Factors affecting the English speaking learning process of English major students at Thuongmai University

THUONGMAI UNIVERSITY
ENGLISH FACULTY
------

GRADUATION PAPER
A STUDY ON THE FACTORS AFFECTING THE ENGLISH SPEAKING
LEARNING PROCESS OF ENGLISH MAJOR STUDENTS AT
THUONG MAI UNIVERSITY.

Supervisor

: Hoang Thi Thuy, M.A

Student

: Nguyen Thuy Quynh

Class
Student’s number

: K52N1
: 16D170038

HANOI - 2020


ABSTRACT
In the trend of globalization today, the importance of English can not be denied
and ignored because it is widely used all around the world. Along with the
development of technology, medicine, engineering and education ... these are the fields
where English plays the most important role. However, speaking English is often

considered as a neglected skill in foreign language education and accepted as the most
complex and difficult skill to acquire (Ur, 1996). Especially, in Vietnam, the students
have some troubles in speaking and communication in English. Therefore, the study is
an attempt to investigate the factors affecting English speaking learning process of
English major students at Thuong mai University and the possible suggestions for
improving English speaking skill. The subject of the study were 100 students of
English Faculty at Thuongmai University. The research methods used in this study
were questionnaires and interview. Based on the results from the study, solutions and
suggested recommendation were made. The study was hoped to help students improve
their English speaking skill.
Keywords: English speaking skill

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ACKNOWLEGDEMENTS
During the process of fulfilling this Graduation Paper, I have received a great of
support, guidance and encouragement from my teacher as well as my friends and my
family.
First and foremost, I would like to express my sincerely thanks to my supervisor,
Ms. Hoang Thi Thuy, for her great help, guidance, tireless support and encouragement
during my study. Her detailed comments and useful advice helped me to shape my
ideas and to finish the graduation paper as expected. She also created favorable
conditions and provided many materials as well as encouragement for me to fulfill this
study. Without her enthusiastic help and support, I couldn’t be able to complete this
study on schedule.
Besides, I am very grateful to all the lecturers of the English Faculty whose
lectures have enriched my English knowledges during 4 years.
Secondly, I would like to express my thanks for the cooperation from the English
major students at TMU who took part in the survey I was able to complete the study.

The useful information they provided for me is so important to the analysis of this
study.
Additionally I must also acknowledge my debt to my friends my dear friends for
their great help and encouragement through my hard times carrying out the thesis.
Finally, I am indebted to my loving parents for their continuous encouragement
and support during my study. Thanks to their devotion, I have overcome the difficult
times and completed this paper.
Hanoi, April 24th 2020
Student
Nguyen Thuy Quynh

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TABLE OF CONTENT
ABSTRACT..................................................................................................................i
ACKNOWLEGDEMENTS........................................................................................ii
TABLE OF CONTENT..............................................................................................iii
LIST OF ABBREVIATIONS......................................................................................v
LIST OF TABLES, DIAGRAMS AND FIGURES...................................................vi
CHAPTER 1: OVERVIEW OF THE STUDY..........................................................1
1.1 Rationale of the study............................................................................................1
1.2 Aims of the study....................................................................................................2
1.3 Scope of the study..................................................................................................2
1.4 Research subjects...................................................................................................2
1.5 Previous studies......................................................................................................2
1.5.1 Studies abroad......................................................................................................2
1.5.2 Studies in Vietnam...............................................................................................4
1.6 Research question..................................................................................................5
1.7 Research methodology...........................................................................................5

1.8 Structure of the study............................................................................................5
CHAPTER 2: LITERATURE REVIEW...................................................................7
2.1 An overview of speaking skill................................................................................7
2.1.1 Some basic definitions.........................................................................................7
2.1.2 The importance of English speaking skill...........................................................9
2.1.3 Characteristics of speaking skill........................................................................10
2.1.4 Types of speaking skills......................................................................................11
2.2 Learning English speaking..................................................................................11
2.2.1 Vocabulary..........................................................................................................12
2.2.2 Grammar............................................................................................................15
2.2.3 Accuracy and fluency.........................................................................................16
2.3 Speaking Problems...............................................................................................17
2.4 Factors affecting the English speaking learning process..................................18
2.4.1 Cognitive factors................................................................................................18
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2.4.2 Linguistic factors...............................................................................................19
2.4.3 Affective factors..................................................................................................19
2.4.4 Listening skill.....................................................................................................19
2.4.5 Feedback during the speaking tasks..................................................................20
CHAPTER 3: RESEARCH FINDINGS AND ANALYSIS....................................20
3.1 The survey questionnaires..................................................................................21
3.1.1 Students’ real situation of learning English speaking skill.............................21
3.1.2 Factors affecting English speaking skill...........................................................26
3.1.3. English speaking skill methods and strategies.................................................27
3.2 Discussions...........................................................................................................29
3.2.1 The advantages...................................................................................................29
3.2.2 The limitations..................................................................................................30
CHAPTER 4. CONCLUSION AND SUGGESTED RECOMMENDATIONS....31

