MINI RESEARCH

ENGLISH BUSINESS

“IMPROVING SPEAKING SKILLS ABOUT PROMOTE A PRODUCT IN

FACULTY ECONOMICS”

Lecturer : Dr. M.IKHSAN, M.S & CHOMS GARY GT SIBARANI, SE,

S.Pd, M.Si, Ak, CA.

By Group 8

Member of group 8 is:

Dinda Fanny Agustina (7183342023)

Junita Tresia Siagian (7183342030)

Wiyanti Tiurlina Manurung (7183342024)

ACCOUNTING EDUCATION C

FACULTY ECONOMICS

STATE UNIVERSITY OF MEDAN

2019
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 PREFACE

The writer wants to thank to Almighty God because of His bless and grace,
he can finish this mini research. This paper titled ” “Imroving Speaking Skills
about promote a product in faculty economics”. The writer wrote it to fulfill the
final assignment of English subject.

The writer also delivers his gratitude to our lecture for his guidance to
complete it. This English paper provides the reader about the speaking skills
students in faculty economics. writer realizes that this paper is far from perfect in
the arrangement or in the content of the paper. The writer hopes that the suggestions
from the reader can be a support to make her better in the next paper project.

Finally, the writer expects that it can be a medium for the reader to deepen
the knowledge about the figure of speech and its application.

Medan , May , 2019

The Writer

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 TABEL OF CONTENTS

PREFACE i
TABEL OF CONTENTS ii
CHAPTER I 1
PLEMINARY 1
I.1 BACKGROUND 1
CHAPTER II 3
THEORETICAL STUDY 3
CHAPTER III 6
METHOD 6
3.1 RESEARCH METHODS 6
3.2 SUBJECT AND TIME RESEARCH 6
3.3 RESEARCH STEPS 6
3.4 DATA COLLECTION TECHNIQUES 7
CHAPTER IV 8
DISCUSSION 8
4.1 RESULTS 8
4.2 DISCUSSION/EXPLAIN 8
CHAPTER V 11
CLOSING 11
5.1 CONCLUSION 11
5.2 SUGGESTION 11
BIBIOLIGRAPHY 12

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 CHAPTER I

PLEMINARY

I.1 BACKGROUND

Speaking is the delivery of language through the mouth. To speak, we

create sounds using many parts of our body, including the lungs, vocal tract, vocal
chords, tongue, teeth and lips. Speaking is probably the language skill that most
language learners wish to perfect as soon as possible. It used to be the only language
skill that was difficult to practise online. This is no longer the case. English learners
can practise speaking online using voice or video chat and services like Skype. They
can also record and upload their voice for other people to listen to.

The four skills of language (also known as the four skills of language
learning) are a set of four capabilities that allow an individual to comprehend and
produce spoken language for proper and effective interpersonal communication
These skills are Listening, Speaking, Reading, and Writing. In the context of first-
language acquisition, the four skills are most often acquired in the order of listening
first, then speaking, then possibly reading and writing. For this reason, these
capabilities are often called LSRW skills.
Up to this point, we’ve referred to the four skills in the sequence they are
acquired for first language learners. That is to say, if you’re an educated native
speaker of a language that also has a writing system, then you already possess all
of these skills, and likely developed them in the above order.

Bygate quotes from Levelt (1989, edited in Carter and Nunan, 2001, 16) that
speech production involves four major processes: conceptualisation, formulation,
articulation, and self-monitoring. These processes happen very fast and the former
three are more or less automatic in L1 speakers. According to Bygate (2001, edited
in Carter and Nunan, 2001, 16), speaking skills are also affected by the context.
Speaking is reciprocal, people can respond to each other immediately. He also
indicated that people can participate in the same oral interaction except the varieties
of equal speaking rights. Moreover, speaking is physically situated face-to-face

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interaction and speakers have to decide on their message without taking time to
check it over.

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 CHAPTER II

THEORETICAL STUDY

The advent of computer has changed our lives in many ways. One of these
major changes is embodied in the excessive use of Internet; it has become one of
the necessities of a successful academic life. Not only in our daily life uses, but also
in education in general and English language teaching in particular. Thus, using
internet has been given greater attention by educators, as it supports improving the
educational process. Therefore, the use of the Internet in teaching has become much
more common worldwide in comparison with the traditional teaching methods,
especially when teachers and students need to keep pace with the cognitive
developments provided by technology for more effective ways of teaching and
learning. Many research studies have indicated the importance of using the Internet
in teaching as Awais claimed that "The Internet (has been proven to be) an effective
tool, suitable for educational purpose " (Awais,2012 ).

