They often feel confused and prefer to keep silent in speaking class because of some factors. For example, they are afraid to make mistakes or the topic is not interesting. However, students have to be able speaking well. “Speaking is a kind of bridge which connects the learners between classroom and world outside. If the students have good communication skills, they will be able to express themselves in their target language whether in the classroom or outside the classroom,” according to Simple
Blackouts, Panic Attacks, Stress, Exam fear and test anxiety. Those are just a view of the symptoms many students who are beginners have and cause them not to enjoy learning English. Nonetheless this affection of anxiety can no longer be ignored while teachers have multiple choices to teach their students a new language. The educator’s preferred method has a very big impact on their student’s language achievement. The best method of English language teaching to solve this problem would be the Community language learning (CLL).
The ultimate goal of learning a language is to be able to use it as a means of communication. This requires one’s ability to use their language productive skill which is speaking. Nonetheless, getting oneself up in front of a large audience and having to speak in a language that they are not familiar with can be quite a challenge and even intimidating for some people. Furthermore, in language learning process, teachers would sometimes facilitate talking time for the students by asking them to respond or present some topic in front of the class. Some students might find it as a difficult task, terrifying, and even would start feeling uneasy about it for they are aware that the whole class is watching.
Based on the study done by Husna, Zainil and Rozimela (2013) the students often found some difficulties in writing a descriptive text, although they have been guided by their teachers to write it. Some difficulties are as follows: First, students are not able to develop the ideas; some students wrote many main ideas in one paragraph; the idea of the paragraph was still ambiguous and sometimes not clear. Second, students found it difficult in organizing the ideas to write a descriptive text. Most of the times, the paragraph needs more than a unified point. It means that a paragraph needs a reasonable organization or sequence.
And further argument occurs about introducing the phonetic chart during teaching. After deciding those teachers themselves feel uncertain about their pronunciation. It is important to be self-confident. If teachers take risk, they will be surprised to find the classroom activities and classroom works very enjoyable (Scrivener 2005). With all this conflicts we’re still searching for ways to teach pronunciation.
Wessels (1987) assumed that “If drama can really enrich the language class in all these ways, why are so many teachers reluctant to use it? Obviously, that trend might be appropriate to the old methods. It could be non-natural and fairly difficult for a teacher to monitor the activity. There may still be some shy students who do not want to perform in front of other people, and some cultures may not prefer this kind of learner-centered activity (Richards & Rodgers, 2001). Clearly, from their perspective, the main drawbacks of using drama are human and cultural factors, which prevent learners and teachers from creative, efficient learning and teaching
At the beginning, many correct English statements will store in the head of EL learners, and then the learners through the process of drilling can learn the statements and make their own sentences. While watching English movies, the learner can be familiar with informal speeches and slangs that He/She is unable to find them in English dictionaries (Zarei 2008). English movies improve EL learners’ pronunciation and comprehension of spoken language, because if they cannot comprehend the movies, they will not have positive effects on the learners, and they cannot learn anything from the movie, even they won’t enjoy it. Furthermore, to comprehend the movies, the learner needs to know lots of English vocabulary with correct spelling and correct pronunciation (Zarei, 2008). “English movies can motivate students to learn vocabularies and understand the English language better "(Danan,
The reason for this is that practically any film is good for the underlying analysis and discussion. However, teachers resort to analyzing the parts of the films, which put emphasis on the everyday, lively communication. Teaching foreign languages in the modern world has a communicative focus, so the film is a unique tool for learning and speaking foreign language communication. Movies allow to teach the foreign language communication, taking into account the different socio-linguistic factors presented using visual information, and are largely determined by the nature of speech utterances of the communicators, namely, their social status, the nature of the relationship, spatial and temporal conditions of communication and others. The film Good Will Hunting may serve as a nice example.
DATA ANALYSIS Data from classroom observation To see the students’ participation in speaking activities applied by teachers, classroom observation was done. It was also conducted to know problems faced by students while speaking. Data from observation indicate most students were unwilling to speak .Only few students were willing to speak in class. When they were asked by teacher than only few responded and asked question in return. This condition of class claimed that students had problems/hindrances to speak or to express their ideas in English.