Why Students Fail to Speak English After Getting

Sixteen Years Education.

Submitted by:
Mr. Abdul Salam Afridi
Master in Education
ID: 10870

Supervised by

Dr. Muhammad Asif Khan

Qurtuba University of Science and Information

Technology Peshawar KPK

Session: 2016-2017
ii
 TABLE OF CONTENTS

TABLE OF CONTENTS ......................................................................................... III

LIST OF FIGURES .................................................................................................... V
FORWARDING SHEET ......................................................................................... VI
APPROVAL SHEET ............................................................................................... VII
DECLARATION.................................................................................................... VIII
ACKNOWLEDGEMENTS ..................................................................................... IX
ABSTRACT ................................................................................................................. X
CHAPTER-1 ................................................................................................................. 1
INTRODUCTION........................................................................................................ 1
1.1 STATEMENT OF THE PROBLEM ............................................................................ 2
1.2 OBJECTIVES ........................................................................................................ 2
1.3 RESOURCES DETAIL ............................................................................................ 2
CHAPTER-2 ................................................................................................................. 3
LITERATURE REVIEW ........................................................................................... 3
2.1 COMMUNICATIVE COMPETENCE ......................................................................... 3
2.2 FACTORS AFFECTING SPEAKING PERFORMANCE ................................................ 3
2.3 PERFORMANCE CONDITIONS ............................................................................... 4
2.4 AFFECTIVE FACTORS .......................................................................................... 4
2.5 LISTENING ABILITY ............................................................................................ 4
2.6 TOPICAL KNOWLEDGE ........................................................................................ 4
2.7 FEEDBACK DURING SPEAKING ACTIVITIES.......................................................... 5
2.8 SPEAKING PROBLEMS ......................................................................................... 5
2.9 PREVIOUS STUDIES ............................................................................................. 6
CHAPTER-3 ................................................................................................................. 9
METHODOLOGY AND POPULATION ................................................................. 9
3.1 STRUCTURED INTERVIEW .................................................................................... 9
CHAPTER-4 ............................................................................................................... 10
DATA ANALYSIS ..................................................................................................... 10

iii
CHAPTER-5 ............................................................................................................... 28
CONCLUSION AND RECOMMENDATIONS ..................................................... 28
5.1 CONCLUSION..................................................................................................... 28
5.2 RECOMMENDATIONS ......................................................................................... 29
REFERENCES ........................................................................................................... 31

iv
 LIST OF FIGURES

Figure 4.1: Are you satisfied with your teacher’s method of teaching? 10
Figure 4.2: Does your teacher speak English with you? 11
Figure 4.3: Do you think that your teacher helps you to learn English? 12
Figure 4.4: Does the teacher use interesting materials to improve your English? 13
Figure 4.5: Does teacher encourage you to speak English language inside the
class? 14
Figure 4.6: Do you feel that teachers are not well trained? 15
Figure 4.7: Do you think that present curriculum is useful? 16
Figure 4.8: Do you think your curriculum can enhance your communication
level in English? 17
Figure 4.9: Do teachers use multimedia to improve English communication? 18
Figure 4.10: Do you think that you study English as subject not as language? 19
Figure 4.11: Does student learn all content by heart at Master level? 20
Figure 4.12: Can you speak English fluently? 21
Figure 4.13: Do you prefer to speak English as a language of instruction? 22
Figure 4.14: Does your mother-tongue cause problem to you in speaking English? 23
Figure 4.15: Do you feel any hesitation participating in speaking English? 24
Figure 4.16: Does your institution has English speaking environment? 25
Figure 4.17: Do you think that the atmosphere in the class is motivating? 26
Figure 4.18: Do you speak English with your parents / family members/friends
in society? 27

v
 FORWARDING SHEET

The dissertation entitled “WHY STUDENTS FAIL TO SPEAK ENGLISH

AFTER GETTING SIXTEEN YEARS EDUCATION.” submitted by Mr. Abdul

salam afridi, Master in education, ID 10870 to the Department of Education, Qurtuba

University of Science and Information Technology Peshawar KPK, in partial

fulfillment for the degree of Master of Education session (2016-2017) had been

completed under my supervision. I am satisfied with the quality of his research work.