4.1 Summary of the study..........................................................................................31
4.2 Suggested recommendations...............................................................................31
4.2.1 To students..........................................................................................................31
4.2.2 To teacher...........................................................................................................35
4.2.3 To university.......................................................................................................36
CONCLUSION..........................................................................................................38
REFERENCES
APPENDICES

iv


LIST OF ABBREVIATIONS
TMU: Thuong mai University
WTO: World Trade Organization
IPA: International Phonetic Alphabet

v


LIST OF TABLES, DIAGRAMS AND FIGURES
No.
1
2
3
4
5

Name
Chart 3.1

Chart 3.2
Chart 3.3
Chart 3.4
Chart 3.5

Content
Students’ attitude toward learning English speaking skill
Frequency in practicing English speaking
Students’ assessments of English speaking skill
Students’ ability to keep up with English classes
The frequency of being corrected by the teacher when

6
7
8
9
10

Chart 3.6
Chart 3.7
Chart 3.8
Table 3.1
Table 3.2

students speak English
Factors affecting students' speaking learning process
Environment chosen to improve English speaking skill
Ways of improve speaking skill
Students’ difficulties in speaking English
Students’ opinions on TMU English courses

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Page
21
22
23
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24
26
27
28
25
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CHAPTER 1: OVERVIEW OF THE STUDY
1.1 Rationale of the study
Nowadays, English has become very popular language around the world. There
are more than 700 million English users in the world which is a terrible number to
prove the importance of English. Especially when Vietnam becomes an official
member of the WTO as well as other international organizations, the opportunity to
trade with neighboring countries is increasing widely. Therefore, English is essential
factor for us to communicate, trade, negotiate and gain some certain achievements.
Realizing the importance of English, Vietnam has been strongly investing in English
teaching in the education system, it is taught for students from primary school or even
at the kindergarten. However, roundly 80% of Vietnamese students who spend 6-8
years learning English and only 20% of whom can speak English fluently. This fact
shows that the system should be focusing on English speaking skill in order to develop
all skills equally.

As we know, English speaking skill is regarded as one of the most difficult
aspects of language learning. Many language learners find it difficult to express
themselves in spoken language. Generally, they have trouble in expressing their
thoughts in English effectively and do not know how to use suitable and accuracy
words to communicate. In Vietnam, almost secondary schools and high schools mainly
focus on vocabulary and grammar. Only when going to university, students have
opportunities to use a lot English speaking to communicate, interact with teachers and
partners, make speech and presentations.
Therefore, in this study, the researcher will explore the main factors affecting the
English speaking learning process of English Faculty students at Thuongmai
University as well as give some recommendations on improving speaking skill
effectively.
The study is carried out in order to help improving English speaking skill for
English Faculty students. The official title of the study is “ Factors affecting the
English speaking learning process of English major students at Thuongmai
University”. Through this study, the reseacher hopes it can provide the information
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about some important factors regarding English speaking and furthermore to help
students become fluent English speakers.
1.2 Aims of the study
With above spoken things, the main aim of this study is identifying the main
factors affecting the English Speaking process of English Faculty students. The
another aim is suggesting realistic and effective ways to improve English speaking
skill.
1.3 Scope of the study
The scope of the study is English-major students at TMU and is conducted on
100 students in one-month period. According to the aims of the study, this study tries
to find out some factors affecting the English speaking learning process of Englishmajor students at Thuongmai University. Based on that, the suggested techniques and

recommendations on improving English speaking skill are specifically created for
English Faculty students in particular and students at TMU in general.
Hopefully, the study will help students have a general overview of factors and
possible solutions in improving English speaking skill.
1.4 Research subjects
The study focuses on the factors affecting the English speaking learning process
of English- major students at Thuongmai University. The author carried out to seek
factors that are commonly made in English speaking learning process by English
major students at TMU. Based on the problems are found, it is essential to find out
possible solutions to improve English speaking skill.
1.5 Previous studies
Some previous studies relating to this reseach topic will be analyzed. While some
of them suggest different techniques, methods and activities on English teaching or
English learing, the others point out difficulties when speaking.
1.5.1 Studies abroad
In the research under the title: “Pre-Service English Teachers’ Beliefs on
Speaking Skill Based on Motivational Orientations” by Ali Dincer and Savas
Yesilyurt (2013)

