English Speaking Problems Faced by Students at English Language Education Study Program of Teacher Training and Education Faculty of Khairun University

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EXPLORING INHIBITING FACTORS TO SPEAK ENGLISH
FACED BY STUDENTS AT ENGLISH LANGUAGE
EDUCATION STUDY PROGRAM OF KHAIRUN
UNIVERSITY
THESIS
Presented to the English Language Education Study Program
Faculty of Teacher Training and Education Khairun University in Partial
Fulfillment of the Requirements for Accomplishing the Bachelor’s Program
BY:
AHMADDIN TUGUIS
030-611-026
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
LANGUAGE AND ARTS EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
KHAIRUN UNIVERSITY
2017

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EXPLORING INHIBITING FACTORS TO SPEAK ENGLISH
FACED BY STUDENTS AT ENGLISH LANGUAGE
EDUCATION STUDY PROGRAM OF KHAIRUN
UNIVERSITY
THESIS
BY
AHMADDIN TUGUIS
030-611-026
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
LANGUAGE AND ARTS EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
KHAIRUN UNIVERSITY
TERNATE
2017

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MOTTO AND DEDICATION
Motto
Becoming a teacher is easier than a parent, but
the best teacher can become both a parent and a teacher for his
students.
“Menjadi guru lebih mudah daripada orang tua, tetapi
guru yang terbaik bisa menjadi orang tua dan sekaligus guru untuk
siswa-siswanya.”
(JuMadinGani)
Di manapun dan kapanpun aku belajar dan aku lakukan, hanya
untuk satu yakni sebuah perubahan yang lebih baik dari kemarin,
maka siapapun kamu, darimanapun kamu, jadikan dirimu orang
yang patut diteladani bukan sebaliknya. (Tuguis Ahmaddin)
Dedications
This thesis is dedicated to:
My beloved Father and Mother, Abdul. Khair Tuguis and Aisia
Sapsuha, my beloved brothers and sister, Gani Tuguis (elder
brother), Siti Julaiha Tuguis(sister), and Ismun Tuguis (late younger
brother) for their praying, struggling, loving, advising, caring,
suggesting, and motivating until the last of this thesis. I do expect this
thesis can make them proud of me.

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ACKNOWLEDGMENTS
First of all, in the name of Allah the most merciful and beneficent, the
researcher would like to express his great thanks to Allah SWT for His mercy and
blessing given so that after all this time, finally the researcher could finish his
thesis entitled “Exploring Inhibiting Factors to Speak English Faced by
Students at English Language Education Study Program of Khairun
University”. Shalawat and greetings also praised to our prophet, Muhammad
SAW and his faithful adherents.
The researcher dedicates this final task for his beloved parents, his father
Abd. Khair Tuguis and his mother Aisia Sapsuha who have given him everything.
The researcher also dedicates this task for his beloved elder brother; Gani Tuguis
who always motivates and supports him for everything, his beloved sister; Siti
Julaiha Tuguis who always motivates, supports, and helps cooking the food for
him, washing his clothes during his busy times since 2015 in Ternate and others
which cannot be mentioned one by one, and his beloved younger brother; Ismun
Tuguis who has passed away but he is still in his mind as the inspiration for him.
In writing this thesis, the researcher realizes that it is impossible for him to
finish it without contributions, help, suggestions and guidance from many people.
The researcher is greatly indebted to them.

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Therefore, in this opportunity the researcher would like to express his
gratitude to:
1. Prof. Dr. Husen Alting, SH., MH, as Rector of Khairun University
2. Dr. In Hi. Abdullah, M. Si, as Dean of Faculty of Teacher Training and
Education at Khairun University
3. Asrul M. Syawal, S. Pd., M. Pd as Head of English Language Education
Study Program at Teacher Training and Education Faculty of Khairun
University
4. Hujaefa Hi. Muhammad, S.Pd, M.Hum, as his first consultant who gave
valuable correction, motivation, guidance, attention, advice and always
helped the researcher in the process of arranging the proposal until finishing
this thesis.
5. Silvani Umar Ali, S.Pd., S.S., M.Hum, as his second consultant who also
gave valuable correction, motivation, guidance, attention, advice, and always
helped the researcher in the process of arranging the proposal until finishing
this thesis.
6. The lecturers of English Language Education Study Program:
Dr. Drs. Sutaryo, M.Ed TESOL., M.Ed, Drs. Taib Latif, M.Hum, Agus
Supriadi, S.Pd., M.Pd, Ade Ismail, S.Pd., M.Pd., Roswita Aboe S.Pd., M.A,
Naniek Jusnita,S.Pd., M.Pd, Saiful Latif, S.Pd., M.Hum., Anwar Ismail,
S.Pd., M.Hum., Samsudin Hi. Adam, S.S.,M.Pd.,M.Hum., Abdurahman Hi
Usman, S.Pd.,SH., M.Pd, Amrin Hi. Saban, S.S., M.Pd, Susana A Bahara
S.Pd.,M.Pd, and Ali Ajam, S.Pd., M.Pd.

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7. Zakia Abdullah S.Pd, Sriwati Sadaka S.Ip., Didi S.Pi, as the administration
staff of English Language Education Study Program who have helped the
researcher to manage administrations well when he was in first semester till
eleventh semesters.
8. All his beloved family members and relatives who always support him and
are his motivators, Hawa Tuguis (Maawa), Jubaida Tuguis (Iya), Aminah
Tuguis (Na), Zainal Abidin Tuguis (Papa Surabaya) and his wife Fitria
(Cifit), Middin Tuguis (Omdin) and his wife Hafifa (Cififa), Masula Tuguis
(Uwa), Aminah Sapsuha (Mama Mina), Martini Sapsuha (Leni), Rabianti
Tuguis (Kaona), Budi Rahmat Tuguis (Kabudi), Sudikarmin Tuguis
(Kawasa), Syafrin Rahmat Tuguis (Kaafal), all his paternal family and
maternal family that cannot be mentioned one by one, and some people; Om
Ade (Ko Ade), Ci Anti, Om Udin and his wife, who are like a family for him.
9. The third semester students; Ikwanus Safa, Indira Rosniyati Ohorella, Ririn
Fahmi, Novita Dwi Amalia, the fifth semester students; Mansur Langgelu,
Rifai M. Amir, Jubair Nasir, Marcel, and Alhafid Subuh, and the seventh
semester students; Julfikar, Muaddin Ngawaro, and M. Fadli Sillia, who have
helped the researcher to be interviewed about his research.
10. Best friends and close friends; some English alumni of Khairun University
Riyadi Laemba, Muamar Suandi, Abdul Thaib, Ariyanto Taher, Sarifa
Umasugi, some English alumni of Muhammadiyah University; Nasarudin
Abd. Gafur and Almudariq Mas’ud, and the best friend forever, Kasim
(Kosim)

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11. Lovely Juniors: Muaddin, Fadli, Desi Eka Chandrawati, Opi, Wahyunisia
Wijiastuti, Fai, Hafid, Jupe, Egos, Marcel, Ical, Aji, Junet, Nurlaila A. Karim,
Saf, Yati, Ririn, Gintang, Cakra, Nurul Chika Islami and all of his juniors in
ESA who support him, and become good models as great persons. They are
the best for him.
12. English Training Center (ETC), Rusdi A. Karim A.Md., S.Pd., MM (Mr.
Rusdi) as a director, Bunda (his wife), and their children, Rosita ‘Ocy’ (their
daughter) and Sultan (their son), All English teachers at ETC; Ikhwan,
Rosmina, Abdurahman, Nirma Buton, Lamanisa, Malik, Istiana Ipa, the other
English teachers and staff who teach English and work at ETC, and all of his
beloved students at ETC.
13. His friends of SDN 4 Sanana, SD Alhilal Sanana, MTSN, and MAN.
In this good chance, he asks for further suggestions and advice in order to
conduct a better analysis in the future.
Ternate, 11 January 2017
The Researcher
Ahmaddin Tuguis

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ABSTRACT
TUGUIS, AHMADDIN 2017. Exploring Inhibiting Factors to Speak English
Faced by Students at English Language Education Study Program of Khairun
University. The advisors commission are Hujaefa Hi. Muhammad, S.Pd, M.Hum,
as the first advisor and Silvani Umar Ali, S.Pd, S.S., M.Hum, as the second
advisor.
The aim of this research is to know whether or not students face inhibiting factors
to speak English at English Study Program of Khairun University. This research
used qualitative research with descriptive qualitative research design. Twelve
students participated in this research were selected by purposive sampling from
third semester to seventh semesters at the English Language Education Study
Program. Verbal questions consisting of 21 items were used to collect the data
before and after the interviews. The data analysis shows that there were a number
of problems to speak English at English Study Program caused by some inhibiting
factors such as: affective factors, sociocultural factor, age or maturational
constrains, aural medium, professional versus academic, environment, learning
community, discipline/punishment and school system. English speaking at
English Language Education Study Program cannot be applied without solving
the inhibiting factors. It can be concluded that to speak English will be effective
and efficient when the English students and their lecturers always speak English
each other and can make some disciplines to be obeyed in order to speak English
at English Language Education Study Program of Khairun University such as:
paying a fine, giving a bad score “E”, and so on.
Key words: Inhibiting factors, to speak English