Dr. Muhammad Asif Khan

Supervisor
Department of Education
Qurtuba university of
Science and information
Technology Peshawar KPK.

Dated: ______________

vi
 APPROVAL SHEET

Title of thesis: “Why Students Fail to Speak English after Getting Sixteen Years

Education’’ Prepared and Submitted by Mr. Abdul Salam Afridi, ID: 10870.

Dissertation accepted by the department of education, Qurtuba University of Science

and Information Technology, Peshawar KPK in partial fulfilment of the requirements

for the degree of Master of Education session ( 2016-2017 ).

_____________________________
Research Supervisor: Dr. Muhammad Asif Khan
Supervisor
Department of Education
Qurtuba University of Science and
Information Technology Peshawar
KPK.

External Supervisor: _____________________________

Dated: ______________________

vii
 DECLARATION

I, Mr. Abdul Salam Afridi S/O Pir Muhammad Khan, I.D.NO:10870, as student of

M.Ed at the Department of Education, Qurtuba University of Science and Information

Technology, Peshawar Campus so hereby solemnly declare that the thesis entitled

“Why Students Fail to Speak English after Getting Sixteen Years Education.”

Submitted by me in partial fulfilment of the requirements for the Degree of Master in

Education is my original research work and had not been submitted or published

earlier and shall not be submitted in future by me for obtaining any degree from any

other University, Institution or Department.

_________________________
Mr. Abdul Salam Afridi
Master of education
Qurtuba University of Science
and Information Technology,
Peshawar Campus.

Dated: ---------------------------------

viii
 ACKNOWLEDGEMENTS

Firstly, I want to thank Almighty Allah who has given me the courage and patience

for completing this research dissertation.

I would like to express my sincere gratitude to my supervisor Dr. Muhammad Asif,

who helped, supported and encouraged me while I conducted this study. Without his

helpful comments, valuable advice and considerable assistance, this study could not

have been completed.

I also want to express my appreciation to my colleagues who helped me to collect

data for the study.

Last but not least, I would especially thank my family, my close friends and my

classmates who supported and encouraged me to conduct this study.

ix
 ABSTRACT

Spoken language development is often considered one of the most difficult aspects of

language learning ( Brown and Yule, 1983 ). In reality, many language learners find it

difficult to express themselves orally in the target language. This present research

deals with issues faced by Master level students in spoken English.The aim of this

study is to investigate factors that become obstacles to spoken English.Furthermore

the causes of the factors and the possible solutions to overcome the obstacles are also

covered in this study. To conduct this, a quantitative survey was conducted. An

eighteen (18) questions instrument for obtaining data from students, was used.

According to results, majority of students were not upto the mark regarding spoken

language skills (English). Many factors were indicated that were responsible for the

creating obstacles in learning English. Results pointed out that students desire to learn

English but numerous factors stand in this way which need to be eradicated for the

development of oral skills. Some of the factors are listed below;

1.The bias attitude towards English language 2. The behaviour of parents,teachers and

friends 3. The unavailability of modern teaching technology 4. The shortage of

trained English teachers 5. The flawed syllabi and examination system 6. Lack of

English conducive environment and 7. The deprived position of teachers; these are

some of the major factors which serve as obstacles in learning English. This research

tries to give valuable suggestion in order to over come such obstacles for the

development of oral skill for English language.

x
 CHAPTER-1
INTRODUCTION

During the 20th and the 21st centuries English language has become the most widely

spoken language in the world, and has more second-language speakers that any other

language. It is considered as a universal language. Most of the universities worldwide

include English as one of their major subjects or the language of instruction. Hence

we are forced to meet global standards as we are living in the world of globalization.

English is the first and foremost criteria when someone is applying for a job or he is

seeking admission in a reputed college, university, or institution.

