pressure, lack of motivation and lack of support. First, the students do not speak English because of peer pressure.
The students do not attempt to speak English because they are afraid to make mistakes. The pressure of getting ashamed is one of main factor.
Second, the students do not speak English because they have less motivation. Motivation is one of crucial things that the students should have. When the teacher asked the students why they think they should speak English in class, they just stunned silence, it means that they lack of motivation to speak English
The last, the students do not speak English because of lack of support. There are two kinds of support: classroom atmosphere and linguistic support. Skeffington (2004) said that it might not be realistic to expect teenagers to provide the generous and patient atmosphere ideal for language practice. However, it is possible to encourage them to support each other, for example by working in teams. Linguistic support here means the knowledge of the formal aspects of speaking such as pronunciation, vocabulary, grammar, and the appropriate use of spoken language. Most students have less knowledge about them.
education-english.com
According to Hengster (2006) difficulties are challenges that are new and something that students are not familiar with. The speaking difficulties of the students are not only in the form construct of speaking but may begin earlier during the gathering of information from given material. To be an active and consistent participant in speaking implies that students need to read before getting into the class. It is important to recognize that some of speaking difficulties are caused by a language. Ballard (1996) in Hua (2007) said the result of his research showed that language is one important reason behind poor academic performance.
If in a certain country English has role as a foreign language, so it is not so surprised if the students cannot mastery English well, moreover if they are asked to speak English.
Lynch and Anderson (1997: 98) in Hua (2007) argued that social factor is also one factor of difficulties in speaking. Different culture and setting when people are studying a foreign language also can be one of difficulty for them. The environment and people whom students interact with can be one factor that influences them to be good English speaker or not. The students from different cultural expectations and setting struggle with class participation. Ferris & Tagg’s (1996) in Hua (2007 )survey showed that U.S . Professors noted that student needs to speak in order to overcome cultural inhibitions and to learn how to participate using oral skills. Asians in particular have difficulty with active participation because of their cultural differences in learning styles. The difficulty that mostly appears when students are asked to speak English is fear. They feel fear because they do not feel confident. They are also less preparation. The difficulties of Speaking do not only come from the linguistic inability. The stress of adapting to a new culture and education system also plays an important role. Students may find English a challenge or difficulties because it is not their first language, they have a specific learning difficulty such as dyslexia, their previous education developed only basic English skills, they are more used to write than speak in English and may be they have a combination of these difficulties.
It is also necessary to consider the general situations of the class. In order to adapt the new situation in the class, students may need to change the habits of studying and ways of thinking. They can be depressed and feel stress if strong conflicts and problems with language inability occur. Brumfit (1993) and Barker in Hua (2007) argued that a serious difference between the competence, intelligence and status they have in their educational background may show a major cause of stress.
Based on the Diba Artsiyanti Putri’s article, there are some problems which are faced by students in speaking, students practice to speak rarely so it is difficult for students when they are asked to speak in front of the class because it is not their habit, students do not understand the English structure well so that they feel afraid in making mistake if they speak, less of vocabulary is also be a factor of difficulties in speaking because the vocabulary which are taught by the teacher mostly are rarely used in their daily conversation.
According to Hua (2007) which has investigated the difficulties in speaking for academic purposes in which she found that speaking difficulties for academic purposes are closed related with cross cultural problems, learning strategies and linguistic causes. Skeffington (2004) said that there were some reasons that make students difficult to speak in speaking class. They are peer pressure, lack of motivation and lack of support. First, the students do not speak English because of peer pressure.
The students do not attempt to speak English because they are afraid to make mistakes. The pressure of getting ashamed is one of main factor.
Second, the students do not speak English because they have less motivation. Motivation is one of crucial things that the students should have. When the teacher asked the students why they think they should speak English in class, they just stunned silence, it means that they lack of motivation to speak English
The last, the students do not speak English because of lack of support. There are two kinds of support: classroom atmosphere and linguistic support. Skeffington (2004) said that it might not be realistic to expect teenagers to provide the generous and patient atmosphere ideal for language practice. However, it is possible to encourage them to support each other, for example by working in teams. Linguistic support here means the knowledge of the formal aspects of speaking such as pronunciation, vocabulary, grammar, and the appropriate use of spoken language. Most students have less knowledge about them.
education-english.com
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