English is acknowledged passport to better education and employment

opportunities. English language plays a crucial role to weave the world into a single
thread. English has a status of a second language in almost all the countries where
it is not the first language. To acquire simple language for day to day
communication is main aim of learning any language. In turn, today’s workforce is
expected to be highly competent to continually improve skills and engage in
lifelong learning. Language is a skill, like any other skill until and unless we
practice the skill mastery is highly impossible. The aim of learning a language is
directly linked with the LSRW skills that are to be developed. As a universal
process communication influence the activities of the human community at large.
Social development is a prominent feature of effective techniques of
communication, which is necessary for sustaining the growth and development.

Identify four competencies that need to be improved by university graduates

in facing challenges at the workplace. These competencies cover conceptual
knowledge, critical thinking skills, creative thinking skills, and communication and

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collaboration skills. The development of critical thinking skills should be a
foundation of learning at a university. The students need the skills to help them
achieve success and career in the future. Wagner (2008) categorizes critical thinking
skills as primary skills required to survive and to solve problems in the new world
of work. The rapid change of competency requirements in the workplace makes it
difficult for the university graduates to follow the pace. One of the reasons is that
because high schools or university they went to did not prepare them well to face
the current situation (Wagner, 2008).

One viewpoint (e.g., Chomsky, 1965), which has been dominant in many
theoretical approaches to language, starts by assuming a strong separation between
linguistic competence (i.e., an abstract specification of the speaker/ hearer’s
knowledge of the language) and linguistic performance (the processes by which this
abstract competence is deployed in language processing). From this standpoint, the
overlap between production and comprehension may reside purely in the shared
abstract linguistic competence that is being drawn upon by both comprehension and
production processes. But the processes of comprehension and production could, in
principle, be completely unrelated. We call this the ‘language as knowledge’ view.

In the United States, students need to use all their English language skills in
listening, speaking, reading, and writing to communicate in both social and
academic settings. Many Korean students who scored high on standardized English
language tests often struggle with listening and speaking when studying in U.S.
universities. Standardized test scores alone do not reflect a student's English
language skills accurately. There is a need for a more comprehensive approach in
serving English language learners. In recent years, a large number of studies have
been performed on the role of non-cognitive skills such as self-efficacy and self-
regulation in various academic settings.

Listening is one of the most important skills in English language learning.

When students listen to English language, they face a lot of listening difficulties.
Students have critical difficulties in listening comprehension because universities
and schools pay more attention to writing, reading, and vocabulary. Listening is not

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an important part of many course books and most teachers do not pay attention to
this important skill in their classes.

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 CHAPTER III

METHOD

3.1 RESEARCH METHODS

The research method used is a qualitative research method. Research

methods this was chosen on the grounds that qualitative research can reveal and
explain the problem that becomes the object of research in narrative and depth.
1. Observation
As a first step in this activity, it is observed that students have the ability to
promote goods in English.
2. Journals and books
Through journals and books, information about students' speaking skills is
promoted in promoting goods.

3.2 SUBJECT AND TIME RESEARCH

This research was carried out to students of the Faculty of Economics

majoring in management, economic education, accounting education, accounting,
office administration, and trade administration education. This research was
conducted at the Faculty of Economics, Medan State University, located on street
William Iskandar Pasar V No.104, Kenangan Baru, Medan, North Sumatra. In May
2019, precisely at 14.00 WIB.

3.3 RESEARCH STEPS

Steps in qualitative research are:

1. Determine to whom it will be done
2. Prepare the points that will be the subject of discussion
3. Begin the flow of conversation

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4. Carrying out the flow of activities
5. Writing down the results of activities into notes
6. Identify follow-up results of activities that have been obtained

The interview tools that were carried out were:

1. Notebook
2. Camera
3. Stationery

3.4 DATA COLLECTION TECHNIQUES

Research data collection is by observation. Observation or observation is

also one of the data collection techniques that are often used in research.
Observation as a data collection technique has specific characteristics than other
data collection techniques.