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The researchers carried out a study towards teachers’ beliefs on speaking skills
based on motivational orientations. The results of their study indicated that the
teachers had negative opinions about speaking instruction though they believed that it
was of great significance in speaking skill. The results also revealed that the teachers
felt unskilled in oral communication though they had various motivational orientations
towards speaking English. The researchers indicated that that learners have different
opinions about the significance of speaking skill in English language and this
difference is related with the learners’ motivational orientations and their

competent/incompetent feelings in speaking skill. The results demonstrated that
learners’ self-assessment about their speaking skill was negative and they expressed
themselves as incapable speakers of English. Just some of them expressed that they
had a good position in taking part in speaking tasks.
Other previous studies related to this topic is “ The Relationship between
Listening and Other Language Skills in International English Language Testing
System at Queensland University of Technology, Queensland, Australia” by Hossein
Bozorgian (2012).
The study was an attempt to investigate the relationship between listening skill
and the other language skills. The results revealed that there is a close relation between
listening comprehension and language proficiency. That is, the higher the listening
skill, the better the speaking skill. The author also stated in the study that to enhance
verbal communication skill, learners should be enhancing their listening skill as well.
Despite this statement, the author did not mention any approach to improve listening
skill.
Urrutia and Vega (2010), Encouraging Teenagers to Improve Speaking Skills
through Games in a Colombian Public School.
This study was implemented with tenth grade students of a public school located
in the Usme Zone in Bogotá. The results of

study show

that learners’ oral

performance was influenced by their lack of vocabulary, diffidence, and fear of being
despised. It was also indicated that learners’ cooperation, self-confidence, vocabulary
knowledge, and the class environment encouraged them to improve their speaking
skills.
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1.5.2 Studies in Vietnam
In the study under the title“ Factors affecting students’ speaking performance at
Le Thanh Hien High School” by Nguyen Hoang Tuan and Tran Ngoc Mai ( 2015)
The study was to investigate the speaking problems of the students at Le Thanh
Hien High School and the factors affecting their speaking performance. The subjects
of the study were two hundred and three grade 11 students and ten teachers of English.
The research instruments used in this study were questionnaires and class observation.
Based on the research findings some recommendations were made. The study was
expected to help students improve their performance in speaking classes. The results
of the study indicate that the students faced many problems such as (1) they spoke
very little or not at all; (2) they could not think of anything to say; (3) they used
Vietnamese instead of English when they discuss in groups or in pairs among others.
Basing on the results of the study, some recommendations were made for both the
teachers and the students at Le Thanh Hien High School. As for the teachers, they
should first improve the performance conditions by giving their students time to
prepare for a speaking task, teaching the students how to use mind map to generate
ideas and giving students enough time to perform their tasks. Secondly, they should
help their students overcome inhibition and shyness by having friendly, helpful and
cooperative behaviors to make students feel comfortable when speaking in the class,
reminding students not to worry about making mistakes and giving them clear
instructions and recommendations.
Nguyen Phuong Anh (2018), A study on improving English speaking skill for
first-year students in English faculty at Thuongmai University, a student, Thuongmai
University, Hanoi, examined difficulties while speaking English of first-year Englishmajor students’ speaking skill and moreover, give recommendations for students to
improve their English speaking ability as well as suggest some methods and activities
foe teachers to make English classes more interesting and efficient. The researcher
shows that a majority of first-year students at TMU have poor English speaking skill
and suggests helpful techniques with the hope to solve the problem.
In conclusion, all the studies mentioned above are related to speaking skill, the

importance of speaking skill as well as ways to improve this significant skill. With the
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attempt to help students improve their English speaking skill, this study is carried out
to provide suggestions which are believed to be the most suitable for them.
1.6 Research question
This study aims at identifying the main factors affecting the English Speaking
process of English Faculty students and suggesting realistic and effective ways to
improve English speaking skill. Therefore, the following questions need answering:
- What are the factors affecting the English speaking learning process of English
major students at Thuongmai University?
- What are effective ways to help English major students improve English
speaking skill ?
1.7 Research methodology
On completing of any study, lots of methods are used to help the author obtain
accuracy information and data for the study. A flexible combination of qualitative and
quantitative research method is employed, which embraces collecting, categorizing
and analyzing of data, and description of results. The author thinks it will be useful for
the study of the topic.
A survey questionaire and a direct interview are carried out to collect the most
reliable data in order to identify some main factors affecting the English speaking skill
of English-major students at TMU and based on that, it can make some suitable
methods to improve their speaking skills. Random sampling technique was used to
interview 100 students from English major of TMU.
After having been collected through the data collection process, the gathered
information is put into investigation and analysis by using following process: analyze
the data of student’s perception to the importance of learning speaking skill, show
some factors affecting to learning process and solutions for this study.
1.8 Structure of the study

