FACTORS AFFECTING STUDENTS SPEAKING PERFORMANCE AT

GRADE VIII OF SMP N 5 GUNUNG TALANG SOLOK

Ferli Anggara Pratama, M. Khairi Ikhsan, Rika Afriyanti.

Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
Ferlianggarapratama20@gmail.com

ABSTRAK
Latar belakang dari penelitian ini adalah karena banyaknya murid yang
mempunyai masalah dengan penampilan berbicara mereka saat tampil di depan
kelas. Jenis Penelitian ini merupakan penelitian deskriptif. Penelitian ini bertujuan
untuk mengetahui faktor-faktor yang mempengaruhi penampilan berbicara murid
di SMP N 5 Gunung Talang, Solok. Partisipan dari penelitian ini adalah siswa
kelas VIII yang berjumlah 108 orang. Penelitian ini menggunakan teknik
purposive Sampling yang hanya memilih siswa yang aktif dari masing-masing
kelas dan mendapatkan 22 siswa yang di gunakan sebagai sample. Dalam
penelitian ini, peneliti menggunakan angket sebagai instrumen yang terdiri dari
21 pertanyaan yang telah di validasi sesuai dengan indicator tentang faktor-faktor
yang mempengaruhi penampilan berbicara siswa yang telah di jelaskan oleh
beberapa para ahli. Berdasarkan dari analisa data yang di dapatkan menunjukkan
bahwa penelitian ini menemukan ke 5 faktor dengan jumlah yang persentase yang
berbeda yaitu performance condition 51% , affective factors 42%, listening
ability 59%, topical knowledge 52% dan feedback during speaking ability 32%.
Oleh karena itu, dari factor-faktor yang di temukan. Bahwa semua faktor tersebut
mempengaruhi penampilan berbicara siswa.

