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THE FACTORS THAT AFFECT STUDENT ‘S SPEAKING PARACTICE IN
ENGLISH IN THE CLASS ROOM: THE CASE OF 1 st, 2 nd^ and 3rd^ YEAR ENGLISH LANGUGAE AND LITERATURE STUDENTS AT HARAMAYA UNIVERSITY. BY GEMECHIS WAYU A SENIOR ESSAY SUBMITTED TO THE DEPARTMENT OF ENGLISH LABGUGAE AND LIRETRATUER IN PARITIAL FULLFILMENT OF REQUIRMENT FOR THE BACHELOR ARTS IN ENGLISH LANGUAGE ADVISOR, REBUMA FIQADU (MA) . June 2017 HARAMAYA, ETHIOPIA
Acknowledgement
First of all I would love to praise my God, for His good will and help that
make me complete this paper successfully. Next, I would like to express
my heart-felt thanks to my advisor Rabuma Fiqedu for his patience,
assiduous observation and follow up for the successful completion of this
paper, because his valuable criticism and constructive remarks have
helped me to make corrections on time. I would like to thank my family
and relative who should much devotion to support me both morally and
financially throughout my work. Finally, I wish to acknowledge
Haramaya University College of social science and humanities for
invaluable supports with materials, references and which are useful for
this senior
- CHAPTER ONE :Introduction Abstract................................................................................................IV
- 1.1Background of the study
- 1.2 Statement of the Problem
- 1.3 The Researcher Question
- 1.4 Objective of the Study.................................................................................................................
- 1.4.1 General Objective
- 1.5 Scope of the Study
- 1.6 significance of the study..............................................................................................................
- 1.7 Operational Definition of key term
- 1.8 Limitation of the study.
- CHAPTER TWO : Review of related literature
- 2.1 definition of speaking
- 2.2 Factors that affect communication in English
- 2.2.1 Cultural difference
- 2.2.2 Personal difference
- 2.2.3 Lack of Confidence
- 2.3 The Factors that Affects Speaking Practice in English in the Classroom....................................
- 2.3.1 Fear of Speaking English
- 2.3.2 Fear of Committing Mistake
- 2.3.3 Fear of the Audience
- 2.3.2 The Influence of Mother Tongue..............................................................................................
- 2.3.3 Lack of Practice
- 2.3.4 Absence of Motivation
- 2.3.5. No desire of listening comprehension
- 2.3.6. Lack of Interest in Learning English
- 2.3.7. Inappropriate Use of Grammatical Accuracy
- 2.3.8 Misunderstanding English Pronunciation
- CHAPTER THREE:Research Methodology
- 3.1 Research Design
- 3.2 Subjects (Participants of the Study)
- 3.3 Samples and Sampling Technique
- 3.4 Data Gathering Instrument
- 3.4.1 Observation
- 3.4.2 Interview
- 3.4.3 Questionnaire
- 3.4.4. Method of Data Analysis
- 3.4 The Result of Observation
- 3.5 The Result of Interview
- CHAPTER FOUR : DATA ANALYSIS AND DISCUSSION FOR RESULTS
- 4.1 Data Analysis the result of questionnaires
- CHAPTER FIVE: CONCIUSION AND RECOMMENDATION
- 5.1 Conclusion
- Recommendation
- REFERENCES........................................................................................................
List of tables
Tables Pages
Tables 1 student responses on how often do your friends speaking English
language to you in the classroom.........................................................
Tables 2 students’ responses on how often do you speaking in English
language in the class.............................................................................
Tables 3 students’ responses on .have you tried to speak English language
in the classroom...................................................................................
Tables 4 student’s responses on what do you feel about your speaking
competence of English..........................................................................
Tables 5 responses students on As English language student which
language do you most frequently use when you make oral communication
with other student.................................................................................
Tables 6 students’ responses on Are you interested in speaking English
language in the classroom....................................................................
Tables 7 students responses on which one of following factors hinder you
in speaking English language..... ........................................................
