Students’ Reluctance to Speak English at Fourth Semester Students of English Study

Program of University of Pasir Pengaraian

Erma Khusuma Wardani1), Batdal Niati 2), Eripuddin3)

[email protected] , [email protected] , [email protected]
English Study Program, University of Pasir Pengaraian

ABSTRACT

The purpose of this research was to find out the student factors and reasons of reluctance to speak
English at fifth semester of English department of university of Pasir Pangaraian. The methodology of this
research was descriptive qualitative. The samples were 29 students. In collecting the data, the researcher used
questionnaire and interview. The collected data were analyzed using Likert scale in order to know the factors
and reasons of students’ reluctance to speak English. Based on the data analysis from the research, it could be
concluded that there were four factors of students’ reluctance to speak English. They were lack of confidence,
shyness, anxiety, and lack of motivation. The reasons of students’ reluctance based on interview were students
didn’t know about vocabulary and grammar. The highest index percentage on lack of confident factor with
frequency 69,38%. This indicated that the students had problem with their confident. Thus, it could be
concluded that fourth semester students felt reluctant to speak English because they were not confident when
speaking English and this was due to a lack of vocabulary and grammar.
Key words: Reluctance, Speaking, Factors and Reasons

INTRODUCTION communication. Furthermore, in language teaching

and learning, speaking is considered as ability to be
Every human being in this world needs to practiced and mastered. Nunan (2003,p 48) puts it
interact to each other, and language is the most that “speaking is the productive oral skill. It
important aspect in human interaction. Language is consists of producing systematic verbal utterance to
an important thing to do the communication. convey meaning”. Moreover, according to Boonkit
Moreover, there are various language in the world. (2010), argues that “speaking is one of the four
One of the languages has an important role that is macro skill necessary for effective communication
English. English is a key, which open the door to in any language particulary when speakers are not
scientific and technological knowledge. English using their mother tongue”. It means that speaking
become the international language that used to is the way of human for communication to deliver
communicate worldwide. message and opinion to the other people in any
speaking is an important thing for language.
communication. The goal of teaching speaking is Learning to speak is different from learning
communicate orally. Students are expected to be to write. It should be learnt conciously by doing a
able to understand and communicate in English in lot of practices. Realizing that speaking is very
daily communication. Brown (2004,p 140) states important for English learners, it is essential for
that speaking as productive skill can be directed English teachers to encourage the students to speak.
and empirically observed. The teacher can directly They seem to have difficulties in deciding what
show the students’ speaking skill through their techniques and media must be used to teach
speaking performance. It means that the teacher’s speaking appropriately, but must be able to find out
has a main responsibility to assess the students’ the ways of how to make speaking easier and be
mastery on oral language that is to see whether they fund activities for the students during the learning
are able to communicate effectively and to know process and give motivation to improve their
how far the students comprehend the teaching English especially in speaking skill.
material by expressing it orally. In learning English especially speaking,
In communication, speaking is a way to there are expected to understand how to use
share our ideas, feeling, thoughts, and opinion, to grammar correctly, how to pronounce words, how
give information and message to others. Sharing to master a lot vocabulary, and others. These make
the ideas, opinion, thoughts, message and students think that learning English is very
information would not happen in only one way, but complicated and tedious because they have to deal
it must happen in two ways. There must be a with the things above, this also promote the
speaker and listener to get an interactive students reluctance to learn it.