Kata Kunci: Penampilan Berbicara, Pengaruh Berbicara

INTRODUCTION

Speaking is a tool to express students must have more practice

mind, idea, feeling to other people
orally. Speaking is one of the most
difficult aspects for students to
master. In speaking, students should
master the elements of speaking,
such as vocabularies, pronunciation,
grammar, and fluency.However, to
be able to speak correctly, the
with other people.
speaking is very important
because without speaking students
can not communicate with other
people. There are some ways that the
students can use in speaking skill,
such as: interaction or dialogue with
other people, asking and giving
information, express their idea or
mind orally to other people. It is fact adds that performance is
how important speaking skill. demonstrated as you deliver to
Furthemore to make students speech. This theory explain that
are able to speak in the class, the performance is how the speakers
teacher must know the factors show their ability by oral production
affecting of speaking performance in to the audiens in real situation. In the
the class. There are some factors other hand Ellis (2003:13) stated that
affecting students speaking performance consist of the use of this
performance for example the grammar in comprehension and
students must have a planning to production of the language . it means
perform their speaking, the students that performance is the way to the
must understand topical information, speaker show their competence and
the students must have feedback speaking knowledge like grammar,
from other students, and the students pronounciation, fluency accuracy.
must have motivation to performan Students speaking
their speaking. performance can be affected by the
speaking performance is the factors that come from performance
way or action to express their idea conditions(time pressure, planning,
and opinion to the other people can standard of performance and amount
understand by the speaker said with of support), affective factors (such as
their performance in motivation,confidence and anxiety),
speaking.According to Brown listening ability and feedback during
(2000:3) performance is the overtly speaking activities. The first is
observable and concrete performance conditions, According
manifastation or realization of toNation & Newton (2009)
comnpetence. performance is actual performance conditions can affect
doing of something for example speaking performance. They are also
speaking,dancing, action.Sheirer suggest four type of performance
(2002:35) explains that performance condition include the time
skills involve peresenting yourself to pressure,planning, standard of
an audience in an agreeable way.He performance and the last is amount
of support. The second is affective speaker easly present their topic to
factors Krashen (1982) adds that the audience.The last factors is feedback
effective domain is difficult to during activities Most of the students
describe scientifically.A large want and expect their teachers to
number of variables are implied in give them feedback on their
considering the emotional side of performance.Harmer (1991) asserts
human behavior in the second that the decisions that the teachers
language learning and examined the make about how to react to students
three categorize: motivation, Self performance will depend upon the
Confidence, and anxiety.The third is stages of the lesson, the activities, the
listening ability,Listening is the types of mistake made and the
natural precursor to speaking in particular student who is making
addition Suhiman (1997) shares the mistake.If the teacher correct
ideas of doff (1998) by stating that whenever there is a problem, the
when one person speaks, the other converstional flow as well as the
responds through attending by means purpose of the speaking activity will
of the listening process. Every be destroyed. It means that the the
speaker plays the role of both a teacher must give compline or
listener and a speaker.The fourth is feedbeck to the students after they
topical knowledge, Bachman & perform in the front of the class.
Palmer (1996) believe that topical
RESEARCH METHOD
knowledge has effect on speaking
The research design was
performance. In other words, topic
descriptive qualitative research.
knowledge is the speakers
According Gay and Airasian
knowledge of relevant topical
(2000:275), deskriptive research used
information. if a speakers want to
to investigated the variety of
performance their speaking
educational problem an issues. the
performance they must have good
aim of this research was to find out
topical knowledge and understand
what the factors affecting students
about what the topic that they show
speaking performance at Grade VIII
in front of the audience beside it the
of SMPN 5 Gunung Talang Solok. closed - ended question and has 21
Participant of the research was the questions based on indicator.
students at Grade VIII of SMP N 5
FINDINGS AND DISCUSSION
Gunung Talang Solok. Academic
In the result of this research,
year 2017/2018.with total 108
the research found all of factors
students.the researcher used
affect the students speaking
purposive sampling in collect the
performance who has explained by
participants. According to Gay and
some expert with the different total
Airisian (2000:138), purposive
percentage. The first was the total
sampling also refers to as judgement
percentage of performance condition
sampling which means the researcher
about 51%. The second was affective
select a sample base on his or her
factors with the total 42%. The third
experience or knowledge of the
was listening ability 59%. The fourth
group to be sample. In this research
result was 52% of topic knowledge
the researcher use questionnaire as
And the last result was 32% of the
the instrument to collect the data.
feedback during spiking ability. In
According to Gay and Airasian
this research, the research made five
(2000:134) qualitative research
factor that could be affected the
common use sample 10% - 20%
students in speaking performance but
from the participant. Thus, the
listening ability more affected them
sample take 20% from 108 students.
in their speaking performance
So, the total of participants in this
betwen other factors.
research was 22 students.In this
The significant of this
research the researcher use
research wanted to give contribution
questionnaire as the instrument to
for the students and teacher, reader
collect the data. According
and the researcher. The first, for the
toCresswell (2012:382) state that
students, it suggested after they know
questionnaire is the form uses in a
about what the factors affected them
survey design that participant in the
in speaking performance, they could
study to completed and to return of
be solve that factorby some ways,
the research. This questionnaire used
like often to do practice and practice percentage of performance condition
before they get performance about 51%. The second was affective
actually.The second is for the factors with the total 42%. The third
teacher, The teacher have to know was listening ability 59%. The fourth
what the students problem in their result was 52% of topic knowledge
speaking and found the ways to solve And the last result was32% of the
it based on the analysis. The third for feedback during spiking ability. In
the reader through this study the this research, the research made five
reader could know about factors factor that could be affected the
affecting students speaking students in speaking performance but
performance in teaching spiking listening ability more affected them
skill. Last for the researcher, it in their speaking performance
would help him to know about factor betwen other factors.
affecting students speaking
REFERENCES
performance. And through this study,
Brown, H. Douglas. 2000. Principles
the researcher can deep his of Language Learning
knowledge in teaching speaking and Teaching (fourth
edition). New York:
skil.Last for the researcher, it would Pearson Education
help him to know about factor
Bachman,L. & Palmer, A.S. (1996).
affecting students speaking Language Testing in
performance. And through this study, Practice. Oxford:
oxford University Press.
the researcher can deep his
knowledge in teaching speaking skil. Cresswell, Jhon., W. (2012).
Educational Research (4th
CONCLUSION ed). Boston, MA : Pearson.
In the result of this research,
Doff, A. (1998). Teach English: A
the research found all of factors
Training Coursefor Teacher.
affect the students speaking Cambrige University Pers.
performance who has explained by
Ellis, R. (2003). The Study of Second
some expert with the different total
Language Acquation.
percentage. The first was the total
 Great Clarendon street
:Oxford University press.

Gay, E,R, and Airasian, P. 2000.

Educational Research:
Competences for
Analysis and Aplication.
New Jersey: prantice Hall.

Gay, L.R. (2000). Educational

Research: Competencies
for Analysis and
Aplication, 6th ed. U.S.A :
prantice-Hall ,Inc

Harmer, J (1991). The Practice of

English Language
Teaching. The 3 Edition.
Longman: London And
New York.

Nation, I. S. P., & Newton. J. (2009).

Teaching ESL/EFL Listening
and Speaking. ESL &
Applied Linguistics
Professional Series.
Routledge Taylor & Francis
Group: New York and
London.

Nguyen Huang Tuan, Tran Ngoc mai

(2015) “Factors Affecting
Students Speaking
Performance At Le
Thanh Hien High School.
Asian Journal of
Educational Research. Vol
3,No.2,2015. ISSSN 2.311-
6080.

Sheirer, Jhon. 2002. Shut Up &

Speak!. Lincoln:
iUniverse, Inc.