According to Hasman ( 2000, p.2 ), over 1.4 billion people live in countries where

English English has official status. Over 70% of the world’s scientists read English,

over 85% of the world’s mail is written in English and 90% of information in the

worlds’s electronic retrieval system is stored in English. Speaking seems to be the

most important skills of all the four skills (listening, speaking, reading and writing)

because people who know a language are usually referred to as speakers of that

language (Ur, 1996). English plays a vital role in developing the status of a country.

Besides its importance as an international language it is also called the major window

on the world, which means that English gives us the view of the various progresses

taking place in the world.

In order to compete with the modern world, Pakistan needs to focus English language

learning. In Pakistan , English language is being taught from nursery to tertiary level

of education. But the problems remain growing as students are unable to

communicate properly in English . To find out the problems relate to the English

language speaking skill, we must find out the problems and then solve them

accordingly.

1
1.1 STATEMENT OF THE PROBLEM
This present research deals with issues faced by Master level students in speaking

English .The aim of this study is to investigate factors that become student’s obstacles

to speak English. Furthermore, the causes of the factors and the possible solutions to

overcome the obstacles are also covered in this study.

1.2 OBJECTIVES
1. To prove this hypothesis that students are fail to speak English properly.

2. To highlight factors which are causes of their failure in speaking English.

3. To highlight methods that are adopted by teachers in order to learn English to

their students.

4. To draw attention of students and teachers on this matter.

5. To provide research based guide to solve problems that are faced by students

in order to speak English.

1.3 RESOURCES DETAIL

Previous researches such as online articles and journals have been examined as

resources in order to identify and analyze minutely. The detailed description of used

resources is provided in the reference section.

2
 CHAPTER-2
LITERATURE REVIEW

2.1 COMMUNICATIVE COMPETENCE

We need linguistic competence, an adequate vocabulary and mastery of syntax to

speak in another language (Nunan, 1999). However, linguistic competence is not

sufficient for someone who wants to communicate competently in another language.

According to Nunan (1999), the speaker needs communicative competence which

includes not only linguistic competence but also a range of other sociolinguistic and

conversational skills which help him/ her know how to say what to whom and when.

Johnson (1995) claims that the second language students need communicative

competence to participate in and learn from their classroom experience.

At first, communicative competence was categorized into three components including

grammatical competence, sociolinguistic competence and strategic competence by

Canale and Swain in 1980. Then, in 1983 Canale and Swain add the fourth component

named discourse competence (Kumaravadivelu, 2006). In the Common European

Framework (2001), communicative competence is said to have only three components

including linguistic competence, sociolinguistic competence and pragmatic

competence. In this study, communicative competence is described with four

components including linguistic competence, sociolinguistic competence, pragmatic

competence and strategic competence.

2.2 FACTORS AFFECTING SPEAKING PERFORMANCE

In order to help students overcome problems in learning speaking, it is necessary for

the teachers to figure out factors that affect their speaking performance. Students’

speaking performance can be affected by the factors that come from performance

conditions (time pressure, planning, standard of performance and amount of support),

3
affective factors (such as motivation, confidence and anxiety), listening ability and

feedback during speaking activities.

2.3 PERFORMANCE CONDITIONS

Students perform a speaking task under a variety of conditions. Nation & Newton

(2009) believe that performance conditions can affect speaking performance. The four

types of performance conditions that Nation & Newton (2009) suggest include time

pressure, planning, the standard of performance and the amount of support.

2.4 AFFECTIVE FACTORS

One of the most important influences on language learning success or failure is

probably the affective side of the learner (Oxford, 1990). Krashen (1982) states that a

variety of affective variables has been confirmed to be related to success in second

language acquisition in research over the last decade but most of those studies

examined the three categories: motivation, self-confidence and anxiety.

2.5 LISTENING ABILITY

Speaking skills cannot be developed unless we develop listening skills (Doff, 1998).

Students must understand what is said to them to have a successful conversation.