Student : Erma Khusuma Wardani

Advisor 1 : Batdal Niati, M.Pd
Advisor 2 : Eripuddin, S.Hum, M.Pd
1
REVIEW OF RELATED LITERATURE individuals in the classroom and the quality of
being reluctant or inactiveness of the student.
The nature of speech
Speaking has an important role in daily life. It is
Factors of Reluctance
the massive means of communication. Thornbury According to Hamouda (2013) was aimed to
(2005,p 1) mention that speaking is so much a part find out the problem students’ reluctance to
of daily life that we take it for granted. It means participate in English classroom at university in
that speaking is an activity to communicate with Qassim, saudi Arabia. And the result revealed that
others in daily life. By speaking, people can many students are reluctant to respond to the
express their ideas and purpose orally to the teachers and remained silent in speaking English
listeners. Speaking is important skill that students due to many cause such as lack of confidence,
must have to master because through speaking shyness, anxiety, and lack of motivaion.
students can communicate, share information,
knowledge, feeling or idea. According Nakhalah 1. Lack of confidence
(2016) state that speaking is the action of He and Chen (2010) state the main cause of
conveying information or expressing one's thoughts students’ confidence is their low ability in speaking
and feelings. The statement in line with Niati English. In this case, as they add, many students
(2018,p 68) who said speaking is an interaction to think that their English is bad and feel that they
producing and receiving information of the two cannot speak English well. The main cause of
people or more, then people can express their students’ confidence is their low ability in speaking
feeling to other people. It means that speaking is English. In this case, many students think that their
an activity from someone to producing and getting English is bad and feel that they cannot speak
information and express his idea. English well. The other cause of studets’ lack of
According to Antoni (2012,p 22) speaking is confidence also deals with the lack of
one of important elements in studying English. In encouragement from the teacher (Brown, 2001). In
speaking there are some components derived from this context, many teachers do not think that
definitions above, they are; fluency, grammar, convicing students that they are able to speak
vocabulary, accent, and pronunciation. Whereas English is important. As a result, as Brown adds,
according to Afri (2019,p 34) speaking is one of students find the learning demotivating rather than
language skill which is very important to be motivating. This suggest that encouragement
mastered by students in order to be good becomes as a vita thing in order to build the
communicator. Moreover, According to Rosdalina students’ confidence. Therefore, giving students
et al (2013) speaking is a way for make to encouragement and showing that they will be able
communicate with each other, and speaking is also to communicate well in english plays a role in
one of language that must to be share to others. students’ success of learning.
The nature of Reluctance
2. Shyness
Reluctance as adjective word in language, Shyness is an emotional thing that many
reluctance is unwilling to speak in English. students suffer from at some time when they are
Reluctance to speak is one of the reasons why the required to speak English (Nakhalah, 2016, p.102).
students shy to speaking English. According to This indicates that shyness could be a source of
Jenkins (2007,p 15), reluctance means reticence to problem in students’ learning activities in the
speak up or come forward silence and reserve. classroom especially in the class of speaking.
Reluctance means retience here belongs to the Baldwin (2011) explain that speak in front of
category of foreign language anxiety, which stands people is one of the more common phobias that
for the feeling of uneasiness, worry, nervousness students encounter and feeling of shyness makes
and apprehension experienced by non-native their mind go blank or that they will forget what to
speakers when learning or using a second or say. In other words, it can be said shyness plays an
foreign language (Li & Liu, 2011). Reticence is a important role in speaking performance done by
communication problem with cognitive, affective, students. However, according Hamouda (2013)
and behavioral dimensions and is due to the belief shyness was another influencing factor which could
that one is better off remaining silent than risking affect students’ participation. Students feel shy
appearing foolish (Keaten & Kelly, 2000). when they speak the language because they think
Furthermore, Hafsah (2017) said that they will make mistakes when they talk. They are
reluctance is the students‟ condition or feeling of also afraid of being laughed at by their peers.
unwillingness to speak English due to
psychological constructed, other factors in

