THE SOPHOMORES’ DIFFICULTIES IN ENHANCING THEIR SPEAKING

SKILL
(A Cross-sectional Survey Designed Conducted at Sophomore level, English
Education Program, Galuh University)

Muhammad Izwan Furqon1)

emizwan27@gmail.com
Vivi Putriyantina2)
English Education Program, Galuh University

Abstract

Speaking is one of the most important skills in a language expressed by people to

communicate each other. The study aimed to explain the difficulties faced by sophomore
level in English Education Program, Galuh University. In this regards, two research
questions were addressed: (1)What problems are faced by the sophomores in speaking
English? (2)How do the sophomores solve those difficulties in their speaking? To gain
and to analyze the data, the writers employed a cross-sectional survey design as the
method at which they administered questionnaires to 10 respondents from 2D
purposively. The research questions’ results showed that 100% of the respondents faced
difficulties in learning speaking. Meanwhile, 40% of them applied drilling technique to
solve their difficulties; cognitive strategy was employed by 10% of them, and the rest of
50% of the respondents had their own strategy to overcome their difficulties during
learning speaking. In conclusion, sophomores should master the language aspects and the
proper strategy needed to overcome the difficulties which covered several aspects such as
grammar, vocabulary, dictions and fluency.

Key words: sophomores, difficulties, speaking, skill

INTRODUCTION
English as an international language is expressed as a communication medium by
most of people widely in the world. In English, there are four skills that should be
mastered by every language learner, one of them is speaking. Richards and Renandya
(2002, p. 201) assert that a large percentage of the world’s language learners study
English in order to develop proficiency in speaking. From this statement, learning a
language particularly English is meant to be able to speak English. This phenomenon is
also experienced by language learners especially the sophomores in a university level, but
they assume that speaking is difficult to be learned, because they should be able to master
grammar and vocabulary at the same time. Thus, speaking is nothing without mastering
the language aspects. For example: If they omit vocabulary, they are going to get
confused when they are talking a certain topic with their partners. If they omit grammar,
they are going to make misunderstanding meaning because the patterns of grammar they
use are incorrect. If they omit pronunciation, they are going to mispronounce the similar
phonemes and words which effect to misunderstanding meanings. Regarding to the
problems above, the writers infer that language aspects are the first priority for
sophomores in the process of learning English skills particularly speaking.
In line with the problems are faced by sophomores above, those should be
overcome immediately. The sophomores are suggested to have a lot of practices both in
and out classroom through having habitual speaking hours in English which should be
done consistently both by the sophomores and the lecturer. The writers believe that the
motto: ‘practice makes perfect’ can come true if in a certain period of time the lecturer
and the sophomores interact each other using English both for academic and non-
academic situations. Thus, speaking English should be the habit for them in every
situation.
In the preceding paragraph, the writers have explained the background of the study.
Then, in the following paragraph, the writers select the previous studies to support the
originality of the present study. The first previous study is carried out by Hendriani
(2013), entitled” Developing a Model of Learning Strategy of Speaking”. The second
previous study is undertaken by Nazara (2011), entitled “Students-Perception-on-EFL-
Speaking-Skill-Development”. Meanwhile, the last previous study is conducted by Al-
Jamal & Al-jamal (2014), entitled “An Investigation of the Difficulties Faced by EFL
Undergraduates”.
Regarding to the three previous studies, all of them are similar to the present study
at which the first previous study focuses on developing the method of learning strategies
in speaking and determining the difficulties which is faced by the students. Meanwhile,
the second previous study investigates the students’ perception on EFL speaking skill
development. The last previous study focuses on the difficulties encountered by EFL
Undergraduates in speaking. With regard, the whole previous studies are used as the
references in the present study.
Moreover, the writers initiate to set forth the research questions: (1)What problems
are faced by the sophomores in speaking English? (2)How do the sophomores solve those
difficulties in their speaking? To find out the answers of those research questions, the
writers are going to discuss them in forthcoming part of this study.

REVIEW OF RELATED LITERATURE

In this point, the writers highlight several terms to be discussed. Those terms cover
the definition of sophomore, the nature of difficulty, the definition of speaking, and the
proper strategy to learn speaking which function as the underpinned theory.