Shumin (1997) shares the ideas of Doff (1998) by stating that when one person

speaks, the other responds through attending by means of the listening process. In

fact, every speaker plays the role of both a listener and a speaker. Therefore, one is

certainly unable to respond if he/ she cannot understand what is said. It means

speaking is closely related to listening.

2.6 TOPICAL KNOWLEDGE

Topical knowledge is defined as knowledge structures in long-term memory

(Bachman & Palmer, 1996). In other words, topical knowledge is the speakers’

4
knowledge of relevant topical information. The information that topical knowledge

provides enables learners to use language with reference to the world in which they

live. Bachman & Palmer (1996) state certain test tasks may be easier for those who

possess the relevant topical knowledge and more difficult for those who do not.

Bachman & Palmer (1996) believe that topical knowledge has effects on speaking

performance.

2.7 FEEDBACK DURING SPEAKING ACTIVITIES

Most students want and expect their teachers to give them feedback on their

performance. However, all speaking production should not be dealt with in the same

way. Harmer (1991) asserts that the decisions that the teachers make about how to

react to students’ performance will depend upon the stages of the lesson, the

activities, the types of mistake made and the particular student who is making that

mistake. If the teachers correct whenever there is a problem, the conversational flow

as well as the purpose of the speaking activity will be destroyed (Harmer, 1991). If

the students are corrected all the time, they can find this very demotivating and

become afraid to speak. They suggest that the teachers should always correct the

students’ mistakes positively and with encouragement (Baker & Westrup, 2003).

2.8 SPEAKING PROBLEMS

For Ur (1996), there are some speaking problems that teachers can come across in

getting students to talk in the classroom. These are: inhibition, lack of topical

knowledge, low or uneven participation and mother-tongue use.

The first problem that the students often encounter is inhibition. When students try to

say things in a foreign language in the classroom they are often inhibited. They are

worried about making mistakes, fearful of criticism or losing face. They are shy of the

attention that their speech attracts. Littlewood (2007) asserts that a foreign language

5
classroom to can create inhibitions and anxiety easily.

Secondly, learners often complain that they cannot think of anything to say and they

have no motivation to express themselves. Rivers (1968) believes that the learners

have nothing to express maybe because the teacher had chosen a topic which is not

suitable for him or about which he knows very little. It is difficult for many students

to respond when the teachers ask them to say something in a foreign language because

they might have little ideas about what to say, which vocabulary to use, or how to use

the grammar correctly (Baker & Westrup, 2003).

Another problem in speaking class is that participation is low or uneven. In a large

group, each student will have very little talking time because only one participant can

talk at a time so that the others can hear him/her. There is a tendency of some learners

to dominate while others speak very little or not at all.

Finally, when all or a number of learners share the same mother-tongue, they tend to

use it because it is easier for them. Harmer (1991) suggests some reasons why

students use mothertongue in class. Firstly, when the students are asked to have a

discussion about a topic that they are incapable of, if they want to say anything about

the topic, they will use their own language. Another reason is that the use of mother-

tongue is a natural thing to do. In addition, using the first language to explain

something to another if there is no encouragement from the teachers. Finally, if

teachers frequently use the students’ language, the students will feel comfortable to do

it.

2.9 PREVIOUS STUDIES

In this part of the study, some previous studies relating to this study will be reviewed.

These studies were carried out to identify the factors affecting students’ speaking

performance and students’ speaking problems.

6
Park & Lee (2005) examine the relationships between second language learners’

anxiety, self-confidence and speaking performance. The participants of their study

were one hundred and thirty two Korean college students who enrolled the English

conversation classes. The results of their study indicated that learners’ anxiety level

was negatively related to their oral performance. Tanveer (2007) investigates the

factors that cause language anxiety for twenty language learners in learning speaking

skills and the influence of anxiety on communication in the target language and his

result is similar to what Park & Lee (2005) figure out. The findings suggested that

students’ feeling of stress, anxiety or nervousness may impede their language learning

and performance abilities. He cites that “the higher the anxiety, the lower the

performance”.