The study consists of 4 main chapters and the conclusion
Chapter 1: Overview of the study. In this part, the researcher will explain the
reason of choosing this topic as well as the aims of the study, scope, the research
subject, summary of the previous studies, the methodology and the structure of the
study.
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Chapter 2: Literature review aims at answering questions related to definition
and the importance of speaking skill as well as characteristics and some problems of
speaking skill.
Chapter 3: Research findings and analysis resolves the first research question
by analyzing the data collected from the survey questionnaires and interview.
Chapter 4: Conclusion and suggested recommendations resolves the second
research questions by recommending adequate methods and techniques on improving
students’ speaking skill and teachers’ teaching methods
The Conclusion summarizes all the presented information as well as the
limitations of the study and suggestions for further studies.

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CHAPTER 2: LITERATURE REVIEW
In this chapter, some theoretical background information related to English
speaking and speaking skill is noted. Also, the characteristics involves the definition of
English verbal skill and the importance of the of this significant skill, speaking
learning process, and some speaking problems.
2.1 An overview of speaking skill
2.1.1 Some basic definitions
2.1.1.1 Definition of speaking

Speaking is always one of four skills for the people to be difficult to learn any
foreign language, it seems much harder than writing and listening skill. In spite of the
fact that, speaking skill plays important role in day’s life, works, education, etc. A
variety of people defines the term “speaking” in different ways leading to much
confusion. Basically, speaking is defined as the act, utterance, or discourse of a person
who speaks. Nowadays, there are various definitions of speaking defined by many
experts.
Harmer (2007:284) states speaking is the ability to speak fluently and
presupposes not only knowledge of language features, but also the ability to process
information and language “on the spot” while Quianthy (1990:7) defines speaking as
process of transmitting ideas and information and orally in variety of situation.
Nunan (Kayi, 2006:1) defines the speaking as the use of language quickly and
confidently with few unnatural pauses, which is called as fluency. Speaking is the
process of building and sharing meaning through the use of verbal and nonverbal
symbols, in a variety of contents (Chaney, 1998:13)
Therefore, the research concludes that speaking is the ability to produce the
language and share their ideas.
According to Walter and Woodford (Cambridge School Dictionary, 2008):
“Speaking is to say something using your voice or to make a speech to a lager group of
people”. In addition, Haynes and Jacarian (2010:149) state that “Speaking is retell,
summarize, discuss, share, tell, persuade, argue, report, recite, describe, comment,
explain, sing, echo, repeat, read aloud, present, talk, say, whisper, chant, announce, ask
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and answer”. They imply that language is produced by sounds in order to express ideas
and feeling to other people, to inform news, report, etc., and to do something relating
to the sound.
Generally, speaking is the action that makes a sound to express ideas, thoughts,
feelings orally and to communicate with other people with a variety of reasons such as:

relationship, business, networking, etc… Speaking is a skill which means not to be
known or leant, but also to be practiced.
2.1.1.2 Definition of skill
Be quoted in Cambridge dictionary, “skill” is defined as the ability to do

an activity or job well, especially you have practiced it. The following are some
different definitions of skill cited in different dictionaries. As business dictionary,
“skill” is an ability and capacity acquired through deliberate, systematic, and sustained
effort to smoothly and adaptively carrying out complex activities or job functions
involving ideas (cognitive skills), things (technical skills), and/or people (interpersonal
skills), also see competence. Next, in Collins dictionary, if skill is a countable noun, it
is considered as a type of work or activity which requires special training and
knowledge. In contrast, if it is an uncountable noun, skill is the knowledge and ability
that enables you to do something well. Skill is developed through practice, through a
combination of sensory input and output.
Skill is usually understood as an ability to do something well, either manually,
mentally, or both. In contrast to terms that denote only potential for acquiring some
abilities (such as natural ability, talent, aptitude, or capacity), the term skill usually
means actual competence that has been acquired by training, schooling, or practice.
The concept used in several disciplines (most importantly economics, sociology,
psychology, education, and ergonomics), has many meanings, and is applied for
different purposes and in a variety of contexts. Generally, the term skill is mainly used
to refer to a level of individual performance, in the sense of accuracy and speed in
performing particularly tasks, or qualities required for successful performance in
particular jobs and tasks.
2.1.1.1 Definition of speaking skill
English is now an important international language over the world which is used
in many fields of our life. Of all skills, speaking skill is considered the most important
8