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ABSTRAK
AHMADDIN TUGUIS, 2017. Menyelidiki faktor-faktor penghambat mahasiswa
berbicara Bahasa Inggris di Program Studi Pendidikan Bahasa Inggris
Universitas Khairun. Pembimbing satu Hujaefa Hi. Muhammad, S.Pd, M.Hum
dan pembimbing dua Silvani Umar Ali, S.Pd, S.S., M.Hum.
Penelitian ini bertujuan untuk mengetahui apakah mahasiswa memiliki faktor-
faktor yang menghambat mereka berbicara Bahasa Inggris di Program Studi
Bahasa Inggris, Universitas Khairun. Penelitian ini menggunakan penelitian
kualitatif dengan desain penelitian kualitatif deskriptif. Dua belas mahasiswa yang
berpatisipasi dalam penelitian ini dipilih berdasarkan sampel bertujuan dari
mahasiswa semester tiga sampai semester tujuh di Program Studi Pendidikan
Bahasa Inggris Universitas Khairun. Pertanyaan verbal/lisan terdiri dari 21 nomor
yang digunakan untuk mengumpulkan data sebelum dan setelah wawancara.
Analisis data menunjukan ada sejumlah masalah berbicara Bahasa Inggris di
Program Studi Pendidikan Bahasa Inggris yang disebabkan oleh beberapa faktor
penghambat seperti: faktor afektif, faktor sosiokultural, desakan umur atau
kematangan, pendengaran, tenaga profesional atau sebaliknya tenaga akademisi,
lingkungan, komunitas belajar, disiplin atau hukuman, dan sistem sekolah.
Berbicara Bahasa Inggris di Program Studi Pendidikan Bahasa Inggris tidak bisa
terlaksana tanpa memecahkan masalah-masalah dari faktor-faktor penghambat itu.
Jadi itu dapat disimpulkan bahwa bebicara Bahasa Inggris akan efektif dan efisien
apabila mahasiswa-mahasiswa dan dosen-dosen mereka selalu bebicara Bahasa
Inggris satu sama lain dan dapat membuat beberapa disiplin atau hukuman seperti
membayar denda, memberikan nilai buruk “E”, dan seterusnya. untuk dipatuhi
agar berbicara Bahasa Inggris di Program Studi Pendidikan Bahasa Inggris,
Universitas Khairun.
Kata kunci: Faktor-faktor penghambat, berbicara Bahasa Inggris

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TABLE OF CONTENTS
TITLE PAGE................................................................................................i
APPROVAL PAGE .................................................................................... ii
LEGITIMATION PAGE .............................................................................iii
PRONOUNCEMENT..................................................................................iv
MOTTO AND DEDICATIONS .................................................................. v
ACKNOWLEDGMENTS............................................................................vi
ABSTRACT ................................................................................................ x
ABSTRAK .................................................................................................xi
TABLE OF CONTENTS............................................................................ xii
LIST OF TABLES......................................................................................xiv
LIST OF FIGURE ...................................................................................... xv
CHAPTER I INTRODUCTION
A. Background of the Research............................................................. 1
B. Statement of the Problem ................................................................. 2
C. Objective of the Research................................................................. 3
D. Scope of the Research ...................................................................... 3
E. Significance of the Research............................................................. 3
CHAPTER II LITERATURE REVIEW
A. Definition of Speaking ..................................................................... 4
B. Problem and Problem Solving ......................................................... 6
C. Problem of English Learners ............................................................ 7
D. Some Inhibiting Factors of English Speaking ................................... 8

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E. Relevant Previous Research............................................................. 20
CHAPTER III METHODOLOGY
A. Research Design.............................................................................. 24
B. Subject of the Research ................................................................... 24
C. Technique of Data Collection ......................................................... 25
D. Technique of Data Analysis............................................................. 25
CHAPTER IV FINDINGS AND DISCUSSION
A. Findings .......................................................................................... 27
B. Discussion....................................................................................... 41
CHAPTER V CONCLUSION AND SUGGESTIONS
A. Conclusion ...................................................................................... 62
B. Suggestions ..................................................................................... 64
REFERENCES
APPENDIX 1
APPENDIX 2
CURRICULUM VITAE

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LIST OF TABLES
Tables Topics Pages
1
2
3
4
5
6
7
8
9
10
The Inhibiting Factors of English Speaking
Affective Factors
Sociocultural Factors
Age or Maturational Constrains
Aural Medium
Professional versus Academic
Environment
Learning Community
Discipline or Punishment
School System
27
29
30
31
32
33
35
35
36
38

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LIST OF FIGURE
Figure Topic Page
1 The Diagram of Inhibiting Factors 40

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CHAPTER I
INTRODUCTION
This chapter presents background of the research, statement of the
problem, purpose of the research, scope of the research, and significance of the
research.
A. Background of the Research
Speaking is one of English skills because speaking and human being
cannot be separated from each other. Speaking is used to express ideas and to
communicate to people in the entire world. As foreign language learners in
Indonesia, they still have difficulty in speaking English. This problem also
appears to the students of English Language Education Study Program of Teacher
Training and Education Faculty of Khairun University, Ternate.
Based on the researcher’s experience in learning English, observation, and
discussion with some English students at English Language Education Study
Program of Khairun University; most English students’ difficulties occur when
they speak English. They are caused by their English background at elementary
school to senior high school, untrained English, and their mother tongue effect,
but then the students can graduate from the university without being overcome
their problems seriously and being tested their spoken English proficiency. Thus,
as English students’ convention when they meet with their friends at English

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Language Education Study Program, the most used language to speak with their
friends is Indonesian or a local language.
Although they get English subjects of Speaking I, II, and III at the English
Language Education Study Program, the students are not still trained for
communicating in English with their friends and lecturers. They just speak
English when they have some events or English competitions such as: Debating,
Guiding tourist, or having a public or a guest lecture by an English foreigner.
At English Language Education Study Program, English still seems a
foreign language. There is no motivation or obligation to speak continuously
among lecturers and students. This will be very complicated to be solved for
future English because only few students can speak English as favorite as
speaking Indonesian whenever and wherever they need to speak. Therefore the
students’ problems must be identified in order that they can be solved properly.
To know and understand the students’ problems above, the researcher
would like to conduct research entitles “Exploring Inhibiting Factors to Speak
English Faced by Students at English Language Education Study Program of
Khairun University”. The researcher hopes that these problems can be identified
and solved by all of us.
B. Statement of the Problem
Based on the background of the researcher’s presentation above, the
researcher would like to state the problem, “What inhibiting factors to speak
English are faced by students at English Language Education Study Program?”

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C.Objective of the Research
Based on the background and statement of the problem, the objective of
this research is “To know inhibiting factors to speak English faced by students at
English Language Education Study Program of Khairun University”. In order that
inhibiting factors can be identified and solved by the students themselves, helped
and directed by the lecturers to speak and to keep speaking English each other in
the campus.
D. Scope of the Research
At this point, the researcher focuses on identifying inhibiting factors to
speak English faced by students at English Language Education Study Program
on the third, the fifth, and the seventh semesters.
E. Significance of the Research
In this research, the researcher hopes that it can give the useful
contribution of knowledge and reference especially for inhibiting factors to speak
English faced by students at English Language Education Study Program.
Therefore, by knowing and understanding inhibiting factors to speak English, then
those inhibiting factors will be solved by the students themselves and the
lecturers, and English can be applied in campus. Moreover, the most important
significance is for overcoming and improving the future English teacher
qualification especially for English speaking proficiency.

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CHAPTER II
LITERATURE REVIEW
This chapter discusses definition of speaking, problem and problem
solving, problems of English learners, and some inhibiting factors of English
speaking as follows:
A. Definitions of Speaking
Speaking is one of English skills used to express ideas and to
communicate with other people in the entire world with a variety of reason such
as: relationship, business, networking, overseas travelling, etc. Speaking is a skill
which means not only to be known or learnt, but also to be practiced. Speaking is
not about what should be said only but what people should listen from you to
know and to understand each other. It determines how long it is listened, how well
it is understood, and applied between two people or among people.
To know and understand what speaking is, there are some definitions of
Speaking as the following:
According to Walter and Woodford (in Cambridge School Dictionary,
2008), “Speaking is to say something using your voice or to make a speech to a
large group of people”.

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According to Walter (in Cambridge Advanced Learner’s Dictionary,
2008), “Speaking is
1. To say words, to use the voice, or to have a conversation with someone”,
2. To (be able to) talk in a language”,
3. To give a formal talk to a group of people”,
4. To show or express something without using words”.
According to Haynes and Jacarian (2010:149), “Speaking is retell,
summarize, discuss, share, tell, persuade, argue, report, recite, describe, comment,
explain, sing, echo, repeat, read aloud, present, talk, say, whisper, chant,
announce, ask, and answer. They imply that the language is produced by sounds
in order to express ideas and feeling to other people, to inform news, report, etc,
and to do something relating to the sound.
According to Nunan (2003:48) speaking is the productive aural/oral skill. It
consists of producing systematic verbal utterances to convey meaning. It means
that speaking is how to make meaningful sounds to communicate one another.
Many people feel that speaking in a new language is harder than reading,
writing, or listening for two reasons. First, unlike reading or writing, speaking
happens in real time usually the person you are talking to is waiting for you to
speak right then. Second, when you speak, you cannot edit and revise what you
wish to say, as you can if you are writing. (Nunan, 2003:48) It states that

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speaking is more difficult than writing or listening and reading where in writing,
you may reconstruct it while making mistake.
According to Richards (2008:19), the mastery of speaking skill in English is a
priority for many second language or foreign language learners. Consequently,
learners often evaluate their success in language learning as well as the
effectiveness of their English course on the basis of how much they feel they have
improved in their spoken language proficiency. It states that speaking skill is a
main goal in learning English as a foreign language or a second language before
mastering other skills of English Language such as: listening, reading, and
writing. It is also as measurement how well and successful people learn English.
B. Problem and Problem Solving
According to Vangundy (2005; 21), “Problems as goals, one general
definition describes a problem in terms of some difficult obstacle or goal. In other
words, anything difficult to overcome is a problem. He implies that every
difficulty is a problem and to overcome the problem is the way to achieve the
goal.
According to Walter (2008), “Problem is a situation, person or thing that
needs attention and needs to be dealt with or solved”. It is implied that wherever
and whenever there is a problem. It must be solved. In other words, never let the
problems without solving them and solve the problems without having a problem
with.
According to Jonassen (2004:3), Problem is defined as First; a problem is
an unknown entity in some context (the difference between a goal state and a