Student : Erma Khusuma Wardani

Advisor 1 : Batdal Niati, M.Pd
Advisor 2 : Eripuddin, S.Hum, M.Pd
2
3. Anxiety Furthemore, Freeman (2001) also state that the
According to Juhana (2012), anxiety is a feeling main problems faced by students in practicing
of tension, apprehension and nervouness associated speaking is their poor of vocabulary and grammar.
with the situation of learning foreign language Students are provide ideas easily without both
(Horwitz et al cited in Nascente, 2001). Further components.
Nascente writes that, among other affective The third is lack of confidence. Shyness is
variables, anxiety stands out as one of the main another reason which could affect students’
blocking factors for effective language learning. In reluctance to speak English. The statement has
other words, anxiety influences students in learning been supported by Hamouda (2013) state that
language. Furthermore, according to Liu (2007,p another reason that contributes to the reluctance of
120) language anxiety manifested itself when students to participate in the class discussion was
students avoided conveyingcomplex messages in the lack of confidence in using English as a vehicle
the foreign language, when they displayed a lack of for spoken communication. In this situation, they
confidence or froze up in role-play activities, and prefer to remain silent while others speak, which
when they forgot previously learned vocabulary or shows that students lack confidence in
grammar in evaluative situations. communication.
The fourt is lack of preparation. Lack of
4. Lack of motivation preparation is another reason of reluctance to speak
According to Songsiri (2007) motivation is a English. It is related to the students’ anxiety. This
key to students’ learning success It has been proven statement also supported by Marwan (2007, 43),
in many studies that students with a strong lack of preparation was the major contributor of
motivation to succeed in speaking. Motivation is a anxiety. Lack of preparation will absolutely make
complex part of human psychology and behavior students feel anxious. They fear if they cannot
that influences how individuals choose to invest perform well. It means that they feel nerveous and
their time, how much energy they exert in any task, heart pounding when they have no preparation to
how they think and feel about the task, and how speak English.
long they persist the task (Bakar, 2014). In
addition, Thang & Lei (2011) emphasizes that
motivation is recognized as one of the most RESEARCH METHODOLOGY
significant factors affecting’ student performance
of second language (L2) learning. Motivating This research is a descriptive qualitative
means creating the need of the students to learn and research. According to Sugiyono (2013,p 2)
become actively involved in the lesson. Motivation scientific way to get data with a specific purpose.
in speaking cause students’ hesitation to speak Meanwhile, the model of research design used in
English in the classroom. He said that the thhis research is qualitative. Sugiyono (2013,p 8)
background of the situation is that students are not also add that qualitative study is called naturalistic
motivated by the teachers toward the study because the study is done in natural setting,
communication in English. and qualitative study is also often called
ethnography because this approach mostly used to
Reason of Reluctance study about culture antrophology.
According to some theorist, there are some This research would be conducted at fourth
identified reasons for reluctant such as fear of semester students of english study program of
mistake, lack of vocabulary, lack of confidence and University of Pasir Pengaraian. It was located
lack of preparation. Rambah Hilir, Rokan Hulu. The research would be
The first is fear of mistakes. For fear of held from March 20th to March 4th 2021. The
making mistakes, some learners expressed that population of this research was the fourth semester
learning and speaking a foreign language is English Students University of Pasir Pengaraian ,
“always a problem” (Tanveer, 2008). In addition, academic year 2020/2021. There were 29 students
this is aso much influenced by the students’ fear of and all of students would be population. Based on
being laughed at by other students or being the considerations above, the researcher used
criticized by the teacher. The reason for fear of probability sampling. According to Sugiyono
mistakes is that students are afraid of looking (2013:218) probability sampling is sampling
foolish in front of other people. technique where the the number of samples is the
The second is lack of vocabulary. Lack of same as the population. The sample that should
vocabulary is one of components students’ have been in this research were 29 samples. The
reluctant to speak in English. The statement has instrument of this research were questionnaire and
been supported by Hamouda (2013) state that lack interview. The questionnare is adopted from Arafat
of vocabulary was identified as a big source of Hamouda (2013). The questionnaire were analyzed
students’ reticence in oral English language. using Likert Scale. According to Sugiyono