MacIntyre, Clément, Dörnyei, & Noels (1998) studied the effects of self-confidence

on oral performance. The results of their study showed that the learners’ willingness

to communicate was determined partly by their self-confidence. Park & Lee (2005)

also examined the relationships between L2 learners’ anxiety, self-confidence and

oral performance. They reached a conclusion that self-confidence affected

significantly on L2 learners’ oral performance. They stated that if the learners were

more confident, they would have better oral performance.

Feyten (1991) conducted a study to examine whether there is a relationship between

listening ability and foreign language proficiency, between listening ability and

foreign language listening comprehension skills, and between listening ability and

foreign language oral proficiency skills. The results show that there is a significant

relationship between listening ability and foreign language proficiency; between

listening ability and foreign language listening comprehension skills; and between

listening ability and foreign language oral proficiency skills. Bozorgian (2012) carried

out a study to examine the relationship of listening skill with other language skills.

The results of his study indicate a close correlation between listening comprehension

7
and language proficiency. He states that the higher the listening score, the better the

speaking score.

Lukitasari (2008) conducted a study focusing on the students’ strategies in

overcoming speaking problems in speaking class. The population of her study was the

first semester students of Muhammadiyah University of Malang in Indonesia. The

results of her study suggest that in speaking class, the students faced some speaking

problems including inhibition, nothing to say, low or uneven participation and mother

tongue use. The findings of the study also reveal that the students’ speaking

performance was not good because they did not master the three elements of speaking

namely vocabulary, grammar and pronunciation.

To explore the university students’ difficulties in learning English language skills

Kanwal, and Khurshid , (2012) conducted a study. In order to highlight the language

difficulties they developed a 27 items questionnaire and it was administered to 200

randomly selected students of department of English .collected data was analyzed

and percentages. Results showed that overall university students require extra help in

improving their English listening,reading,speaking and writing skills.

Trudgill, 1992 suggest the following processes: (i) Collect ideas (ii) Arrange them in

the best sequence and (iii) Choose the language in which he has to communicate with

others. Learners apply these habits in the mother-tongue and face their audience with

confidence. This habits will also help them in the case of foreign language use.

Good atmosphere and suitable environment can also help students to speak actively,

correctly and fluently (Mueen,1992).

Most of the linguists believe that language is just like a habit formation. In their view

language is learnt through use and practice. According to them, the more one is

exposed to the use of language , the better one learns.

8
 CHAPTER-3
METHODOLOGY AND POPULATION

A questionnaire comprised of eighteen (18) questions was used for survey through

random sampling method. For this purpose, one hundred students were selected from

different universities . The subject for this study were selected on voluntary bases.

The data collected by this survey was entered into MS Excel and MS word in order to

present figures and graphical explanation.

3.1 STRUCTURED INTERVIEW

The questionnaires were distributed among the participants of the study and collected

at the spot when completed.

9
 CHAPTER-4
DATA ANALYSIS

As it is stated that one hundred (100) students were selected from universities for this

survey, as a result the diversity of response is there. The results are given below along

with remarks.

Figure 4.1: Are you satisfied with your teacher’s method of teaching?

85 % students are satisfied and 15 % are not satisfied

90

80

70

60

50

85
40

30

20

10
15
0
YES NO

Figure 4.1 in the above figure shows that most of the students were satisfied with their

teacher’s methods of teaching but according to some students teachers must use target

language as a medium of instruction.

10
Figure 4.2: Does your teacher speak English with you?

37 % students agree and 63 % disagree

70

60

50

40

63
30

20
37

10

0
YES NO

The above figure shows that mostly students were of the opinion that teachers do not

use English as a medium of instruction however this was generalized for all the

subject not only for English language.

11
Figure 4.3: Do you think that your teacher helps you to learn English?

54% agree and 46% disagree

56

54

52

50

48 54

46

44 46

42
YES NO

The above figure shows that mostly students were of the opinion that English teachers

helped students in learning English language and they do try their level best to make

students fluent in spoken English.