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current state). Second, finding or solving for the unknown must have some social,
cultural, or intellectual value. He means that something exists but it is not known
and it must be found and solved with social, cultural, or intellectual value.
C. Problems of English Learners
There are a lot of problems in the world. One of the problems is speaking
especially speaking English. In order to know and to understand what the
problems of speaking English are, so there are three important experiences of the
English learners’ problems in English speaking as follows:
According to Hoge (2012:2-7), “There’s a huge problem out there. There
are a lot confused English students and confused English learners. These students
know a lot of English. They know a lot of grammar rules. The problem is they
can’t understand instantly and effortlessly. They can’t speak clearly, confidently
and effortlessly. They know about English linguistics, the academic study of
linguistics, nouns and verbs and pronouns and phrases and clauses and different
verb tenses, all of that stuff, but they can’t perform. That’s a huge problem, all
these adult students out there who just can’t actually speak English well and
understand it well, even though they know a lot. Most schools, most programs
and, indeed, most students in those schools are focused on Academic English.
Academic English is the English that is used in schools, colleges and universities
at the highest level. It’s Academic English. So what are they focusing on? They’re
focusing on grammar rules. In other words, they are focusing on linguistics and
they are focused on writing.”

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According to Michael (In www.EXLenglish.com, 2010:1), “He learned
English for more than 10 years and he has been living in UK for 3 years. He is
very good at reading English. He reads a lot of textbooks, research papers, and so
on. But he cannot speak English automatically and fluently. He just cannot
express himself. That’s so embarrassing. Because of this, he is just afraid of
talking to people.
According to Jinping from China (in BBC World Service, 2003:2), “He
has learned English for almost 15 years. He has no problem with reading and
listening but speaking has always been a problem for him because, when he was at
school, they always focused on grammar, vocabulary and exams. Now he really
wants to improve his spoken English to a new level, to achieve that freedom in
speaking in the near future. He would try anything to help him achieve this”.
D.Some Inhibiting Factors of English Speaking
1. School System
According to Brophy (2004:1), “Learning is fun and exciting at least when
the curriculum is well matched to students’ interests and abilities and the teacher
emphasizes hands-on activities. When you teach the right things the right way,
motivation takes care of itself. If students aren’t enjoying learning, something is
wrong with your curriculum and instruction, you have somehow turned an
inherently enjoyable activity into drudgery. School is inherently boring and
frustrating. We require students to come, then try to teach them stuff that they
don’t see a need for and don’t find meaningful. There is little support for
academic achievement in the peer culture, and frequently in the home as well. A

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few students may be enthusiastic about learning, but most of them require the
grading system and the carrots and sticks that we connect to it to pressure them to
do at least enough to get by.” It means that what is taught in the school based on
curriculum or school system does not really focus students’ needs, abilities,
purposes but it emphasizes most theories or receptive skills such as; memorizing
words, understanding texts, doing exercises, dictation, learning grammar rules too
much, listening comprehension and reading comprehension in order to achieve
grade system and to pass national examination. So students feel bored, frustrated,
etcetera because of pressure. In addition, students do not even have an English
teacher but they get national examination for English subject finally. English
teacher should have professionalism at English teaching in order to apply school
system better.
According to Lewis and Hill (1992:8-9), “In the majority of cases a basic
textbook is chosen and it is this which provides the practical classroom syllabus.
Inevitably, teachers tend to follow the book, deciding in advance how long they
can spend on each unit so that they will finish the book in a certain time. But the
object of the course is to teach the students, not finish the book!” It states that
textbooks, syllabus, and lesson plan may distract an English teacher to focus
students’ needs especially to speak and to write, so the teacher just thinks to finish
the book of made syllabus. Therefore the teacher must not finish the book but
focus students’ needs and abilities.

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2. Environment
Environment becomes an important factor to be able to speak English
and to keep speaking English as the wise words, “Environment becomes you or
you become an environment” or in other words, if you do not change your
environment to be better so you will be changed to be bad or good by the
environment. Because environment cannot change itself if no-one change it. So
changing the environment to become a place where English is spoken only is
compulsory to keep speaking English as a foreign language. In order that, the
students and lecturers can speak one another at English Language Education
Study Program in the campus.
According to Wyse and Jones (2001: 178), “Pre-school experience of
social interaction is a desperately important factor in the child’s ongoing language
development. The significance of the adults around the child at this time should
not be underestimated. It has been acknowledged that they provide a number of
important conditions for the child as they:
a. Provide access to an environment where talk has high status
b. Provide access to competent users of language
c. Provide opportunities to engage in talk
d. Provide responses which acknowledge the child as a competent
language user. (Wray et al, 1989:39)
It states that pre-school experience of social interaction is an important
factor to develop a child’s language where adults are around him speaking each
other in order to be acquired speaking skill naturally. It cannot be ignored because

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first language that is used by most people acquired by listening then imitating and
speaking the language when they were babies. Therefore, a child who is still very
young at beginning learning a language, it needs to be provided a place to practice
his language, to be created a condition where the language is only practiced to
stimulate him speaking the language with adults as competent users, and to be
provided responses to a child in order to encourage him speaking with other
people. In addition, A child beginning to speak a language seems like an EFL
learner who speaks English so as an EFL learner needs to be provided as like as a
child’s needs.
According to Fill and Mühlhäusler (2001: 113), “In order to help achieve
the shift in attitudes and behavior that is essential if society is to become
sustainable, people who seek to promote this objective need to take a strong stand
on language.” It means that language is used in speaking and writing to preserve
environment in order to build better relationship among people. So when some
people always speak a language which is not used in the area while other people
speak another language. It has some reasons depending on people used the
language whether people speak a language for keeping a secret, practicing a
learned language, keeping identity, or preserving an environment (the conditions
that you live or work in and the way that they influence how you feel or how
effective you can work, or in other words, a particular place where you learn a
language), etcetera. Therefore that a language is used should be noticed based on
the reasons. In that case, speaking English at English Language Education Study
Program has some essential reasons consisting of practicing English language

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learned, keeping English identity, and also preserving English environment. In
addition, English as a foreign language should be applied by English students with
their lecturers inside and outside the classroom in order to become true English
students, to keep their identity distinguishing them from non English students, and
preserving their English language at English Language Education Study Program.
Furthermore, Environment identifies some other factors hampering
students to apply their spoken English. They consist of
a. Teacher
English teachers as the most important factor to make their students’
effectively spoken English, what the teacher generally does is imitated by his
students. Therefore the English teacher must not only be lay, amateur, technician,
and academic, but also be professional. As it is stated by Richards and Renandya
(2002: 388-390) that a ‘professional’ is, broadly speaking, someone whose work
involves performing a certain function with some degree of expertise.
There are comparison and similarity of English teacher work as follows:
1. Professional versus Lay
A ‘lay’ population is a population that does not belong to a specified
professional group. Members of the professional group possess certain skill,
knowledge, and conventions that the lay population do not have. Typically, they
communicate between themselves employing vocabulary that is not readily
comprehensible to a layperson (in our case, examples would be cloze, L1, l2, ESP
etc.). It states that a professional teacher must have certain skills, knowledge, and
convention. Not only teaching English because of knowing, understanding

28
English, or being able to speak English but also having expertise of English
language consisting of mastering four English skills, listening, speaking, reading,
and writing, English terminology, acronym, abbreviation, vocabulary, grammar,
pronunciation, psychology of language learners, etcetera, mastering how to
become an effective teacher, and having a good teaching qualification, then
English will be taught professionally.
2. Professional versus Amateur
The distinction between the professional and the amateur is based on
consistent differences in performance in the field, involving the quality of
preparatory and ongoing learning, standards and commitment. The amateur does
things for fun, for the love of it: thus someone who knows English may have a go
at teaching it, as an amateur, without any particular training or commitment. He or
she may do it well, or badly. But the professional cannot allow himself or herself
to ‘have a go’ at teaching or to do it badly. It means that pleasure is not a good
reason to teach English because of having knowledge of that. Teaching English is
not to teach what the teacher likes but to teach what is needed by English students.
In addition, when a teacher who does not have English qualification and mastering
English skills teaches English because of having several reasons consisting of no
English teachers, teaching for fun or like, and teaching for a part time job, so
English students’ ability will be ignored by the teacher.
3. Professional versus Technician
The technician, craftsman, or artisan performs certain acts with skill and
becomes more skillful as time goes on, through practice. The professional has not

29
only to acquire certain skills, but also to be able to take courses of action that are
based on knowledge and thought, as distinct from automatic routines. Beyond
this, he or she has to understand the principles underlying both automatic and
consciously designed action, and be able to articulate them, relate them to each
other, and innovate. It states that a professional teacher teaches English not only
practically but also theoretically. So students can know what to do, why to do, and
how to do, where to do, when to do, and which to do firstly. In other words, a
professional English teacher masters knowledge and thought of English and its
skills such as; vocabulary, grammar, pronunciation, listening, speaking, reading,
writing, etcetera.
4. Professional versus Academic
An academic can be defined as a researcher, lecturer, and writer, usually
based in a university. According to the contrasts defined up to now, the academic
comes under the category of ‘professional’, and many academics would so define
themselves. But there is an essential difference between the occupation of the
doctor, architect, teacher on the one hand, and the research scientist on the other.
The professional is, first and foremost, a bringer about of real world change: The
doctor cures patients, the architect, designs buildings, the teacher brings about or
catalyses learning. Essentially, the professional prioritises real time action,
whereas the academic prioritises thought, though of course the professional also
thinks about his or her actions, and the academic acts in order to develop his or
her thinking. The distinction is thus one of emphasis and priorities rather than of
substance. It implies that a professional teacher focuses more on his students. His

30
students’ failure in learning process is his failure, but an academic does not really
focus on students but his responsibility at teaching so students’ failure is not his
failure but students’ problems in learning process. Therefore, as a teacher
especially for an English teacher should teach the students professionally in order
to become an effective teacher which achieves a good result. In addition, an
English teacher should speak English to students not only inside the classroom but
also outside the classroom to help his students improving his speaking and
listening skills. And the teacher can also help to improve other English skills.
b. Discipline or Punishment
According to Larson (1992), “Suspension is a punishment that some
school systems use when all else fails.” It means that a punishment may be given
to whomever disobeying the regulation made to apply the importance of discipline
in the school, in the company, or anywhere in order to be better or the best, but
there are a lot of punishments which can be applied, so it must also be considered
based on situation and condition inside or outside the environment, whether the
punishment applied can affect people to get a better change not only inside but
also outside the environment. Therefore, employees need a regulation in their
company, students need a regulation in their school, university students need a
regulation in their campus, and whoever is needed to obey the regulation.