and necessary to communicate between individuals. Speaking skill, as Lado puts it, is
the ability to express oneself in life situations, or the ability to report acts of situations
or phrase words, or the ability to express a sequence of ideas fluently.
Basically speaking, speaking skill is the ability to talk at any time and in any
situation. When it comes to speaking skills –part from who are you? What is your job?
With whom do you speak? And, you need to use your language, you need speaking
skills. Correspondingly, speaking skill is the ability to communicate at some level
which helps people communicate efficiently. We can say that speaking is the most
importance language skill among reading skill, listening skill and writing skill.
2.1.2 The importance of English speaking skill
In Vietnam, the teachers mainly focus on grammar and vocabulary for their
students in English teaching. Gradually, the trend towards globalization and
integration, English as well as English speaking is considered as an essential tool to
communicate in the world. However, English speaking is not an easy task because
speakers should know many significant components relating pronunciation, grammar,
vocabulary, fluency, and comprehension. Thus, learners need to have enough English
speaking techniques in order to communicate and express their thoughts, ideas and
feeling easily and effectively.
The importance of speaking skills, hence is enormous for the learners of any
language. Without speech, a language is reduced to a mere script. The use of language
is an activity which takes place within the confines of our community. We use
language in a variety of situations. People at their work places, researchers working
either in a medical laboratory or in a language laboratory, are supposed to speak
correctly and effectively in-order to communicate well with one another. Any gap in
commutation results in misunderstandings and problems.
For a smooth running of any system, the speakers of a language need to be
especially and purposefully trained in the skill of speaking. In order to become a well
rounded communicator one needs to be proficient in each of the four language skills:
listening, speaking, reading and writing, but the ability to speak skillfully, provides the

speaker with several distinct advantages. The capacity to express one’s thoughts,
opinions and feelings, in the form of words put together in a meaningful way, provides
9


the speaker with these advantages such as the joy of sharing ideas with others and be
sympathized and understood thoroughly. When we speak to others we come to have a
better understanding of our own selves, as Robert Frost once said: ‘‘I am a writer of
books in retrospect, I talk in order to understand, I teach in order to learn.’’
Furthermore, speaking skills are important for career success, but certainly not
limited to one’s professional aspirations. These statements have been supported by
Baker and Westrup (2003) who said that learners who speak English very well can
have greater chance for better education, finding good jobs, and getting promotion.
Obviously, speaking skills can also enhance one’s personal life.
2.1.3 Characteristics of speaking skill
There are five elements of speaking: range, accuracy, fluency, interaction and
coherence. As supported by Mazouzi (2013) achievement of fluency and accuracy of
students should be equivalence because both of these elements help students to
develop their communicative ability.
The first characteristic of speaking skill is fluency. In speaking, the term fluency
of speaking can be described as the speakers’ skills to report the idea of speaker
suddenly. It is the skill to make listeners understand what speakers are saying and
create them interest in conversation. Hedge(2000) expressed that fluency is the ability
to answer coherently by connecting the words and phrases, pronouncing the sounds
clearly, and using stress and intonation.
The second characteristic of speaking skill is accuracy. It needs to control the
structure that speaker used. The function of accuracy shows the speaker’s ability to
choose the correct pattern of sentence based on conversation condition. Learners have
to focus on appropriate and the comprehensiveness of language form that includes
grammatical structures, vocabulary and pronunciation. According to Thornbury

(2015), learners’ correct use of grammatical structures requires the length and
complexity of the utterances and the well- structured clauses. To gain accuracy in term
of vocabulary means to select suitable words in the suitable contexts. Learners
sometimes apply similar words and expressions in various contexts in which they are
not equivalent in meaning. By this, it is meant that learners should be able to use
words and expressions correctly.
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Also, according to Thornbury (2005), he stressed the importance of
pronunciation. He noted that it is an inevitable part that learners do not pay attention so
much, even is the weakest part of the speakers. In order to speak English language
accurately, learners should master phonological rules and they should be aware of the
various sounds and their pronunciations. Learners should know the stress, intonation,
and pitch. All of these elements help learners speak English easily and fluently.
2.1.4 Types of speaking skills
As be known speaking is the productive skill in the oral mode. It likes the other
skills, is more complicated than it seems at first and involves more than just
pronouncing words.
There are three kinds of speaking situations in which we find ourselves as
presented in the following parts.
2.1.4.1 Interactive
Interactive speaking situations include face to face conversations and telephone
calls, in which we are alternately listening and speaking, and in which we have a
chance to ask for clarification, repetition, or slower speech from our conversation
partner.
2.1.4.2 Partially interactive
Some speaking situations are partially interactive, such as when giving a speech
to a live audience, where the contention is that the audience does not interrupt the
speech. The speaker nevertheless can see the audience and judge from the expressions