12
Figure 4.4: Does the teacher use interesting materials to improve your
English?

87 % students agree and 13 % disagree

100

90

80

70

60

50
87
40

30

20

10
13
0
YES NO

Figure 4.4 shows that majority of the students were of the opinion that teachers used

interesting materials in the class to improve English language. Students generalized

that teachers used materials but they did not have the training to use materials in the

class effectively.

13
Figure 4.5: Does teacher encourage you to speak English language inside the
class?

42 % agree and 58 % disagree

70

60

50

40

30 58

20 42

10

0
YES NO

The above figure shows that most of the teachers don’t encourage their students to

speak target language inside the class. Majority of the students said that when we

speak English inside the class, teachers don’t encourage us. That’s why students can’t

speak English fluently.

14
Figure 4.6: Do you feel that teachers are not well trained?

62 % students agree and 38 % disagree

70

60

50

40

30 62

20 38

10

0
YES NO

The above figure shows that majority of the students were of the opinion that teachers

were qualified and have high education but they are not professionally well trained.

They don’t see the mental level of the students.

15
Figure 4.7: Do you think that present curriculum is useful?

83 % agree and 17 % disagree

90

80

70

60

50

40 83

30

20

10 17

0
YES NO

The above figure indicates that majority of the students were of the opinion that

current curriculum is useful.

16
Figure 4.8: Do you think your curriculum can enhance your communication
level in English?

81 % agree and 19 % disagree

90

80

70

60

50

40 81

30

20

10 19

0
YES NO

The above Figure 4.8 shows that current curriculum can enhance communication level

in English. As it is discussed in the previous graph that curriculum is useful. So it can

enhance communication level in English.

17
Figure 4.9: Do teachers use multimedia to improve English communication?

65 % agree and 35% disagree

70

60

50

40

65
30

20
35

10

0
YES NO

The above figure shows that majority of the students were of the opinion that teachers

use multimedia in their classes to improve English communication.

18
Figure 4.10: Do you think that you study English as subject not as language?

83 % agree and 17 % disagree

90

80

70

60

50

40 83

30

20

10 17

0
YES NO

Figure 4.10 shows that we as a student study English as a subject but not as a

language. Majority of the students thought that English is being taught as a subject in

Pakistan from the beginning.

19
Figure 4.11: Does student learn all content by heart at Master level?

15 % agree and 85 % disagree

70

60

50

40

30 60

20 40

10

0
YES NO

Figure 4.11 shows that majority of the students were of the opinion that students at

Master level hardly do learning by heart.

20
Figure 4.12: Can you speak English fluently?

14 % students can speak english fluently and 86 % can't

speak english fluently.
100

90

80

70

60

50
86
40

30

20

10
14
0
YES NO

Figure 4.12 shows that majority of students were of the opinion that they could not

speak English fluently.

21
Figure 4.13: Do you prefer to speak English as a language of instruction?

36 % do prefer and 64 % do not prefer

70

60

50

40

64
30

20
36

10

0
YES NO

The above figure shows that majority of the students did not prefer to speak English

as a language of instruction.

22
Figure 4.14: Does your mother-tongue cause problem to you in speaking
English?

60 % agree and 40 % disagree

70

60

50

40

30 60

20 40

10

0
YES NO

The above figure shows that mother-tongue becomes obstacle in speaking English.

English is not the mother language of Pakistan. That is one big reason for which the

students are not familiar to this language which makes them reluctant and hesitant

while speaking the English language.

23
Figure 4.15: Do you feel any hesitation participating in speaking English?

77 % students felt hesitation while participating in

speaking and 23 % did not feel hesitation.
90

80

70

60

50

40 77

30

20

10 23

0
YES NO

Figure 4.15 reveals that most of the students do feel hesitation while they are

participating in language activities.