CHAPTER ONE: Introduction
1.1Background of the study
Speaking is the skill in which people can control their linguistic function. Like the other skills speaking the act of conveying information, feeling and attitudes in spoken language (wikpedia.answer.com). According to jasa (2005:10) "Speaking skill refers to ability to produce sounds, sentences using specific language to express ideas whether we are in negative or positive mood. It is the ability to communication on everyday subject with case and fluency to hold attention of the listener''. Students often think that the ability to speaking. Language is producer of language learning process, but speaking is also an important part of language. As a result effective speaking skill is very essential for people to achieve success in both personal and professional and life. In the same way effective communication skill helps people to bridge with others (Wikipedia .Com). Learning to speak foreign language requires more the knowing it’s grammatically and semantics rules. Learner must grasp the knowledge of how native speakers use in context of structured inter persons exchanges in which many factors interact. Hence, it is difficult for learners to speak the target language fluently and appropriately. To provide affective guidance in developing competent speakers of English, it is necessary to examine the factors that affect the learner’s communication. This paper is also assessing these aspects so that teacher can motivate in effectively help learners develop their abilities to communicate in the target language (Kangsham in 2008:1). In addition to the above expression, it is obvious that speaking skill play a vital role for communication and maintaining smooth relationship with different people in various professions. No one can be successful without knowing how to speak whatever his/her status is. So knowledge, confidence and delivery elements of an effective speech (Wikpedia.answer.com.).
Which factors are the most serious?
1.4 Objective of the Study
1.4.1 General Objective
The main objective of study was to investigate factors that affect students' speaking practices in English in the class room.
1.4.2 Specific Objectives
The specific objectives of this study were the following. To looks into the extent to which learners speaking in English in the class room. To identifies the factors that hinder learner’s English speaking practice in the class room. To find out the basic challenges in the developments of English language students in the class room of first, second, and third year English student at Haramaya University. To recommends the most serious factor that may solve the problem.
1.5 Scope of the Study
There are many problems that affect to Basic English languages, such as, speaking writing, listening and reading, but to make this research more manageable the study is restricted to the factors that student speaking skill in English language at Haramaya University. Especially reference to first, second, and third year English language and literature student in the year of 2009.E-C
1.6 significance of the study
The study would have multiple purposes that can be both theoretical and practical it can be useful for the researcher. And the target group who are involved in the investigation. Since the researcher participated in this study in English graduates, they
would gain information and experience regarding speaking skill performance of students. This target group the students was gain such a way that research in its completion would come up with better way of teaching English speaking skill in the classroom.
1.7 Operational Definition of key term
Hinder: to make slow or difficult the progress of hamper. Speaking: that involves taking or giving speeches. Fluently: able to speak a language easily and very well. Interact: to talk or do things with other people. Classmates: a member of some class in a school, college or , university.
1.8 Limitation of the study.
To accomplish this particular study the researcher faced different limitations: shortage of time lack of enough budgets lack of reference book and internet service Lack of interest on the questionnaire respondents
2.2 Factors that affect communication in English
Baker and westrup (2003) put the following some communication factors. These are cultural difference and lack of confidence and time to speak. English learners use different kinds of material in order to learn and practice speaking skill to student and get real learning and real communication.
2.2.1 Cultural difference
The social roles and rules for speaking can be different in each culture. The social rules have a strong effect on learners and ability to learn, to speak foreign language or second language. In all cultures speaking social status, sex, age and level of education effects the language specific words and level of formality the use. Barriers to learning can also occur if the students knowingly or unknowingly transfer the cultural rules from their mother tongue to foreign language. According to brisling, (2008), differing expectation about “speaking up” contested with being silent is a problem at work place meeting attended by people from different cultural backgrounds.
2.2.2 Personal difference
According to smite (2007) personal difference can be defined as the process in which individual arrange interpret impression in order to make sense of their environment. Having different perception is one of the most common communication barriers. The difference could be due to difference in backgrounds value, experiences and so on. Our ability to learn a new language and success in language learning depends on the types of learners are some people naturally happy to try anything new and are not afraid to make mistake while others are afraid of situation.
2.2.3 Lack of Confidence
The primary reason on that many people speak quickly is that of lack of confidence. It is some of us feel that we need to push words out quickly and finish before the learner interest whether it is lack of confidence in our speaking skills or in our subject matters. we cannot let it affect the way we speak (urban 2007).on the other hand Kelly and Watson (1998) said that one of the person that you some lack of that you cannot sure of what you say or do. For many people who fear pupil speaking at is this case. The think the audience will be bonded by their topic and they do not know stent their speeches.
2.3 The Factors that Affects Speaking Practice in English in the
Classroom
Actually there are several factors that affect our English speaking skill. George (1998) elaborate one succeeds in speaking skill if he/she practices hard. According to him practicing skill so some of the factors that may hinders that students are the following.
2.3.1 Fear of Speaking English
Fear is an internal factor that that comes from speaker internal feeling which causes frustration. Fear is emotional induced a perceived at which cases entries quickly pull fear away from it and usually hide. According to vanspijek (2004) for many of uses the fear of public speaking often goes quit well, but having to speaking during the meeting is difficult .