31
c. Student
According to Richards and Renandya (2002:205-206), there are some
factors affecting adult EFL learners’ oral communication as follows:
1. Age or Maturational Constrains
According to Krashen, Long, and Scarcella (1982) in Richards and
Renandya argue that acquirers who begin learning a second language in early
childhood through natural exposure achieve higher proficiency than those
beginning as adults. And Oyama’s study (1976) in Richards and Renandya also
shows that many adults fail to reach nativelike proficiency in a second language.
Their progress seems to level off at a certain stage, a phenomenon which usually
called “fossilization”. This shows that the aging process itself may affect or limit
adult learners’ ability to pronounce the target language fluently with nativelike
pronunciation (Scarcella & Oxford, 1992 in Richards & Renandya). Even if they
can utter words and sentences with perfect pronunciation, problems with prosodic
features such as intonation, stress, and other phonological nuances still cause
misunderstandings or lead to communication breakdown. It means that Adult
learners learning English are not easy as they learned their first language when
they were babies because of being affected by their first language especially for
intonation, stress, and other phonological problems.
2. Aural Medium
The central role of listening comprehension in the L2 or foreign language
acquisition process is now largely accepted. And there is little doubt that listening
plays an extremely important role in the development of speaking abilities. It

32
states that listening is really essential to acquire second language and foreign
language although there is still doubt. In addition, when babies learned first
language, they did not learn through reading, studying grammar rules, or writing
but they learn through listening what their parents especially their mother speak
and tell and adults speak, then imitate and speak what is heard. Furthermore, they
learn to comprehend what they heard, and so on.
3. Sociocultural Factors
Many cultural characteristics of a language also affect L2 or foreign
language learning. From a pragmatic perspective, language is a form of social
action because linguistic communication occurs in the context of structure
interpersonal exchange, and meaning is thus socially regulated (Dimitracopoulou,
1990 in Richards & Renandya). In other words, “shared values and beliefs create
the tradition and social structures that bind a community together and are
expressed in their language” (Carrasquillo, 1994, p 55 in Richards & Renandya).
Thus, to speak a language, one must know how the language is used in a social
context. It is well known that each language has its own rules of usage as to when,
how, and to what degree a speaker may impose a given verbal behavior on his or
her conversational partner (Berns, 1990 in Richards & Renandya). They mean
that learning a language should also learn people’s principle, behavior, attitude,
and culture because speaking to people who have different culture will confuse
them. Therefore, cross culture understanding is really needed to build a good
relationship in interpersonal communication.

33
4. Affective Factors
“The affective side of the learner is probably one of the most influences on
language learning success or failure” (Oxford, 1990, p. 140 in Richards &
Renandya). The affective factors related to L2 or foreign language learning are
emotions, self esteem, empathy, anxiety, attitude, and motivation. It states that
feeling really affects learners in social interaction for instance; nervousness, fear,
and shyness making language learners cannot communicate effectively and
efficiently because of forgetting what they want to say, speak, tell, write, etcetera,
thinking, and doing well. In addition, so, English learners should be encouraged to
build their self confidence firstly in order to learn English as a second language or
as a foreign language.
3. Learning Community
According to Caine and Caine (2010:21-22, 25-26), “There are different
kinds of communities, and not all conversations lead to useful learning. The point,
however, is that although people vary in how much they like to learn and work
together, the brain/mind is social. Learning in the real world has always been a
partially social process.” There are some essential types of learning community as
follows:
a. Study Group
“When people have the same material to study, it can be useful to do so
together.” It means that learning in a group is better than learning alone in order to
share knowledge, idea, experience, and feeling, discuss and solve problems

34
together especially for English as a foreign language and be done by using the
spoken English.
b. Communities of Practice
“In recent years it has become clear that much of what people learn about
their jobs and professions is picked up informally from conversations with their
colleagues and others.” It states that what we learn, we do, and keep doing cannot
be separated by a social interaction. So people should have a group to practice
their job in order to have the abilities needed or should be in a group of practice to
be able to improve their skill of the job. In addition, speaking English can also be
practiced in a group where English is spoken in order to be able to improve both
listening and speaking skills.
c. Communicating Online
“New technologies have radically expanded the opportunities for people to
communicate, and with that has come an explosion in the use of different types of
online communities, ranging from closed groups to discussion forums to loosely
bounded social networks such as those on Facebook.” It means that in this
globalization era, people can communicate with other people by using both
spoken language and written language. Without knowing and understanding how
to use technologies consisting in computer, mobile phone, and so on, it is difficult
to communicate with other people around the world through social media;
Facebook, Twitter, Video call, and so on. They are used to interact with other
people. So they may be used to practice four skills, listening, speaking reading,

35
and writing skills but in this case, it is focused more on listening and speaking
skills.
E. Relevant Previous Research
Based on the search of relevant previous research, the researcher found
some relevant researches. There are three researches as follows:
Arita (2008), this research aimed for studying the student’s problems in
daily English speaking activity at SMA POMOSDA Tanjunganom Nganjuk. This
study tried to find the students’ problems, the causes and the ways to solve the
problems in daily English speaking activity of the senior high school. The
research was categorized as a descriptive research because the researcher wanted
to describe the students’ problems in daily English speaking activity of the second
grade students of SMA POMOSDA Tanjunganom Nganjuk, the population in the
research was students in the second year of IPA and IPS consisted of 112
students, the research took 25% from those students by using a simple random
sampling, and the research instruments applied were questionnaire and
observation to get the data of the students’ problems in daily English speaking
activity from different classes in the second year students. After giving and
making questionnaire and observation, the researcher found that students of SMA
POMOSDA Tanjunganom Nganjuk had many problems, such as: the students’
difficulty to make the sentence and to make the sentence with the correct
structure. Students’ insufficiency and difficulty to remember all the vocabularies
used to communicate with others, students vernacular patois problem that give

36
bad effect of students’ pronunciation, intonation, accuracy and fluency and
problem of punishment.
Gebre-eyesus (2014) conducted the research about “The Exploring the
Causes of Students’ Reluctance in English Speaking Classroom”. This research
attempted to explore the causes of the students’ reluctance to speak English in
EFL classroom of Gode secondary and Preparatory school in Somali regional
state, Gode town. The researcher used three data gathering instruments namely
questionnaire, semi-structured interview and classroom observation. Seventy
Preparatory (Grade 11) students answered a 20-item question regarding factors
that cause reluctance in English speaking classroom. In addition to this, 5 EFL
teachers were interviewed. Data gathered through these tools were analyzed using
mixed approach data analysis method. The research findings indicted that a
considerable number of students were reluctant to respond to the teacher and
remained silent in oral English language classrooms due to many causes
psychological factors like fear of stage, self undermining, shyness, lack of
confidence, and fear of making mistake and factors related to psychological
factors related to classroom procedure like, nervousness, anxiety, fear of
comment, fear of over correctedness and stern, fear of peers, seating
arrangements, language difficulties, performing real life situation in class or
socio-cultural factors.
Loubazid (2012) researched the difficulties facing EFL students’
participation in oral expression course supervised by Aichaoui. The research is the
case study of third year LMD (License Master Doctorate) students at the English

37
department of Biskra University. Throughout the study, they hypothesize that the
students do not participate in oral courses due to psychological problems (lack of
self-confidence, shyness, fear of making mistakes, and anxiety), linguistic
problems (lack of vocabulary, mispronunciation and grammatical mistakes), poor
listening practice, lack of interest subject, none motivating atmosphere, mother
tongue use, large classes, and time allocated. To confirm the hypotheses, they
investigated the case of third year students (LMD) at the department of English,
University of Biskra and teachers of oral expression at the same level. Their work
is divided into two parts. A theoretical part, it includes two chapters in which we
made a general overview about speaking skills and then we discuss in a detailed
way the various obstacles that hinder the students’ participation. From the other
hand, they suggest some techniques and activities that teachers of foreign
language have to apply as solutions for the stated difficulties. Therefore, the
practical part deals with the methodology adopted to conduct the research in
which they analyze the questionnaire that are administered to both students and
teachers of oral expression in English department at University of Biskra
In the relevant previous researches above, the researcher identifies most
difference between his research and their researches from the objective of the
research and methodology of the research.
Thus, this research aims to identify inhibiting factors to speak English
faced by students inside and outside the classroom at English Language Education
Study Program of Teacher Training and Education Faculty of Khairun University.
He used descriptive qualitative research design, selected twelve students of third

38
semester to seventh semesters by using purposive sampling, and interviewed the
students using 21 verbal questions made or adapted from inhibiting factors of
English speaking.
However, the similarities between this research and the researches above is
to identify the students’ problems which are affected by the inhibiting factors, so
that the students cannot speak English with their friends and teachers and cannot
speak English properly.