Student : Erma Khusuma Wardani

Advisor 1 : Batdal Niati, M.Pd
Advisor 2 : Eripuddin, S.Hum, M.Pd
3
(2013:94), Likert scale was used to measure FINDING AND DISCUSSION
attitudes, opinions and perception of a person or
group of people about social phenomena. This scale Research Finding
rating had five options. They were: Strongly Agree The result was viewed from the score of the
(SA), Agree (A), Undecided (U), Disagree (D) and students. This score was to know the percentage of
Strongly Agree (SA). students’ reluctance in speaking English. The
interpretation of students of reluctance to speak
English would be explained on the Table below.
1. Lack of Confidence
Table 1 Scoring Percentage of Lack of Confidence
Lack of confidence
No Statements Percentage
1 I never feel quite sure of myself when I am speaking English. 68.97%
2 I feel my English language is not good. 61.38%
3 I feel that the other students speak English better than I do. 61.38%
4 I only talk when I am very sure what I utter is correct. 80.69%
5 I think what keeps me silent is my poor English proficiency. 74.48%
The findings on the lack of confidence factor statement 4 shows that the student only talked whenever
they were sure they utter correctly. Students with poor English proficiency tend to keep silent. Statement 1
shows that the students agree if they never feel quite sure of their selves when they are speaking English.
Lacking confidence had made them believed that their speaking ability was lower than other students. The last,
statement 1, the students agreed that they felt their English was not good. It mean, students only talked
whenever they were sure they utter correctly.

2. Shyness
Table 4 Scoring Percentage of Shyness
Shyness
No Statements Percentage
6 I talk less because I am shy. 62.07%
I am afraid of being seen foolish if I make too many mistakes when I
7 66.21%
speak English.
I am afraid of making mistakes in speaking English in front of my
8 68.97%
classmates.
I am afraid others will laugh at me if I make some mistakes in speaking
9 68.97%
English.
Shyness is another influencing factor which could affect students‟ reluctance to speak English. Statement
6 the students agree that they talked less because they felt shy. Statements 7, 8 and 9 showed that the students
were embarrassed when they made too many mistakes while speaking English. The students thought that they
would be looked as foolish. They thought this would distort their image in front of their friends. Fear of being
laughed was one of the causes which contribute to the passively and reluctance of students to speak English. In
conclusion, students felt embarrassed when they made too many mistakes while speaking English.

3. Anxiety
Table 5 Scoring Percentage of Anxiety
Anxiety
No Statements Percentage
10 I get tense and nervous when i am speaking English. 68.97%
11 I feel my heart pounding when i am called upon to answer a question in
65.52%
English.
I feel more anxiety in speaking English because my friends always
12 51.72%
correct me in a very bad way.
13 I start to panic when i have to speak without preparation. 71.72%
14 I get nervous when someone asks questions in English. 61.38%
Next, lack of preparation was another factor of students’ reluctance to speak English. It was related to the
students‟ anxiety. They felt nervous and heart pounding when they had no preparation to speak English. The

Student : Erma Khusuma Wardani

Advisor 1 : Batdal Niati, M.Pd
Advisor 2 : Eripuddin, S.Hum, M.Pd
4
finding on the statements 10, 11 and 13 shows that the students start to panic when they had to speak English
without preparation. The students agreed that they feel heart pounding when they were called upon to answer a
question in English. On the other hand, more students showed their anxiety to lack of preparation and expressed
that they would feel less anxious and more confident to speak English with preparation. Statement 12 the
students neither agree nor disagree that they felt more anxiety in speaking English because their friends always
correct them in a very bad way. Statement 14 the students agreed that they got nervous when someone asked
question in English. In conclusion, students started to panic when they have to speak English without
preparation.
4. Lack of Motivation
Table 6 Scoring Percentage of Lack of Motivation
Lack of Motivation
No Statements Percentage
I am not motivated is speaking English because my friends dominate to
15 57.93%
speak while discussion out of the class.
I fell unmotivated in speaking English because I have lack of speaking
16 50.34%
ability.
I don’t fell motivated even though my friends encourage me to speak
17 53.79%
English.
I tend to speak Indonesian because my friends rarely speak English out
18 82.07%
of class.
Findings on the motivation indicator had shown that the students’ motivation to speak English was their
friend. The students were reluctance to speak English because their friends tended to speak Bahasa Indonesia. It
proved that English department students rarely used English in their conversation. The influence of L1 was still
dominant among English department students. On the other hand, the students neither agree nor disagree with 3
statements: they were not motivated in speaking English because their friends dominated to speak while
discussion out of the class, they fell unmotivated in speaking English because they lack of speaking ability and
they didn’t felt motivated even though their friends encouraged them to speak English. In conclusion, the
students were reluctance to speak English because their friends tended to speak Bahasa Indonesia.