Defining sophomore
To begin this section, the writers discuss the term ‘sophomore’. Hidayat (2014, p.
80) states, “Sophomore is a student who is in his or her second year of college level.” In
addition, another definition is expressed by Heier (2012). He (2012, p. 4) argues, “A
sophomore student is defined as an undergraduate student who is in the second year of
collage – regardless of where he/she completed the first year.”
Referring to the definitions aforementioned, the writers elaborate each of them that
sophomore is a student at which he or she has passed the second semester in the first year,
and continued to the third semester at college or university. In relation to the present
study, the sophomore here is related to the sophomore level who is learning at English
education program, faculty of teacher training and education sciences, Galuh University
in Ciamis regency, West Java.
In short, the term ‘sophomore’ can be understood as the second year students who
learn in college or university level, and they have been given the series of courses from
the lecturer and have passed first and second semester.

The nature of difficulty

After defining the term ‘sophomore’, the writers then continue to highlight the term
‘difficulty.’ Scanlon (2003, p. 103) underlines that difficulty is the fact that it is extremely
difficult to regulate one category of speech without restricting others as well.
Furthermore, another definition comes from Hidayat (2014, p. 80) asserts, “Sophomores’
difficulties are a condition where the students face a troubled fact when they do or learn a
thing without being able to do perfectly in order to get maximal results."
Regarding to the definitions above, the writers then elaborate them that the term
‘difficulty’ is a situation or condition faced by people in doing something and they are not
having an ability to do it well. In other word, they cannot reach the maximal results from
what they have done in their activity. In relation to the present study, the term ‘difficulty’
is related to the sophomore level who have difficulty in learning speaking course at
English education program in university level. Explicitly, the sophomore faces difficulties
in using grammar, mastering vocabulary, and pronouncing some words.
In conclusion the term ‘difficulty’ is the problems relate to sophomore who
encounters an unpleasant situation or condition at which he or she cannot handle it by his/
herself during learning speaking in and outside the classroom.

Defining speaking
In this section, the writers highlight the definition of speaking. The first definition
is explained by Argawati (2014). She (2014, p. 75) argues, “Speaking is one of the main
purposes of language learning in that it is an ability to transfer some ideas to other people
clearly and correctly.” Furthermore, the second definition is asserted by Richard and
Renandya (2002). They (2002, p. 204) state, “Speaking a language is especially difficult
for foreign language learners because effective oral communication requires the ability to
use the language appropriately in social communication.” The last definition is reported
by Al Housni (2014). She (2014, p. 23) points out, “Speaking is the active use of
language to express meaning, and for young learners, the spoken language is the medium
through which a new language is encountered, understood, practiced, and learnt.”
Regarding to the definitions aforementioned, the writers elaborate each of them
that speaking is an oral communication which is expressed by someone to interact or
communicate with others and also to transfer the information or some ideas to other
people directly. Besides, speaking is not only expressed by people to communicate, but
also as the way for someone to express their feeling. In relation to the present study,
speaking is the way to exchange the information which is used by sophomore particularly
at English education program, Galuh University at which they express it to interact with
other particularly in learning activity at speaking class.
In conclusion, speaking is an interactive process which is expressed by sophomore
to interact with other in order to deliver the information directly.

The proper strategy to learn speaking

After defining the term ‘speaking’, the writers then continue to highlight learning
strategies based on the experts. In general, language learning strategies are categorized
into four main groups, those are: Cognitive strategy, Metacognitive strategy, Affective
learning strategy, Social learning strategy (Richard and Renandya, 2002, p. 121-122). In
relation to the strategies mentioned above, those are explained in detail below.
1) Cognitive strategy
Cognitive strategy involves the identification, retention, and retrieval of language
elements. For example, students may use memory-enhancing strategies (e.g., the key
words method) to help them remember the new words.
2) Metacognitive strategy
This Strategy deals with the planning, monitoring, and evaluating language learning
activities. For example, students may develop a plan for monitoring their progress by
 constantly comparing their current level of proficiency with the course goal outlined in
the curriculum.
3) Affective learning strategy
Affective strategy is serving to regulate emotions, attitudes, and motivation. For
example, student may read linguistically simplified books to develop a positive
attitude toward reading materials.
4) Social learning strategy
This strategy refers to learners’ actions to interact with the language user. For example,
students may deliberately seek out opportunities to use the target language with native
speaker of the language.
Regarding to the definitions aforementioned, the writers determine two strategies
which are suitable to be applied by sophomore in learning speaking. Those are: 1)
Cognitive strategy and 2) Metacognitive strategy.
In conclusion, the proper strategies are needed in language learning especially for
learning speaking in order to get maximal results. In the other words, it can be used to
assist and minimize sophomores’ difficulties during learning speaking.