39
CHAPTER III
METHODOLOGY
This chapter consists of research design, subject of the research, technique
of data collection, and technique of data analysis as follows:
A. Research Design
In conducting this research, the researcher applied “qualitative descriptive
method”. According to Fraenkel and Wallen (2009:454), “Qualitative descriptive
method is to document an event, situation, or circumstance of interest.”
The researcher assumed that by using qualitative method in this research
was appropriate. The researcher wanted to know, to understand the students’
problems, and to describe the result of students’ problems.
B. Subject of the Research
In this research, the researcher took subject in the third, the fifth and the
seventh semesters’ students at English Language Education Study Program of
Khairun University Ternate, and the academic year 2016. The subject was taken
by the researcher using purposive sampling. As it is stated by Kumar (2011:189),
“The primary consideration in purposive sampling is your judgement as to who
can provide the best information to achieve the objectives of your study.” So the
researcher selected “the third semester, the fifth, and the seventh semester” which
there are twelve (12) informants consisting of four students at the third semester,
five students at the fifth semester, and three students at the seventh semester.

40
C. Technique of Data Collection
The researcher conducted data collection by interviewing the students.
Type of interviews used by the researcher was a face to face interview. It is stated
by Creswell (2014:239) that a qualitative interview is when the researcher
conducts face-to-face interviews with participants, interviews participants by
telephone, or engages in focus group interviews, with six to eight interviewees in
each group. So the researcher used interview questions based on problems which
were adapted from theories of inhibiting factors. They include School System
stated by Brophy (2004:1), Lewis and Hill (1992:8-9), Environment stated by
Wyse and Jones (2001:178), Fill and Mühlhäusler (2001: 113), Teacher stated by
Richards and Renandya (2002:388-390), Discipline or Punishment stated by
Larson (1992), Student stated by Richards and Renandya (2002:205-206), and
Learning Community stated by Caine and Caine (2010:21-22, 25-26).
Furthermore, the students were interviewed one on one (in person
interview) to describe from general topic and details about students’ problem
based on inhibiting factors at the campus. Then the researcher collected the data
and analyzed all students’ problem.
D. Technique of Data Analysis
In this research, the researcher applied analysis data. According to Given
(2008:186), data analysis is an integral part of qualitative research and constitutes
an essential stepping stone toward both gathering data and linking one’s findings
with higher order concepts.

41
According to Levine (1985), Wolfe (1992), & Huberman and Miles (1994)
in Berg (2001:35), all argue that data management and data analysis are integrally
related. In other words, after data management, data analysis consists of data
reduction, data display, and conclusions and verification.
Based on the statement above, the researcher conducted data analysis into
four phases. The four phases of analysis data are as follows:
1. Data collection, in qualitative research, the researcher conducted data
analysis while and after collecting the data in certain period. It means that
those activities were done while and after collecting the data.
2. Data reduction, the research selected and only focused on important points
to find the theme and pattern.
3. Data display, to notice at displays data helped him to understand what was
happening and to do something further analysis or caution on that
understanding.
4. Conclusion, after the data had been collected, reduced, displayed, and
analytic conclusions were conducted to emerge and to define the data more
clearly and definitely.
Based on the statement above the researcher could conclude that after the
data was analyzed based on certain inhibiting factors of the students’ problems
and then they were united into the inhibiting factors.

42
CHAPTER IV
FINDINGS AND DISCUSSIONS
A. Findings
There are some inhibiting factors to speak English faced by students at
English Language Education Study Program of Khairun University such as:
Students (Affective factor, Sociocultural Factor, Age or Maturational Constrains,
and Aural Medium), Teacher (Professional versus Academic), Environment,
Learning Communities (Study Group, Communities of Practice, and Online
Community), Discipline/Punishment, and School System. Those inhibiting factors
are indicated by the students’ problems at the third, at the fifth, and at the seventh
semesters in the following table below:
No The Inhibiting Factors of English Speaking The Points of Inhibiting Factors
1 Affective Factors
Reluctance, anxiety, nervousness, worry,
shyness, lack of self confidence, fear,
carelessness, indifference, laziness of speaking
English in the campus caused by other English
students or non-English students saying to them
arrogant, grammar errors, pronunciation
mistakes, imperfect spoken English, other
English friends do not speak English with them
and other English friends who do not
understand what they speak in English, so they
combine with Indonesian or just speak in
Indonesian to enjoy each other
2 Sociocultural Factors
The combination of two languages; English and
mother tongue in speaking English because of
lots of speaking their mother tongue or their
daily language and listening to it
3 Age or Maturational Constrains
The effect of mother tongue, first language, or
daily language dialect

43
4 Aural Medium
Lots of listening to mother tongue or first
language in the campus especially at English
study program
5 Professional versus Academic
Having favoritism to clever students, very
rarely speaking English with the students at
English study program inside and outside the
classroom, carelessness, indifference,
reluctance, carelessness of students’ English
speaking ability and keeping oral English
communication
6 Environment
Non-English students or other study programs
affected them to speak English in the campus
7 Learning Communities
No online community especially for English
speaking community and always speaking
Indonesian in interacting with English students
at English study program
8 Discipline or Punishment
Failing applying English speaking area because
of no supporting discipline from English
lecturers and English study program, the fact of
effective and efficient discipline applied by the
English course in Ternate, and the students’
suggestion for discipline application
9 School System
Most teaching the students English more
theoretical orientation than practical orientation
and being focused most on studying kinds of
texts, reading texts, making a dialog by
memorizing or reading the dialog, much less on
speaking English, speaking most their mother
tongue or first language, and no the English
teachers

44
It is one of inhibiting factors that can affect English students’ success and
failure in learning and speaking English inside, outside the campus, or after
graduation from Teacher Training and Education Faculty of Khairun University.
Therefore, based on the students’ responses of the English speaking
problems had been made a table of the affective factor describes how the students
are demotivated to speak English at English Language Education Study Program
AFFECTIVE FACTOR
No Demotivating Factors The Students’ Responses
1 Reluctance of speaking English
…With my friend, my classmate, and with the lecturer if
sometimes the lecturer teach us in the classroom with speak
English
… when my friends ask me about English, I’ll respond about
English more
… If inside classroom, I feel, there is depend on our friends
when they speak first about Indonesian, it will become about
Indonesian….
2 Laziness of speaking English
…when we talk English in English department with same
department. They know to speak English but sometimes they are
lazy to speak…
3
Disappointment of speaking
English
When I speak in the classroom, I feel this is not important
because we only speak with our friend and sometimes they
refuse, “I don’t want to speak English. I want to speak
Indonesian”… I don’t care who don’t want to speak English…
4 Indifference of speaking English
…in my classroom, they always speak Indonesian…For
speaking outside…I have English friends but they always speak
Indonesian so I respond in Indonesian…
5 Carelessness …I don’t care who don’t want to speak English…
6
Anxiety and shyness of speaking
English
I’m shy and not confident. Sometimes they say “You are very
arrogant”
…If I speak English with my friend and another friend, they

45
didn’t speak English, they look at us. I feel like arrogant, so I
will use Bahasa again
…before I speaking, I always my friend “I’m sorry, my speaking
not perfect”…
7
Worry and fear of speaking
English
…I feel worry if I speak English and my friends didn’t
understand what I say and then my grammar is Amburadur,
same as outside, not only Grammar but also Pronunciation,
Inside the classroom, I speak, I really shy because in inside all
of my friends know my wrong…
2. Sociocultural Factors
It explains how English as a foreign language is learned, used, and
communicated orally inside, outside the classroom in the campus, and also outside
the campus.
Based on the students’ responses, learning English especially for oral
English communication had been made a table of the sociocultural factors
describes how the students are affected by their understanding of the used
language.
SOCIOCULTURAL FACTOR
1
Combination two
languages in oral
English communication
…The words is wait me, Kah!, You nih!...,
…Don’t go go, kah..!!!…“Do you want to mote with me?”…,
…Kahao(Kabagaimana) “That’s the true one, kahao?”…,
…“You, nie”,…
…“We go, dah mari.”, “Finish, dah”…
…I have ever spoken like that because if I join one course, they spoke
like this, so my habit is like that….
2
Misunderstanding of
how a language was
learned, used, and
communicated orally
…reading then second writing and listening, and the last speaking,
Reading skill because in the reading skill, we get the vocabulary,
pronunciation when we reading and can get a lot vocabulary…

46
First language, mother tongue, or local language dialect influences English
students’ spoken English inside or outside the campus. Based on students’
responses of age or maturational constrains describes their problem affected by
their own languages in the following table.
AGE OR MATURATIONAL CONSTRAINS
No Demotivating Factor The Students’ Responses
1
The effect of mother tongue
dialect
…our first language(Mother tongue/Local language)
…dialect is our identity even you are from one place or other
places if you are always speak your first language, you always
speak about the dialect. It will be seen…
4. Aural Medium
Lots of listening to mother tongue or first language in the campus
especially at English Language Education Study Program affected the English
students enjoy speaking Indonesian and keeping Indonesian communication
orally. It can make the students feeling strange or weird when there is an English
student speaking English.