DISCUSSION good, not confident, shy, afraid being laughed by

friends and fear of mistakes.
From the analysis of the data is the
This finding was supported by Hamouda
researchers got the data from questionnaire and
(2012,p 17), it has similar opinion about the causes
interview. The highest index percentage came from
of students’ problem in speaking. He says that low
lack of confidence factor with frequency 69,38% or
English proficiency, fear of speaking in front of
21 students. The students only talked whenever
other, negative evaluation, shyness, lack of
they were sure they utter correctly. The second
confidence and preparation, and fear of making
was shyness with frequency 66,55% or 20 students.
mistakes. Hamouda adds that the students felt
The students were reluctant to speak English
afraid and even panic because of the fear of
because they were afraid to be looked foolish if
committing mistakes or errors in front of
they make too many mistakes in front of their
classmates and students expressed their anxiety of
friends. The third was anxiety with frequency
making mistakes because they think their mistakes
63,86% or 19 students. The students started to
make them feel incompetent. A key constraining
panic when they had to speak English without
factor is the anxiety of losing face in front of
preparation. The last was lack of motivation with
classmates and teachers. Students are concerned
frequency 61,03% or 18 students. The students
about their lack of proficiency and are fearful of
were reluctance to speak English because their
making mistakes. This leads to a lack of confidence
friends rarely spoke English when they had
in their ability and discourages them from
conversation.
interacting orally: Students who feel inadequate in
Based on the result of interview could be
their language abilities tend to protect their self-
concluded that the reason of students’ reluctance to
speak English because of the students got speaking image by not participating in class communication.
difficulties were lazy for practice speaking every Moreover, Rahayu (2014) states that the students
time. Mostly the reason of students’ reluctance to cannot express their ideas because they do not
speak English caused students didn’t know about know much about what people say. These
grammar and vocabulary, their English was not situations will cause lack of motivation of the
students to speak.

Student : Erma Khusuma Wardani

Advisor 1 : Batdal Niati, M.Pd
Advisor 2 : Eripuddin, S.Hum, M.Pd
5
 To sum up, the data of research had been CONCLUSION
conducted based on the procedures. As the research There were four factors of students’
findings and discussion above, the researcher reluctance to speak English. They were lack of
concluded that there were many factors that cause confidence, shyness, anxiety, and lack of
students to be reluctant to speak English such as motivation. The highest index percentage on lack
shyness, lack of confidence, lack of motivation, and of confident factor with frequency 69,38%, it
anxiety. Most of Students felt reluctant to speak indicated that students had problem with their
English because of the lack of confidence. confident. The findings of interview could be
concluded that the reason of students’ reluctance to
speak English because students didn’t know about
grammar and vocabulary, their English were not
good , not confident, shy, afraid being laughed by
friends and fear of mistakes. It could be concluded
that the students felt reluctant to speak English
because they were not confident when speaking
English and this was due to a lack of vocabulary
and grammar.

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Student : Erma Khusuma Wardani

Advisor 1 : Batdal Niati, M.Pd
Advisor 2 : Eripuddin, S.Hum, M.Pd
8