METHOD
In this section, the writers highlight several points which are divided into four
parts. Those points are research design, respondents and research site, data collection
procedure, and data analysis. For detailed explanation, the writers present them below.

Research Design
In this present study, the writers employed a qualitative design particularly a cross-
sectional survey design as recommended by Fraenkel, et al., (2012). They (2012, p. 394)
state, “Cross-sectional survey design is the process of collecting the information from
respondents by using research instruments such as, administering questionnaires and
conducting the interviews at which the information is collected at just one point.” From
the definition above, the writer decided to apply a cross-sectional survey design because
the writer only employed an instrument (questionnaire), besides focuses on only one
point and accomplish at once time.

Participants and research site

In this present study, the writers selected 10 sophomores from 2D at English
Education Program, Galuh University as the participants which were selected
purposively. The reason for choosing sophomores as the respondents was because the
writer tended to find out the difficulties which were experienced by sophomores during
learning speaking. Besides that, the writers desired to assist sophomores for enhancing
their speaking proficiency by using the proper strategy. Concerning the research site, the
writers chose English Education Program, Galuh University because the writer can have
an easy access during conducting the research. Besides, the writers have been being the
student at the English education program. As a result, the writers could collect the data
faster and could accomplish the study in a short time.

Data collection procedure

In the present study, the writers administered questionnaires to 10 participants in
order to get the data. Each questionnaire consisted of six questions to be answered by
participants. These questionnaires were given in which the participants had a break time.
To answer these questionnaires, the writers allocated 20 minutes for the participants to
answer all questions. After the questionnaires answered, the participants submitted each
questionnaire to the writers a half hour later.

Data analysis
After collecting the data, the writers then analyse them qualitatively to interpret
and concludes them. Nevertheless, quantification is also applied to describe the data in
percentage.

RESULTS
After analysing all answers from the questionnaire, the writers then interpret the
data from all respondents and summarize it in percentage as shown in the table below.

No. Statements Yes (%) No (%)

1. I speak English in my speaking class,
100%
although sometimes.
2. Learning speaking is difficult because I
have to use the appropriate grammar 100%
rules.
3. When I speak English, I usually find out
some problems such the use of tenses, 100%
vocabularies, dictions, and fluency.
4. Because I have problems to speak
English, I feel afraid to speak in my 80% 20%
English speaking class.
5. To solve my problems, I implement a
proper strategy during learning speaking 90% 10%
English in my speaking class.

Regarding to the results aforementioned, the writers describe the data in

detailed from each statement begun from number one up to number five. Besides,
the writers also describe an additional question which is numbered by number 6.
Statement number one is: “I speak English in my speaking class,
although sometimes.” According to the statement number one, 100% of the
participants answer “Yes”. The answers show that participants speak English in
speaking class, although they speak English sometimes. Furthermore, the answers
indicate that every participant tries to speak English within their speaking class
although not all time during joining the class.
Statement number two is: “Learning speaking is difficult because I have
to use the appropriate grammar rules.” Regarding to the answers written by the
participants, 100% of participants think that learning speaking is difficult, because
they have to use the grammar rules appropriately. Meanwhile, they still confuse
and find out the difficulties in learning grammar. In other words, their grammar is
not good enough. Therefore, they assume that learning speaking is difficult.
Statement number three is: “When I speak English, I usually find out
some problems such the use of tenses, vocabularies, dictions, and fluency.”
According to the third statement, 100% of the participants find out some problems
in using dictions, tenses and mastering vocabulary. The answers mean that they
cannot speak English well, because they find out some problems in mastering
language aspects at which it is very important thing for language learners to be
mastered if they want to speak English fluently.
Statement number four is: “Because I have problems to speak English, I
feel afraid to speak in my English speaking class.” Referring to the fourth
statement, 80% of participants are afraid to speak English in their speaking class
because their classmates laugh them when they make any mistakes during they
speak in front of their classmates. Furthermore, 20% of the participants answer
“no.” The answers mean that they do not feel afraid to speak English, although
they are aware that they find out some problems during speaking English.
Statement number five is: “To solve my problems, I implement a proper
strategy during learning speaking English in my speaking class.” Dealing with
the statement above, 90% of the participants state that they apply the proper
strategy in learning speaking to overcome their difficulties. On the contrary, 10%
of the participants answer “no.” the answers indicate that the participants do not
apply the proper strategy to assist or minimize the difficulties which are faced by
the participants during learning speaking.
Besides delivering five statements, the writers also give one additional question to
be answered by the participants. The question is numbered by 6 which is the continuation
from the five statements written in the preceding point. The data is presented below:
Question number six is: “How do you solve your problems to minimize your
difficulties in learning English speaking? Please explain in detail.” Concerning on the
answers, 40% of participants choose to write what they want to speak before they
perform or present it in front of the class, and they practice it again and again. It means
that they use the drilling method. 10% of the respondents choose to memorize every word
and phrase which will be performed in front of the class. The rest of 50% of the
participants answer that they have their own strategy to overcome their difficulties during
learning speaking in speaking class for instance: (1) must be confident and trying to speak
what we want to speak; (2) reading the text a lot then practicing speaking; (3) studying
grammar, vocabulary, to try change all about speaking skill; (4) usually practicing
speaking at my home before performing in front of classroom, so it can minimize the
problems when practicing the speaking assignment.