47
Based on the students’ responses of their wishes of speaking English in the
campus
AURAL MEDIUM
No Demotivating Factor The Students’ Responses
1 The teachers’ mother tongue
impact
…if the condition all in English. It will help the students also
to copy the teacher or imitate the teacher as a role model…
…if they always invite the students to speak English/to use
English, do not use Bahasa, and the students always
practice their listening then that make our habit, and then
we have motivate to learning a lot of vocabulary and then
we improve our speaking with our lecturer…
Every teacher is a role model but they do not really teach the students to
do or to apply but to know and understand what they teach, motivate, tell, and
experience. So some students realize and do or apply it in their activity or in their
daily life but some students realize and do not do or apply it in their activity or in
their daily life because the teacher just do when they are teaching, so the students
do when they have to do.

48
Based on students’ responses of how their lecturers affect and can affect
them to learn, to practice, and to speak English, those are described in the
following table.
PROFESSIONAL VERSUS ACADEMIC
1 Speaking more mother tongue while
learning and teaching Speaking
subject I, II, and III or the related
subjects
…sometimes the lecturer teach us in the
classroom with speak English, but they seldom
speak English in the classroom,
…because we can communicate with our friends
using English because outside the class we seldom
use English, more Indonesian, we speak outside…
…just in learning process in the classroom
because they have responsibility to teach us
speaking subject,
…there is no the teacher/lecturer like this in this
campus. Because I didn’t get it in this campus,
they care our speaking and for speaking subject
teacher, they care our speaking especially, there
is in the classroom,
2 Very rarely English speaking
impacted on the students’
imitation
…I only speak with some lecturer. They are not
teaching about speaking subject when I meet with
them, I only ask them about English but there is
no teacher of English speaking subject. They only
make Indonesian when they in out class…
Seldom to speak with their students inside and
outside…
…outside the classroom, I never talk with my
lecturers, but if my lecturers speak English with
me, I try to respond with English…,
3 Favoritism affected students’
motivation
…I think Never! They never see our ability of
English when we speak in this environment, they
never care, they just care the people who join the
competition and then make the lecturer/teacher
proud, they will train them, and then they make
their English well and others…

49
… I think my lecturer specially for English
program and education, they only see the clever
students in English program and education, they
didn’t show the another students…
…When this university have the event like debate,
they (the lecturers) will ask us to join that the
debate because your English is good, so you must
join that event…
4 Indifference to speak English …sometimes when we meet in office…we speak
with them like asking just simple question, How
are you, ma’am? And they respond in English but
from them ‘No’…
5 Reluctance and carelessness
impacted on the students’
encouragement to speak English
Never (The lecturers never speak English with us),
I don’ know their reasons,
…if we invite them to speak English, they respond
in Indonesia…,
Sometimes…when we try to use English to speak
with them, they use English but just a little after
that they change their language into Indonesian
and we keep communication using Indonesian…
I don’t know exactly, they just said “please talk
each other with English, and you will improve
your English exactly!” but I didn’t find
anything… when they want to care about our
English in the daily activity when we in the
campus. It’s nothing…
6. Environment
English Language Education Study Program is similar to all study
programs especially for Indonesian Study Program at Teacher Training and
Education Faculty of Khairun University because they learn Morfologi (one of the
subjects at Indonesian Study Program), English students learn Morphology
subject, they learn Berbicara (one of the subjects at Indonesian Study Program),
English students learn Speaking subject, but they speak Indonesian (Malayu
Indonesia/Malayu Ternate) same as English students in the campus.

50
Based on students’ responses, in the following table of the environment
describes how the students’ feeling is affected by their habit in the campus.
ENVIRONMENT
1
Non-English student or other
study program effect
Indonesian, because I have reason why I use more
Indonesian than English. In faculty of teacher training
and education, the minority is English and the mayority
is the other program who use Indonesian…
There are some communities of studying English or practicing spoken
English affected the students’ oral English communication either inside or outside
the campus.
Based on students’ responses, learning community affects their English
speaking ability and their feeling described the impact of the study group, the
communities of practice, and the online community in the following table.
LEARNING COMMUNITY
1
Speaking most mother tongue
at English study program
I don’t know why their reason because when they already
able to speak English but when suddenly I talk in English,
they reply in Bahasa because maybe they feel comfortable to
do that outside the class,
I speak and I try my English or I practice my English, they
always respond in Bahasa…

51
2
Speaking English in the event
or in the competition
…Maybe they already good in English, so if it is only speak
every day by using English, they are lazy to speak English at
campus because maybe they only want speak English like in
debate, or others, and then they will show they speaking in
that event…
3 No online community
…online community especially for English speaking, I don’t
have it…
8. Discipline/Punishment
Based on students’ responses, no applying discipline or punishment
affected English students association to fail applying English speaking area on
the third floor, so it is divided into three parts in the following table made to
describe how the students were not affected by no disciplines, are affected in the
course to speak English based on the fact and can be affected based on the
students’ suggestion to apply the disciplines or other punishments as the rules to
be obeyed.
DISCIPLINE OR PUNISHMENT
1 Failing to apply English speaking area
because of no supporting disciplines
from English lecturers and English
study program
…actually our department, I mean that E.S.A
(English Student Association) have made it
already ‘English Speaking Area’ only around our
class. In here, the rules only on the third floor
around our class but in fact not happened too, and
they don’t give punishment and others so they
think that oh! Not obliged for us to do…
… we ever applied the rules before, they write the
rules, and then they attach there “This is English
Speaking Area”, but they didn’t put the
punishment, and the problems is only maybe two
or three days and one of the problems is the

52
lecturer because the lecturers do not apply and
support it,
2 The fact of effective and efficient
discipline applied by the English
course in Ternate
…English Training Center. I’m working there and
also study there a lot…If in the course, I talk
always. It must there. Because there in that place,
we couldn’t speak Bahasa Indonesia because that
is English Institution. So we couldn’t speak
Bahasa Indonesian. It must speak English there to
help us to speak English well. If you speak
Bahasa, you must pay one thousand as the
punishment. It is for the students but for the
teachers; ten thousand so different price
3 The students’ suggestion for
discipline application
…Not only pay … so as a good one to make them
speak English from that, and give a bad score
probably it’s better…
…giving bad score if they don’t want to speak
English. Actually I agree with the punishment with
pay if they speak Bahasa, but I think if the
punishment only pay if they speak Bahasa is not
effective; because they will think that they have a
lot of money, so they will speak all the time they
want. After they speak Bahasa, they can pay, right
…my suggestion, if they don’t want to speak
English, what they are saying ‘Don’t listen!
...to clean the bathroom on the third floor because
there is make them shy…
…memorize some words to report us, maybe you
have mistake to speak Indonesian one word, you
have to pay with five words in English in the
community…But for the lecturers, actually they
have to speak, when they don’t speak English,
they have to pay us. Maybe, about the success of
the program, so they have to pay us, maybe about
our fund, so it will help our program to the next…
…if we just give simple punishment, they don’t
care, and they think that I just get the punishment
like that, I don’t speak, never mind I will pass my
subject if the lecture apply keeping speaking area

53
at campus. If the students don’t want to speak
English, get bad score like “E”, the students will
force theirself to speak English and they think that
if I don’t speak English, I never pass this subject, I
never graduate forever. I that is the most effective
discipline that should be applied
9. School System
Most of the students studied English subject in junior and senior high
schools more theoretically than practically or impressed to pass the national exam
only. It is based on students’ responses about school system which probably
affected the students to learn and to speak English more especially for speaking
English at English Language Education Study Program described in the following
table.
SCHOOL SYSTEM
No The Impact of School System The Students of Responses
1
No English teachers at particular
schools …No English Teachers…
2 The students’ spoken English
difficulties at particular schools
…I don’t have many vocabulary so it makes me in
difficult to speaking. We rarely speak outside the
class because my friends and I always use the local
language…
…because I know only a little bit about English at
the time. So it’s really difficult if we speak English
at school and no-one wants to speak English at
school. Yeah…it’s like only some word, we know
the meaning but we rarely use it. It can be never,
… pronunciation…
…so we was shy when we meet the other students,
and we have to talk with them with English…

54
…difficult. But when I only made some for example
like Introduction ourselves, that is easy because I
have always make it in the junior high school,
…we always think about grammar, the most
students feel difficult when they try to speak
English by using grammar, and we don’t confident
when we try to speak English…
They never speak English with me or with us.
…My teacher always sometimes speaking English
if she meet us so just say, ‘Hello, what are you
going?...
3 Learning more theoretically than
practically
The difficult one because we never practice
English, we only learn the material
Mostly they are talking about like making a lot of
in writing especially we need to know about;
almost junior and senior same subject for me
because all of the questions around the
advertisement, about kind of text and others; how
to write down a kind of text, how to know usually a
lot in reading section,
…sometimes in speaking my teacher always ask me
and my friend make the conversation/short
conversation and then and we practice in front of
the class in senior high school… We memorized
and then tell…
… We learned tenses, make some sentence,
translation also, answer a question, make a
conversation with friends, and memorize the
conversation…
… Always translate and translate…

