An Analysis Of Speaking Problem Faced By Second Grade Students In Conversation At SMA N 2 Kelayang

Sandika, Sandika (2021) An Analysis Of Speaking Problem Faced By Second Grade Students In Conversation At SMA N 2 Kelayang. Other thesis, Universitas Islam Riau.

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Abstract

Students' speaking performance can be influenced by factors originating from performance conditions, affective factors, listening skills and feedback during speaking activities. Therefore, it is necessary to conduct research to analyze it. The purpose of this study was to determine the dominant speaking problems in second grade students in conversation at SMA 2 Kelayang. This study uses descriptive research using only one variable, namely students' speaking problems in conversation. Researchers applied qualitative research and used descriptive methods in this study because all data were in the form of words and tables. While the type of research is content analysis because it is intended to analyze the content of the data in the form of a questionnaire to find students' speaking problems in conversation. When analyzing the data, the researcher used Tuan and Mai theory about students' speaking problems in conversation. The author analyzed the performance conditions, affective factors, listening skills, topical knowledge, feedback during speaking activities, and the mother tongue used of students' speaking problems in conversations in class XI IPA 1 SMA 2 Kelayang with 28 students as research samples. The results of the data analysis of this study revealed that the second grade students of SMA Negeri 2 Kelayang had problems in speaking English. The most dominant problem experienced refers to each indicator of students' speaking problems in conversation. The findings of the study were that students had difficulties, i.e. they rarely used English outside of English class (performance condition), most of the students had less confidence to speak English because their friends would laugh at them when they spoke (affective factor), most of the students did not. can understand all the words spoken by the speaker in the conversation (listening ability), feel embarrassed to speak because their English grammar is poor (topical knowledge), students have problems responding well when the speaker speaks faster (feedback during speaking activities), students most think that they don't have good pronunciation, so they are shy to speak English (using their mother tongue).

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