DISCUSSION
Regarding to the results of the study, it indicates that most of students face the
difficulties during learning speaking because of several factors. Most of them face the
difficulties in mastering vocabulary and grammar rules at which it is the crucial aspect in
speaking, for they feel afraid or not confident to speak English. Besides, speaking is the
productive skill in English language at which it should be mastered by language learners,
so it needs more a lot of practices. Furthermore, learning a language particularly English
is meant to be able to speak English. Therefore, the proper strategy is needed during
learning speaking in order to overcome or minimize the difficulties faced by language
learners especially sophomore level.
After highlighting the results of the present study, the writers tend to answer the
research questions such presented in the preceding section.
Research question 1: What problems are faced by the sophomores in speaking English?
Dealing with the first research question, the writers accumulate the evidences from the
participants’ answers. From the answers of the statement number 2, 3, and 4, the
participants respond that there are several problems arise during learning speaking, those
problems cover: feeling worried or afraid of their classmates if they make any mistakes
during they speak English in front of them. Furthermore, most of respondents reveal that
they face the difficulties in speaking English particularly in mastering grammar,
vocabulary, dictions, and pronunciation.
Dealing with the evidences gained from statement number 2, 3, and 4 from the
questionnaire, those can lead the writers to answer research question number one that the
sophomores’ problems in learning speaking English cover (1) feeling worried or afraid to
speak English, (2) their inadequate grammar, vocabulary, dictions and pronunciation.

Research question 2: How do the sophomores solve those difficulties in their speaking?
Dealing with the second research question, the writers then relate the evidences to answer
the second research question. Then, the writers choose the statement number 5 and the
question number 6 to answer the second research question. Based on the statement in the
number 5 and question in number 6 aforementioned, the respondents answer that they use
the proper strategy to overcome their difficulty such cognitive strategy and metacognitive
strategy. Furthermore, they also use their own strategy to assist their difficulties in
learning speaking.
Regarding to the evidences gained from the statement number 5 and the question
number 6 from the questionnaire, those can lead the writers to answer research question
number two that the sophomores solve their difficulties in their speaking class by
applying some ways such as: (1) employing the proper strategy to solve their difficulties
in learning speaking through practicing to speak English and memorizing every words
and phrases before they perform in front of the class; (2) employing their own strategy to
solve their difficulties in learning speaking for instance: (a) being confident and trying to
speak what they want to speak; (b) reading the text a lot then practicing speaking; (c)
studying grammar, vocabulary, to try changing all about speaking skill; (d) practicing
speaking at my home a lot before performing it in front of the classroom, hence it can
minimize the problems when practicing the speaking assignment.

CONCLUSIONS AND SUGGESTION

Referring to the results and discussion in the preceding section, the writers
conclude two research questions based on the evidences which are gained from the results
of the present study. The present study can be summed up that the difficulties faced by the
sophomores in learning speaking cover several aspects such, feeling worried to speak
English, inadequate grammar rules, pronunciation, dictions and limitation of the
vocabulary. Furthermore, to solve their difficulties in learning speaking, the sophomores
apply some strategies namely: cognitive strategy and metacognitive strategy which are
regarded to be able to minimize their difficulties in learning speaking. Meanwhile, some
sophomores also have their own strategy to assist their difficulties through using other
strategies such as: being confident when they speak English, mastering language aspects,
and practicing more to speak English regularly.
Moreover, the writers suggest that the sophomores should implement the proper
strategy in overcoming their difficulties during learning speaking and changing their
learning style if they want to succeed in their learning speaking class. Besides, they
should have habit to communicate in English around their daily activities both in and
outside the classroom.

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