2.3.2 Fear of Committing Mistake
Regarding to pronunciations, grammar and other related language signals most of
been motivated and to communicate with people around them.
2.3.5. No desire of comprehension listening
Listening comprehension is a very basic skill one must have to be a good English speaker one of them most common and critical mistakes for non- native speakers is listening comprehension skill. Due to this reason listening is one of main factors speaking. Because if the speaking does not listen other speech conversation or dialogue he/she cannot speak fluently any forms of presentation.
2.3.6. Lack of Interest in Learning English
For students, English is one of the most difficult subjects in their studies. Because they must understand have to use grammars correctly and how to pronounce correctly, develop vocabulary and others. This makes students assume that learning English is complicated and tedious because it must relate to the thing above (Regiafabrian, blog.com, 210).
2.3.7. Inappropriate Use of Grammatical Accuracy
some people wonder , why there is a need to have grammatical accuracy in English , when even some native English speakers commit grammatical mistake themselves (Thom bury 2005).native English speakers can say what they want without much difficult due to their familiarity of language. If they have difficulty expressing a certain ways they just use other ways of saying those things. They may commit some mistakes in grammar, but the mistakes do not disturb or change the meaning of the sentences they want to convey, thus it does not give the listener much of the problem understanding them. On the other hands, the mistakes many non-native speakers of English commit are those that often the meaning of sentence at they want to express and to thus create a miss understanding. That is exactly the reason why non- native speakers have to study grammar more than native speakers.
2.3.8 Misunderstanding English Pronunciation
It is quite common for non- native speakers of English to mispronounce English words. However, it is not something we have to be asked for but something we ought to understand. We have to get the roots of the problem, in order to improve our pronoun citation. This is the several factors that affects speaking English in the classroom considering that of the students cannot develop speaking English skill because of cultural influence. Pronunciation practice is an important matter when studying a new language as incorrect pronunciation practice is a cause misunderstanding (Boyer, 2001). In general, learning speaking skills is very challenging for student in foreign language context, because they then have very few opportunities to sue the target language in the classroom. Many language learners regard speaking the ability to converse with others much .Rather than the ability to read, to write, and comprehend oral language.
CHAPTER THREE: Research Methodology
They study incorporates both qualitative and quantitative research designs and methods in order to answer the research questions that was addressed in the study. In other words the data gathered using number; whereas the data collected through interviews were described using statements so as to achieve the research objectives.
3.4.2 Interview
The research will employ structural in order to collect reliable information form sampled participant. The researcher interview for four (4) first, second, and third year English language students asking four interview questions.
3.4.3 Questionnaire
Questionnaire was a kind of data collecting instrument that the research used. The researcher included two types of questionnaires having open and close ended questionnaire that used to prepare and distributed for these students by researcher.
3.4.4. Method of Data Analysis
While accomplishing this study, the researcher used both quantitative and qualitative research methods of analysis. The information obtained through open-ended and closed-ended questions was analyzed. The information obtained through questionnaire was analyzed using table and verbal interpretation respectively it also analyzed in the form of percentage, and number where as interview and observation are described using paragraphs to indicate qualitative research.
3.4 The Result of Observation
The result obtained from observation also shows that students' habit of speaking English in the classroom was unexpectedly low. Only a few numbers of students were heard speaking English rarely. Whereas, most of the students were observed in Amharic Still there were some students who speak in other language like afan Oromo. This implies that students rarely whereas, most of the students were observed in Amharic still there were some students who speak in rarely practice English in the classroom. Respective to the level of the language of those students who try to speak in English use continuous observation were made accordingly, it is realized that the
level of the language students mostly uttered was at word level and the words they used were common sometimes, they used some phrases, but the sentences level language was almost negligible. This show that how in significant time students spent in using English language and how little habit they had speaking in English in the classroom?
3.5 The Result of Interview
As it found form the interview, some students couldn't student speaking English before other students. As some of the interview claimed, they lose their confidence and endured in nervousness and shyness whenever they try to express themselves in English .However, some other interviews did not agree with this idea and said they were handily afraid of and nervous to speak in English before others, especially before their friends, they said the inside environment did not encourage them to speak in English. On the other hand, most of the interviews claimed that their speaking competence was not good enough to speak before others. Other point interviews mentioned as a factor was not being encouraged by their language teachers. As most pointed out, they work given differ practices might require them to speak in English with others inside the environment of the classrooms.
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION FOR
RESULTS
This study focuses on investigating students speaking practice in English in the class room. In this section, therefore, the data collected from the respondents through observation, interview and questionnaires were analyzed and discussed in parallel with the research the study.