24
Figure 4.16: Does your institution has English speaking environment?

9 % agree and 91 % disagree

100

90

80

70

60

50
91
40

30

20

10
9
0
YES NO

The above figure shows that majority of the educational institutions in Pakistan are

Urdu medium and most importantly the primary education is being taught in Urdu

which sets the base of students in Urdu and it makes it for them to get over this

language.

And the institutions where medium of instruction is English has also no environment

of English language.

25
Figure 4.17: Do you think that the atmosphere in the class is motivating?

56 % agree and 44 % disagree

60

50

40

30
56

44
20

10

0
YES NO

The above Figure indicates that upto some extent the atmosphere in the classroom is

motivating. Motivation plays an important role in learning English.

26
Figure 4.18: Do you speak English with your parents / family members/friends
in society?

6 % students speak english with their family and 94 %

students do not speak english with their family.
100
90
80
70
60
50
94
40
30
20
10
0 6
YES NO

Series 1 Series 2 Series 3

Figure 4.18 shows that majority of the students did not speak English with their

family members. The one who is willing to speak English in Pakistan faces several

barriers, this is the part of the culture and society of the country in which the one who

speaks English is being demotivated which further makes the condition worse and

difficult for the students and that is again one reason which contributes in the

reluctance and hesitation of the students while dealing with English language.

27
 CHAPTER-5
CONCLUSION AND RECOMMENDATIONS

5.1 CONCLUSION
The results clearly indicate that students failed to speak English, even getting sixteen

years of education. They are facing English speaking problem. This study investigates

factors that become obstacles to spoken English. Factors are given below.

1. The bias attitude towards English

2. The behaviour of parents, teachers and friends

3. The unavailability of modern teaching technology

4. The shortage of trained English teachers

5. The flawed syllabi and examination system

6. The lack of teaching training

7. Lack of English speaking environment

8. The deprived position of teachers and

9. Lack of motivation by teachers, friends and parents. These are the major

factors that are arising obstacles in learning English. In addition, this study is

also focused on finding out some causes and solutions of the obstacles.

Overall it can be concluded that, most students believed that lack of practice

was the main factor causing an obstacle for them to speak English.

The results also show that there were many factors affecting students speaking

performance as follow:

(1) Lack of co-operation

28
(2) Listening ability

(3) Motivation to speak

(4) Teachers’ feedback during speaking activities

(5) Confidence;

(6) Pressure to perform well and

(7) Time for preparation etc.

5.2 RECOMMENDATIONS
English is not our mother language, students face problems like interference of native

language, lack of suitable environment, syllabus design which increase cramming etc.

So there is the need to pay attention to these problems. curriculum should be upgrade

according to their needs and goal. Teacher’s training is also required. Teacher should

be cooperative and try to teach in friendly atmosphere so that master level students

should not feel shy or fear.

Basing on the results of the study, some recommendations were made for both the

teachers and the students.

As for the teachers

1. 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.

2. 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 sufficient guidance.

3. The teacher should personalize and simplify the topics in the textbook to make

29
 them easier, more interesting and relevant to their lives. Moreover, speaking

skills should be included in tests and exams because the students will be more

motivated to learn speaking skills because they are tested.

Another suggestion is that the teachers should give students more

opportunities to speak English in class by using some speaking activities that

require students to speak. Furthermore, the teachers should decide carefully

when and how to correct the students’ mistakes so that the students are not

fearful of making mistakes and the flow of the students’ conversation is not

destroyed. In addition, the teacher should encourage students to participate in

speaking activities.

4. The teachers should create an English speaking environment by encouraging

the students to use English in the classroom to make it a habit, letting them

watching videos in English and the teachers should also use English in the

classroom frequently so that the students have more exposure to the language.

As for the students

1. They should first understand the importance of speaking skills. Their

awareness of their studies may result in their motivation for learning.

2. They should practice speaking English outside the classroom more often by

doing the speaking tasks in the textbook at home with their classmates, joining

speaking club where they can use English to communicate and speaking on

their own in front of a mirror.

3. They should use English in the class. Hopefully, the study can contribute to

the improvement of English speaking.

30
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