55
The Diagram of Inhibiting Factors to Speak English Faced by
Students at English Language Education Study Program of Khairun
University
The Inhibiting Factors of the
Students’ Problems
Sociocultural
Factors
Mother Tongue
Speaking Impact on
Spoken English:
1. Combination two
languages;
mother tongue and
English
2. Misunderstanding
of how a language
was learned, used,
and communicated
orally
Affective Factors
Demotivating Factors:
1. Reluctance of Speaking
English
2. English Speaking
Laziness
3. Disappointment of
English Speaking
4. Indifference of Speaking
English
5. The Students’
Carelessness
6. Anxiety, Shyness, Worry
and Fear for Oral English
Communication
Age or
Maturational
Constrains
English Speaking
Difficulty:
The effect of mother
tongue and first
language dialects
Aural Medium
The Students’ Belief,
Principle, and
Practice:
The teachers’ spoken
Indonesian or mother
tongue impact on the
English students
Learning
Community
The Impact of the
Learning Communities
on the Students:
1. Always speaking
mother tongue in
interacting with the
English students
2. Most speaking English
in the events or
competitions
3. Non online community
Discipline or
Punishment
Discipline Impact on the
Students’ Perseverance:
1. Failing to apply English
speaking area at English
study program
2. Effective and efficient
discipline applied by the
English course in Ternate
3. Students’ suggestions for
discipline application to
apply full English speaking
area
Professional versus
Academic
The Impact of the English
Teachers:
1. Speaking more mother
tongue in learning Speaking
and the related subjects
2. Teachers’ rare English
speaking
3. The teachers’ favoritism
4. The teachers’ indifference
to speak English inside and
outside the classroom
5. The teachers’ reluctance
and carelessness to speak
English with the students
Environment
The Impact of the
Environment on the
Students:
Non English language
major students
School System
The Impact of School
System:
1. No English teachers at
particular schools
2. Students’ difficulties to
speak English at particular
schools
3. Students’ problems in
learning English more
theoretically than
practically

56
B. Discussions
All students’ problems are identified by some inhibiting factors, they
consist of student (affective factor, sociocultural factor, age or maturational
constrains, and aural medium), teacher (professional versus academic),
environment, learning community (study group, communities of practice, and
online community), discipline/punishment, and school system.
Motivation is a central component of Gardner’s Socio-educational Model
(1985). In his research he worked with two different types of motivation;
Integrative and Instrumental. Integrative motivation n derives from a personal
interest in speakers and the culture of the target language, such as the motivation a
young woman might have to learn the language of her spouse’s family.
Instrumental motivation derives from the practical benefits of learning another
language, such as getting a job, a degree, or a promotion. In foreign language
contexts, an instrumental reason for learning the target language may be the most
important one. (Murray & Christison, 2011:176)
Learning a language is useless if we do not know how to communicate,
how to listen to others and how to speak and write so that listeners and readers
will want to listen and read and be able to understand. (Wright, p 7)
Speaking is more difficult skill than other English skills such as writing,
listening, and reading which in writing, you may reconstruct it while making
mistake because of two reasons as in the following statement:

57
Many people feel that speaking in a new language is harder than reading,
writing, or listening for two reasons. First, unlike reading or writing, speaking
happens in real time usually the person you are talking to is waiting for you to
speak right then. Second, when you speak, you cannot edit and revise what you
wish to say, as you can if you are writing. (Nunan, 2003:48)
Students are often reluctant to speak because they are shy and are not
predisposed to expressing themselves in front of other people, especially when
they are being asked to give personal information or opinions. Frequently, too,
there is worry about speaking badly and therefore losing face in front of their
classmates. (Harmer, 2007:345)
The students were affected to speak their mother tongue or first language
inside and outside the classroom by demotivating factors at English Language
Education Study Program of Khairun University such as; anxiety, reluctance,
nervousness, worry, shyness, fear, carelessness, laziness, indifference,
disappointment, etc. Those demotivating factors were stated in the following
students’ statements below:
…With my friend, my classmate, and with the lecturer if sometimes
the lecturer teach us in the classroom with speak English…when my
friends ask me about English, I’ll respond about English more…If inside
classroom, I feel, there is depend on our friends when they speak first
about Indonesian, it will become about Indonesian…

58
…when we talk English in English department with same
department. They know to speak English but sometimes they are lazy to
speak…
When I speak in the classroom, I feel this is not important because
we only speak with our friend and sometimes they refuse, “I don’t want to
speak English. I want to speak Indonesian”… I don’t care who don’t want
to speak English…
…in my classroom, they always speak Indonesian…For speaking
outside…I have English friends but they always speak Indonesian so I
respond in Indonesian…
…I don’t care who don’t want to speak English…
I’m shy and not confident. Sometimes they say “You are very
arrogant”,…If I speak English with my friend and another friend, they
didn’t speak English, they look at us. I feel like arrogant, so I will use
Bahasa again …before I speaking, I always my friend “I’m sorry, my
speaking not perfect”…
…I feel worry if I speak English and my friends didn’t understand
what I say and then my grammar is Amburadur, same as outside, not only
Grammar but also Pronunciation, Inside the classroom, I speak, I really
shy because in inside all of my friends know my wrong…
However there is also two kinds of motivation which motivate students to
speak English inside, outside the campus, or after graduation from the university
of Khairun, They are integrative motivation and instrumental motivation but the
most motivation that the students get to speak English as a foreign language is the
instrumental motivation which gets job easily, continues studying abroad,
becomes an English teacher because of English as an international language,

59
English as a study program at Teacher Training and Education Faculty of Khairun
University, English as the identity of English students, a means of communication
with people in the entire world. Those motivations will not probably work without
any supports from the teachers, family and environment. As it is stated in the
following theory:
Learners’ places in the world are multiple, changing, sometimes
conflicting, and influenced by the power relations in individual interactions and in
society more widely. This influence may result in the desire to assimilate, adapt,
or reject. As individuals construct their identities, they position themselves
through their language (and nonverbal behavior), that is, they use language to let
others know who they are and what their sociocultural allegiances are. (Murray &
Christison, 2011:5)
2. Sociocultural Factor
To speak a language, one must know how the language is used in a social
context. It is well known that each language has its own rules of usage as to when,
how, and to what degree a speaker may impose a given verbal behavior on his or
her conversational partner (Berns, 1990) in (Richards and Renandya, 2002:206).
Consisting of the theory above, there is negative impact influencing
students’ usage stated by the students as follows:
The words is wait me, Kah!, You nih!…Don’t go go, kah..!!!…“Do
you want to mote with me?…Kahao(Kabagaimana) “That’s the true one,
kahao?”… “You, nie”…“We go, dah mari.”, “Finish, dah”…I have ever

60
spoken like that because if I join one course, they spoke like this, so my
habit is like that….
It is not only combination of two languages in oral English communication,
but also misunderstanding of how a language was learned, used, and
communicated orally.
Based on the following theories stated that learning a language naturally
should be begun by listening to the language as like as learning the first language
and speaking the language as a main goal before other English skills because
speaking is a measurement how well and successful people learned the language:
Think of your first language, you learned it, without any effort, with
nobody asking you to repeat or formally correcting you. In the most obvious way
possible, you mastered a very difficult skill, you learned to speak your own
language simply by listening to it. Second language learning is not as different as
people sometimes pretend; again, the best way to learn is through good listening.
(Lewis & Hill, 1992:38)
Speaking skill is a main goal in learning English as a foreign language or a
second language before mastering other skills of English Language such as:
listening, reading, and writing. It is also as measurement how well and successful
people learn English. (Richards, 2008:19)
As a theory states that the mastery of speaking skill in English is a priority
for many second language or foreign language learners. Consequently, learners
often evaluate their success in language learning as well as the effectiveness of

61
their English course on the basis of how much they feel they have improved in
their spoken language proficiency. Those were responded the contrary by the
students below:
…reading then second writing and listening, and the last
speaking…reading skill because in the reading skill, we get the
vocabulary, pronunciation when we reading and can get a lot
vocabulary…
That causes misunderstanding happening to the students in language
learning. It can influence the students’ full English speaking area application in
the campus because of having lack of vocabulary, pronunciation mistake, etc. So
they do not feel self confident to speak English outside or inside the classroom.
They should know how the language should be learned, as adult learners and may
have both language learning and language acquisition. Those seem the following
statement:
Consideration of how people learn their own language soon leads to the
obvious primacy of listening. Some modem theoreticians make the distinction
between language learning (conscious) and language acquisition (unconscious). If
this distinction is accepted, it is clear that listening once again assumes particular
significance as, in addition to what is listened to, much of what is only heard
influences the unconscious acquisitional process. (Lewis & Hill, 1992:31)

62
Speaking English as a foreign language can be influenced by the students’
mother tongue, first language, or their local language that they speak every day
wherever and whenever they are in or at.
As Krashen, Long, and Scarcella (1982) in Richards and Renandya argue
that acquirers who begin learning a second language in early childhood through
natural exposure achieve higher proficiency than those beginning as adults. And
Oyama’s study (1976) in Richards and Renandya also shows that many adults fail
to reach nativelike proficiency in a second language. Their progress seems to level
off at a certain stage, a phenomenon which usually called “fossilization”. This
shows that the aging process itself may affect or limit adult learners’ ability to
pronounce the target language fluently with nativelike pronunciation (Scarcella &
Oxford, 1992 in Richards & Renandya). Even if they can utter words and
sentences with perfect pronunciation, problems with prosodic features such as
intonation, stress, and other phonological nuances still cause misunderstandings or
lead to communication breakdown. It is a factor which is one of negative factors
that made the students difficult to speak as like as native English speakers and
worried and afraid of pronunciation mistake or unclear pronunciation. This factor
happened to the English students at English Language Education Study Program
as stated by the students as follows:
…our first language(Mother tongue/Local language)…dialect is our
identity even you are from one place or other places if you are always
speak your first language, you always speak about the dialect. It will be
seen…

