THE DIFFICULT OF SPEAKING ENGLISH BASED BY STUDENTS OF SMA MUHAMMADIYAH 1 SURAKARTA

A.     SUMMARY

            Speaking have many aspect such as pronounciation, grammar, vocabulary, and fluency. Without get best of the aspect, speaking English is a difficult thing to do. The content of speaking is to show the speakers ideas , so the speaker have to pay attention to the aspect of  speaking in order to the listener understand what the speaker said and become an effective communication. But it is not the easy thing to the  students of SMA Muhammadiyah 1 Surakarta and the lack of mastering speaking aspect become the difficulties to them.

1.      Grammar

      The most difficulty that students faced is grammar and such as tenses, functions of auxiliaries and word order.

§         Tenses; because by Indonesia language does not have tenses that showing the different point in time. For example they cannot determine when they have to use simple past and present perfect.

§         Functions of auxiliaries; the students tend to find it difficult manipulate the various ways in which English uses the first auxiliary verb of a tenses. The thing that make student more confuse is caused all off the auxiliary have to suitable with the subject and the tenses.

§         Word order; they can’t arrange sentences with correct word order it caused by the word order patterns in their first language.

2.      Pronounciation

      The difficulty in pronounciation is influence by their first language. For example in difficulty in vowel sound because vowel sounds in Indonesia is different with vowel in English language. Beside that they also have problem with intonation. They don’t know when they have to give stress in the word.

3.      Vocabulary

Word is the first thing that have to prepare when we will speak and it become problem to the students because they didn’t have many word in their memory. Their mistake is they just try to memorize without use that word to practice speaking. Language is knowledge and habitually that have to be practiced but to practice it they find many obstacle. First, they have no partner to speak. The second obstacle is they aren’t confidence to speak. The other difficulties are there are many idiomatic usages in English.

4.      Fluency

      The basic things that influence fluency of speaking is self confidence. But the problem of students is they have no self confidence because they always put their self down and think that they can. Ninety percent of the students didn’t want to speak in front class because they have no self confidence.

B.     ANALYSIS

1.      Background

      Now days, English is important because English is international language and we are very concerned with Indonesian’s students that thing nothing of English. So, we are the rising generation have to getting of best of English. Beside understand about the grammatical and understand English text we must speak English Fluently because spoken language is common language which is used in communication. However, many people think that speaking is more difficult than read English text and so do the student of SMA Muhammadiyah 1 Surakarta who thinks that speaking English is difficult. Commonly it is caused by two factor that is internal and external factor. The internal factor such as lack of confidence, put their self down, and there is no motivation. Then external factor are lack of vocabulary and grammar, their environmental, and seldom exercise.

      The specific purpose of this research is to identify the difficulties of speaking English that faced by student of SMA Muhammadiyah 1 Surakarta. So, the participants of this research are the students of SMA Muhamadiyah 1 Surakarta. We hope after we know the difficulty that students face we can find the solution. Looking at the fact above we want to find the difficulties of speaking that students faced with the research entitled “ The Difficulty of  Speaking English faced by Students of SMA Muhammadiyah 1 Surakarta”.

2.      Theory

a.       Teaching learning process

      According to Douglass, teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand. Learning is acquiring or getting knowledge of a subject or a skill by study, experience or instruction. In the process of speaking class activity, the role of the teacher is not as transmitter knowledge. Teacher is a facilitator whose duty is building atmosphere and condition that stimulates learners to be active and creative in the process of teaching speaking. Teaching speaking skill emphasizes to the students to make them active and creative.

b.      Speaking

      Speaking is a system of sign that is audible and visible using muscles of human being for the purpose of the idea. So, speaking is not only sound or word pronunciation. Speaking is a mean to communicative the ideas that the arranged and develop with the listener’s need ( Tarigan:1985).

Speaking is complex skill because at least it is concerned with components of pronunciation, Grammar, Vocabulary and fluency ( Syakur:1987).

Aspect of speaking:

·        Pronounciation

Pronouncition is the standart way in which a word is made to sound when spoken, the way in which a person sound the words out language when speaking. Pronounciation deals with phonology that refers to the components of a grammar made of the elements or prinsipless the determining how sound vary and pattern in a language ( sriyono,2001:35).

·        Grammar

Grammar is the set of logical and structural rules that govern the composition of sentence, phrase, and words in any given natural language. It concerns with how arrange a correct way to gain expertise in oral or written form.

·        Vocabulary

Vocabulary is the appropriate diction which is used in conversation. Without having a sufficient vocabulary, we can’t communicate effectively or express ideas in oral or written form.

·        Fluency

The ease and speed of the flow of speed, so basically being fluent means able to keep the speed. There may be mistaken, fillers, and repetition, but there are no long pause in the flow talk. In interactive speaking activities speaking activities, the teacher is trying to communicate their own ideas, opinion, and wishes. The features of fluency can be summarized ( Douglas,2000):

§         Pause may be long but not frequent

§         Pause are usually filled

§         Pause occur at meaningful transition points

§         There are long runs syllables and words between pause

c.       The difficulty of speaking

            Basically the difficulty of speaking are mapping grammatical pattern, pronounciation and confusing item of vocabulary. So the difficulty of speaking related to the aspect of speaking. It caused by influence of their first language especially in grammatically in grammatical and pronounciation that different with their first language. Indonesian language have no tenses that English have.

3.      Method

                  The analysis of this research will design with descriptive quantitative method. Descriptive quantitative is the method that used to describing the data based on the field and also supported by the data which organize as grade. So, data will organize as descriptive text which describes the difficulties. The subject of this research is the students of SMA Muhammadiyah 1 Surakarta and the object are the difficulties of speaking English that faced by students of SMA Muhammadiyah 1 Surakarta. The data will be collected by interviewing English teacher and the students and also giving questioner to the students. The questioner consist of eighteen question and given to twenty students. The result of this research shows the difficulties of speaking that faced by students of SMA Muhammadiyah 1 Surakarta.

C.     CONCLUSION

            The difficulty of speaking that faced by student of SMA Muhammadiyah 1 Surakarta related with the aspect o speaking such as proonounciation, grammar, vocabulary and fluency. The most difficulty that students faced is grammar especially in tenses, function of auxiliaries, and word order. In pronounciation the students feel difficult to pronounce the words that have three or more series consonant in one word. For example ‘Merchant, pitchfork, and shrewdness’. Then the problem in vocabularyis in the way to remembering the word and confusing in idiomatic usage. And the last problem is they have no self confidence that influence there fluency.