on their faces and body language whether or not he or she is being understood.
2.1.4.3 Non-interactive
Some few speaking situations may be totally non-interactive, such as when
recording a speech for a radio broadcast.
2.2 Learning English speaking
In the process of learning English speaking, there are three elements that learners
must to pay attention are vocabulary, grammar, fluency and accuracy. Each element
has different functions but the intergration of them help learners speak easily and
effectively.

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2.2.1 Vocabulary
2.2.1.1 Definition of vocabulary
Vocabulary plays an important role in foreign language learning. The
development of rich vocabulary is essential when the learners acquire the English as a
foreign language (Nunan, 1991:118). Vocabulary that is taught in foreign language
learning depends on the objective of the course and the amount of time available for
teaching.
Before discussing the importance of vocabulary, some definitions and concepts
or any comment for the term “vocabulary” are looked into in order to understand
clearly and comprehensively. Based on that, speaking learning strategies can be
obtained and people may speak effectively.
According to Richards (2002:255), vocabulary is the core component of language
proficiency and provides much of the basis for how well learners speak, listen, read,
and write. Jackson and Amvela (2000:11) say that the terms of vocabulary, lexis, and
lexicon are synonymous. Vocabulary is one of the language components that can affect
macro skills. Some definition of vocabulary is proposed by some experts. Nunan
(1999:101) states that vocabulary is a list of target language words. Furthermore,

Jackson and Amvela (2000:11) say that the terms vocabulary, lexis, and lexicon are
synonymous. In addition, Richards and Schmidt (2002:580) state that vocabulary is a
set of lexeme, including single words, compound words, and idioms. Vocabulary is the
total number of words in a language; all the words known to a person or used in a
particular book, subject, etc. a list of words with their meaning, especially one that
accompanies a textbook (Hornby, 8 1995:1331). Those definitions show that
vocabulary is the first element that the English learners should learn in order to master
English well besides the other English components and skills.
According to the above definitions from some experts, it is concluded that
vocabulary is a list of words that have meanings that are used to communicate between
one person to another. Finocchiaro explains that students’ vocabulary can be divided
into two kinds, they are “active and passive vocabulary” (1974:73). Active vocabulary
consists of words which students understand, can pronounce correctly and use
constructively in speaking and writing. While passive vocabulary consists of words
those students recognize and understand when they occur in a context and they never
12


use them in communication. They understand them when they hear or read them, but
they don’t use them in speaking or writing.
From the definitions above, it can be concluded that vocabulary is the knowledge
of words and word meanings. It is about the words in language used to express
meaning. Therefore, learning vocabulary is a crucial matter in developing their
English.
2.2.1.2 The importance of vocabulary
Vocabulary is one of the language aspects which should be learnt by foreign
language learners and it is essential for learners to learn a variety of vocabulary.
Because if want to be good at all four skills, learners have to know vocabulary first,
and no one can communicate in any meaningful way without vocabulary.
Although the meanings of new words are very often emphasized, whether in

books or in classrooms, many learners neglect new vocabulary both in class and at
home because they feel difficult to learn all the vocabulary the teachers require.
Sometimes they feel confusion to learn about synonym, antonym, homophone,
homograph, etc. The fact is that, vocabulary is an important factor that helps learners
speak well and understand what anything they are taught.
Words are the tools learners use to think, to express ideas and feelings, as well as
explore and analyze the world around them. A limited vocabulary keeps them from
expressing their thoughts and feelings. On the other hand, a large, rich vocabulary
gives them the right words to use at the right time.
Vocabulary mastery is an important thing in order to master four major skills
such as speaking, reading, writing, and listening. According to Wilkins as stated in
Thornbury (2002), “without grammar very little can be conveyed, without vocabulary
nothing can be conveyed.” There is no question that in a good language learning
classroom, both vocabulary and grammar are essential, but when comparing
vocabulary with grammar, vocabulary is much more important and should receive
more attention than grammar.
Apparently, in communication, vocabulary is basic in learning to communicate
effectively while listening, speaking, reading, and writing. If you capture a large