63
The students’ responses above state that how mother tongue or first
language affected them or are fossilized in their oral communication.
4. Aural Medium
Listening has the most important role to speak English accepted by most
people all over the world that they learned a language by listening, imitation, and
speaking the language in order to improve their spoken English stated in the
following theories.
The central role of listening comprehension in the L2 or foreign language
acquisition process is now largely accepted. And there is little doubt that listening
plays an extremely important role in the development of speaking abilities. It
states that listening is really essential to acquire second language and foreign
language although there is still doubt. (Richards and Renandya, 2002:205)
Think of your first language, you learned it, without any effort, with
nobody asking you to repeat or formally correcting you. In the most obvious way
possible, you mastered a very difficult skill, you learned to speak your own
language simply by listening to it. Second language learning is not as different as
people sometimes pretend; again, the best way to learn is through good listening.
(Lewis & Hill, 1992:38) They were also stated by the English student at English
Language Education Study Program as follows:
…if the condition all in English. It will help the students also to copy
the teacher or imitate the teacher as a role model…if they always invite
the students to speak English/to use English, do not use Bahasa, and the
students always practice their listening then that make our habit, and then

64
we have motivate to learning a lot of vocabulary and then we improve our
speaking with our lecturer
The students’ responses above state to the contrary that the students
always listen to their mother tongue, first language, or daily language.
Essentially, the professional prioritises real time action, whereas the
academic prioritises thought, though of course the professional also thinks about
his or her actions, and the academic acts in order to develop his or her thinking.
The distinction is thus one of emphasis and priorities rather than of substance.
(Richards and Renandya, 2002:390)
The teacher who recognises language as a means to an end will see the
necessity for looking at why particular pieces of language are useful and, having
seen their purpose, will then be able to see their usefulness (or otherwise) for
students. (Lewis & Hill, 1992:23)
Teacher is the most important factor who influences the students whether
or not they speak English with other English teachers and all English students
inside or outside the classroom each other in the campus, not only when the
students have an English competition or event, or studying speaking subject I, II,
and III but also as long as English as their study program, they must speak English
each other in order to help when mistake happens to their students, share
knowledge among lecturers and students and keep their identity as English
lecturers and their students’ identity.

65
Therefore, based on the students’ responses, the teachers’ impact on the
students influences them to speak English inside or outside the classroom at
English Language Education Study Program in Teacher Training and Education
Faculty of Khairun University as follows:
…sometimes the lecturer teach us in the classroom with speak
English, but they seldom speak English in the classroom…because we can
communicate with our friends using English because outside the class we
seldom use English, more Indonesian, we speak outside…just in learning
process in the classroom because they have responsibility to teach us
speaking subject…there is no the teacher/lecturer like this in this campus.
Because I didn’t get it in this campus, they care our speaking and for
speaking subject teacher, they care our speaking especially, there is in the
classroom
The degree to which a particular motivational disposition develops, as well
as the qualitative nuances it takes on in the individual per-son, are influenced by
the modeling and socialization (communication of expectations, direct instruction,
corrective feedback, reward and punishment) provided by “significant others” in
the person’s social environment. Along with family members and close friends,
teachers are significant others in the lives of their students, and thus in a position
to influence the students’ motivational development. (Brophy, 2004:17)
Below students’ responses that very rarely English speaking from English
lecturers impacted on the students’ imitation:
…I only speak with some lecturer. They are not teaching about
speaking subject when I meet with them, I only ask them about English but
there is no teacher of English speaking subject. They only make
Indonesian when they in out class…Seldom to speak with their students

66
inside and outside…outside the classroom, I never talk with my lecturers,
but if my lecturers speak English with me, I try to respond with English…
Lecturers’ favoritism that impacts or can impact on students’
encouragement to speak English at English Language Education Study Program
as it was stated by the students as follows:
I think Never! They never see our ability of English when we speak
in this environment, they never care, they just care the people who join the
competition and then make the lecturer/teacher proud, they will train
them, and then they make their English well and others… I think my
lecturer specially for English program and education, they only see the
clever students in English program and education, they didn’t show the
another students…when this university have the event like debate, they (the
lecturers) will ask us to join that the debate because your English is good,
so you must join that event
In the following response below indicated lecturers’ indifference that
impacts or can impact on the students’ encouragement to speak English outside
the classroom:
…sometimes when we meet in office…we speak with them like asking
just simple question, How are you, ma’am? And they respond in English
but from them ‘No’
Based on lecturers’ reluctance and carelessness that impact or can impact
on the students’ encouragement of the oral communication as follows:
Never (The lecturers never speak English with us), I don’ know their
reasons…if we invite them to speak English, they respond in
Indonesia…Sometimes…when we try to use English to speak with them,

67
they use English but just a little after that they change their language into
Indonesian and we keep communication using Indonesian…I don’t know
exactly, they just said “please talk each other with English, and you will
improve your English exactly!” but I didn’t find anything, when they want
to care about our English in the daily activity when we in the campus. It’s
nothing.
There are hierarchy level needs such as physiological, safety, love and
belongingness, Esteem, and self actualization, but in this context, focusing only
on the following three hierarchy level needs below:
The belongingness or affection needs encompass a hunger for affection,
caring, belongingness, and perhaps love, the esteem needs are affiliated with the
desire to have status, dignity, respect, recognition, attention, and to be appreciated
by others, and lastly, the self-actualization need is the desire to do or be what one
is uniquely suited for. "A musician must make music, an artist must paint, a poet
must write, if he is to be ultimately at peace with himself" (Maslow, 1970, p. 46)
in (Wrench, Richmond, and Gorham, 2009:54)
Those needs above are really needed to have a better process inside and
outside the classroom by students from a lecturer. So when the English lecturer
applies it properly, every student will feel confident and happy to express their
idea and feeling and have encouragement to speak English with their lecturers and
other English students.

68
6. Environment
In order to help achieve the shift in attitudes and behavior that is essential
if society is to become sustainable, people who seek to promote this objective
need to take a strong stand on language. (Fill & Mühlhäusler, 2001: 113)
Learners’ places in the world are multiple, changing, sometimes
conflicting, and influenced by the power relations in individual interactions and in
society more widely. This influence may result in the desire to assimilate, adapt,
or reject. As individuals construct their identities, they position themselves
through their language (and nonverbal behavior), that is, they use language to let
others know who they are and what their sociocultural allegiances are. (Murray &
Christison, 2011:5)
As it was stated by the students’ response that non-English students or
other study programs influenced the students to speak English at English
Language Education Study Program in the campus:
Indonesian, because I have reason why I use more Indonesian than
English. In faculty of teacher training and education, the minority is
English and the mayority is the other program who use Indonesian…
However, in an environment where a language is used for communication
each other can influence all people are in to know, to understand, and also to
speak the language, but there is exception that for people who keep or preserve
what they have, believe, and do will not easily be affected by the people in the
environment.

69
Therefore, especially for English as a foreign language should be applied
by English students with their lecturers inside and outside the classroom in order
to become true English students, to keep their identity distinguishing them from
non English students or other study programs of Khairun university, and
preserving their English language at English Language Education Study Program;
although there are a lot of study programs at the campus.
Community is a factor which has the important role whether makes the
students to speak English or to speak their mother tongue, their first language or
their local language as the following theories:
There are different kinds of communities, and not all conversations lead to
useful learning. The point, however, is that although people vary in how much
they like to learn and work together, the brain/mind is social. Learning in the real
world has always been a partially social process. (Caine & Caine, 2010:21)
A learning community features a social context in which students feel
comfortable asking questions, seeking help, and responding to questions when
unsure of the answer. Members share the belief that “We’re all learning together,”
so confusion and mistakes are understood as natural parts of the learning process.
(Brophy, 2004:28)
Language is a social science which people learn in the social context and
interact each other whether they learn it in the real life or online. But the students

70
influenced socially by speaking their mother tongue or first language feel
enjoyable or comfortable to speak the language. Those were stated by them:
I don’t know why their reason because when they already able to
speak English but when suddenly I talk in English, they reply in Bahasa
because maybe they feel comfortable to do that outside the class…I speak
and I try my English or I practice my English, they always respond in
Bahasa…
On the following response below, English is rarely spoken by English
students at English Language Education Study Program:
…Maybe they already good in English, so if it is only speak every
day by using English, they are lazy to speak English at campus because
maybe they only want speak English like in debate, or others, and then
they will show they speaking in that event
New technologies have radically expanded the opportunities for people to
communicate, and with that has come an explosion in the use of different types of
online communities, ranging from closed groups to discussion forums to loosely
bounded social networks such as those on Facebook. (Caine & Caine, 2010:26)
there are a lot of social communities which people can practice their English
either online or offline especially for the spoken English. It was stated to the
contrary by the students that they do not have online community to speak English.
…online community especially for English speaking, I don’t have it.

71
8. Discipline or Punishment
Suspension is a punishment that some school systems use when all else
fails. (Larson, 1992)
Punishment must also be considered based on situation and condition
inside or outside the environment, whether the punishment applied can affect
people to get a better change not only inside but also outside the environment.
Therefore, especially for employees need the regulation in their company,
students need the regulation in their school, university students need the
regulation in their campus, and whoever needs regulation to be obeyed by people
or the students. Whatever has to be applied must notice the influence on the
students whether influences negatively or positively. There are the students’
responses about the failure of English speaking at English Language Education
Study Program, the fact of punishment applied that can influence all students and
all lecturers in the community to speak English, and the students’ suggestions for
English speaking at English Language Education Study Program of Khairun
University. Those responses were stated by the students below:
a. The Failure of English Speaking
…actually our department, I mean that E.S.A (English Student
Association) have made it already ‘English Speaking Area’ only around
our class. In here, the rules only on the third floor around our class but in
fact not happened too, and they don’t give punishment and others so they
think that oh! Not obliged for us to do… we ever applied the rules before,
they write the rules, and then they attach there “This is English Speaking
Area”, but they didn’t put the punishment, and the problems is only maybe

English Speaking Problems Faced by Students at English Language Education Study Program of Teacher Training and Education Faculty of Khairun University

English Speaking Problems Faced by Students at English Language Education Study Program of Teacher Training and Education Faculty of Khairun University

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