amount of vocabulary and know how to use the words in the right contexts, you can
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communicate in that language even if you don’t know much grammar. In contrast,
if you don’t know the vocabulary, you can not communicate at all .
To express some ideas or ask for information, learners must be able to produce
lexical items to convey his or her meaning. Lewis (1993:3) views the importance of
vocabulary as being a basic for daily communication. He indicates that if langauge
learners do not recognize the meanings of the key words used by other languge learner,
they will be unable to paticipate in the conversation.

Besides that, Tarigan ( 1984: 82) points out the importance of vocabulary in
languge learning, he states that languge skill mostly depends on the mastery of
vocabulary. Therefore, vocabulary that people got there will be the bigger posibility
that people can use the languge skillfully.
Although knowing vocabulary makes you be able to have minimum
communication it is not enough listening, speaking, reading, writing, etc... There are
many skills to be improved. If you know morw of them, it makes easier to improve all
these skills. A leading linguist research Paul Nation notes: “ Vocabulary is no an end in
itself. A rich vocabulary makes the skills of listening, speaking, reading and writing
easier to perform“.
By a rich vocabulary it gives the right words to be used at the right time by the
learners, and also enables them to express their real thoughts, ideas, and feelings. You
can’t speak or give your opinions without vocabulary although you know grammar
structure. In production, when we have a meaning or concept that we wish to express,
we need to have a store of words from which we can select to express this meaning or
concept. “When students travel, they don’t carry grammer books, they carry
dictionaries.“ (Krashen, as cited in Lewis, 1993, p25). Many researchs argue that
vocabulary is one of the most important – if not the most important, components in
learning a foreign languge, and foreign languge curricula must reflect this. Wilkins
(1972) states that “There is not much value in being able to produce grammartical
sentences if one has not got the vocabulary that is needed to convey what one wishes
to say“.
In short, vocabulary is the most required factor when learning English speaking.
From the scholars’ statements mentioned, we can see that vocabulary plays a dominant
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role in learning and understanding a language as well as in communication situations.
2.2.2 Grammar
2.2.2.1 The definition of grammar

Grammar has always been a vital part in the course of linguistic education.
The grammar of a language includes basic axioms such as verb tenses, articles and
adjectives (and their proper order), how questions are phrased, and much more.
Language cannot function without grammar. It would simply make no sense—people
require grammar to communicate effectively. In other words, spoken grammar is
means to express ideas and information to listeners what they want to express while
written language was a symbol system to represent the spoken form.
There are different definitions of grammar by different scholars, but the general
content is similar. Ur (1988:4) relates grammar with the arrangement of words in
a language and defines it as “The way a language manipulates and combines
words or bits of words in order to form longer meaning.” Besides, Harmer (1987:1)
defines it as “The study and practice of the rules by which words change their forms
and are combined in to sentences.”
Grammar is the foundation for all of our writing and speaking in English. Having
a solid foundation makes it easier to achieve fluency. Right, in conversation or speech,
you can say something and exchange information with others in a restricted context.
By using right grammar makes the listens or audiences understand fully context, time,
place, aims and intension of the speaker, etc. For example, when you say “ I went to
supermarket to buy some food”, the good listeners can take the information about
time, place and aims of the speaker and they can exchange information with each
other. It should be recognized that normally, when people speak, they often do not pay
much attention to the words, sentences, structures or conjunctions. As a result,
grammar in spoken language is usually not strict; it is less rigid and more flexible than
in writing.
2.2.2.2 The importance of grammar.
Having known the definition of grammar, it is not hard to be understood why
grammar is useful and important. English grammar is important if you want to make
sure your listeners fully understand what you say . We cannot communicate efficiently
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if we do not master the essential principles of grammar or syntax. Correct grammar is
your key to speaking English fluently and confidently. Knowing your grammar will
help you avoid errors that make your English sound strange to native speakers. In
addition, grammar rules can help learners develop a habit of thinking logically and
clearly. Therefore, after studying grammar, they will become more accurate when
using language. Effective communication involves knowing how to use the grammar
and vocabulary of the language to reach communicative goals. For instance, when a
person has learned grammar, it will be easier for him to acquire other grammar rules
afterwards compared to those who have never learned before. That person will know
how to organize and express the ideas in his mind without difficulty. As a result, he
will be able to speak, read or write a language in a smooth and skillful way.
2.2.3 Accuracy and fluency.
Spoken language proficiency involves being able to produce fluently and
accurately, speeches are appropriate to the context of the situation. Fluency may be
defined as the ability to get across communication without too much hesitation and too
many pauses. Speak with a good but not necessarily perfect command of intonation,
vocabulary and grammar. Fluency also is considered producing continuous speech
without causing comprehension difficulties or a breakdown in communication.
Accuracy refers to the ability to produce grammatically correct sentences and it
may not include the ability to speak or write fluently. Next, accuracy may be defined
as how well language is produced in relation to the system of the target language.
Therefore, even as teachers help learners to produce correct forms in English, it is also
important that they help them to get across their communicative intent as effectively as
possible in listener-speaker situations.
Accuracy and fluency are two key components of second language proficiency.
In today’s world, it seems that learning the usage of grammar and focusing on
accuracy are emphasized by many language students over fluency. This topic of
accuracy and fluency has been a controversial issue that has been discussed for many
years. Although some formalists argue that learning a language means learning forms

and rules, some activists take a different view and claim that learning a language
means learning how to use a language.
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2.3 Speaking Problems
Being the English language as an international language. It is a demand of
today’s world. For surviving in society, people have to understand and speak the
English language fluently. In this world, you go everywhere the people can speak the
English language or even understand the English language. The English language
plays a greater role for the people in a society. The English language is an important
subject for the people whose English language is not their native language. For
surviving in society, they have to learn, understand and speak the English language
fluently. However, there are many problems the learners have when speaking in class
as well as at work that the teacher may come across in helping students to speak in the
classroom. These are inhibition, lack of topical knowledge, low participation, and
mother- tongue use.
Inhibition is the first problem that students encounter in class. When they want to
say something in the classroom they are sometimes inhibited. They are worried about
making mistakes and afraid of criticism, or losing face, or simply being shy of the
attention that their speech attracts. Hence, sometimes it influences to the learners’
confidence because they just think about mistakes and they felt uneven to participate
with the others. Moreover, ashamed and shyness, nervousness, and nothing to say, they
can not separate from one another. Those are complicated problems for English
learners. Actually, mistakes are a good thing for learners.
The second problem is that learners complain that they can not remember
anything to say and they do not have any motivation to express themselves. Learners
often have nothing to say probably because their teachers had selected a topic that is
not appropriate for them or they do have enough information about it. It is very
difficult for learners to answer when their teachers ask them to tell things in a foreign

language and they have little opinions about what to say, which vocabulary to apply, or
how to use grammar accurately although they know more vocabulary, grammar
structure.
The third problem in the speaking class is that the participation is very low. In a
class with a large number of students, each student will have very little time for talking
because just one student talks at a time and the other students try to hear him/her. In
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the speaking class, some learners dominate the whole class while some others talk very
little or never speak.
The last problem related to the speaking ability is that when some learners share
the same mother-tongue, they try to use it in the speaking class because it is very easy
for them. There are some reasons why leaners use mother-tongue in their speaking
classes. The first reason is that when teachers ask their learners to talk about a topic
that they do not have enough knowledge, they will try to use their language. The
second reason is that the application of mother-tongue is vey natural for learners to
use, it is their reaction thay they have when be a child. If teachers do not urge their
learners to talk in English, leaners will automatically use their first language to explain
something to their classmates. The final reason refers to the fact that if teachers
regularly use their learners’ mother language, their learners will feel comfortable to do
so in their speaking class. Learner do not understand something the teachers say in
English and they feel afraid that the teacher call them say their opinion or give some
comments.
2.4 Factors affecting the English speaking learning process
2.4.1 Cognitive factors
Speaking process include conceptualization, formulation, and articulation
(Levelt, 2007). Conceptualization concern with kinds of information selected to
express meaning. Formulation refers to the ability of speaker chosen the using of
proper words in appropriate grammatical. Formulation deals with speaker’s ability to

select proper words of grammatical structures. Articulation was speech articulatory
organs that articulated by the speaker. These three process occur simultaneously,
because of that sometimes students make mistakes in face to face communication.
Therefore, students speaking skills can be replaced by “hesitations, false-starts,
grammatical inaccuracies, and limited vocabulary (Hughes, 2002, p. 77).” Briefly,
fluency and accuracy of students English speaking can be influenced. But human’s
mind cannot focus on this three process at once because they have not enough capacity
processor (Skehan & Foster, 1999). It is so forth for students who learn English
speaking to keep their parity during the lesson.

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