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 CHAPTER IV

DISCUSSION

4.1 RESULTS

%
%

80
70
60
50
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10

The graph above shows the results of mini research that has been done on
students of the economics faculty. Of the 10 respondents who were the subjects of
the study there were 2 people who had the skill of reading 50%, 4 people had 60%
reading skills, 2 people had 70% reading skills, and 2 people had 75% reading skills.

4.2 DISCUSSION/EXPLAIN

From the results obtained through recording the reading skills of each
person is different, all students have various opinions about the most difficult skills
to master. There is no one skill that is passed. But when compared from one
language skill with other language skills, the results show that Speaking is at the
highest level.
Some of the factors that are why they choose Speaking are as follows:
lack of vocabulary in English, difficulty memorizing, difficult pronunciation

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because it is very different from Indonesian, fear of making mistakes, fear of being
laughed at by friends, and lack of knowledge of Grammar.
Some of the factors causing student difficulties lie in the affective factors
of students. This is reinforced by the results of the study of Afisa & Yolanda (2015)
which states that the factors causing difficulties in learning to speak English are the
number of frequency of practice speaking English and psychological factors (in this
case it can be said to be affective factors). The second position lies in the Listening
skill.
When listening to a video or question in English, students feel unable to
keep up with the normal speed of the voice of native English speakers. Then the
lack of vocabulary mastery and understanding of English accents made them not
understand the content discussed in the conversation even though the speed was
adjusted to Indonesian or the speaker was not native.
The lowest difficulty in learning English is in Reading. Most students
think that reading skills are the easiest thing to do. The factors used as the basis of
answers by students are their interest in reading activities. So even though the
language of instruction provided is English they still enjoy the activity. The second
reason is when reading students have text that can be directly used as reference
material to answer questions related to understanding the text.
But opinions that state reading as a difficult skill cannot be ignored even
though there are very few. From the information obtained, students find it difficult
to understand the contents of reading in English because of the low mastery of
vocabulary so that the message that is comparable to what they read is very difficult
to interpret. As a supporting material for research data, the analysis was carried out
on the results of the student's final assignment. Before recording, students are asked
to read several times first, the text they read is a text about promoting an item.
From all the results of the study, it can be concluded that the difficulty of
learning English in achieving language competence as a whole is influenced by the
level of mastery of the language of each student. This can be seen from the
statement of research subjects who are classified as active, arguing that Speaking is
the easiest skill. This is in contrast to students who are classified as passive who say
that speaking is the most difficult thing to master.

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 CHAPTER V

CLOSING

5.1 CONCLUSION

The process of learning English cannot be separated from the emergence

of various difficulties that occur mainly on students. These difficulties can be seen
from each language skill or as a whole. In the classroom conditions that have
different language competencies, the difficulties faced are also varied. In this study,
the subject of the study showed the difficulty of learning English in four of the most
difficult to the easiest skills such as Speaking, and Reading. Factors causing
difficulties in learning English are strongly influenced by the level of mastery of
the language of each student.

5.2 SUGGESTION
Writters hope this paper make a change for skill of English.

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 BIBIOLIGRAPHY

1. Sultan, Ahmad Rofiuddin, Nurhadi, Endah Tri Priyatni. 2018. Development of

Mass Media Text-Based Instructional Materials to Improve Critical
Reading Skills of University Students. Journal of Pedagogika / Pedagogy.
Vol. 131, No. 3, Hal. 26–47. ISSN 1392-0340, E-ISSN 2029-0551.
http://dx.doi.org/10.15823/p.2018.32.
2. Nick Charter,Stewart M. McCauley, and Morten H. Christiansen. 2016.
English language leaners self efficacy profiles and relationship with self
regulated learning strategis. Journal of Memory and Language. Journal
homepage: www.elsevier.com/locate/jml.
3. Abbas Pourhosein Gilakjani & Narjes Banou Sabouri. 2016. Learners’
Listening Comprehension Difficulties in English Language Learning: A
Literature Review. Journal of Memory and Language. Vol. 9, No. 6.
Canadian Center of Science and Education. ISSN 1916-4742, E-ISSN 1916-
4750. http://dx.doi.org/10.5539/elt.v9n6p123.
4. Dr. Mowaffaq Mohammad Momani Abdulelah Abdulqader Al Farhan
Hassan mohammed Al Qarni. 2015. The Frequency Of English Language
Teachers Using Some Internet Applications In Teaching Reading
Comprehension Skills. European Scientific Journal. Vol.11, No.13. The
University of Tabuk. ISSN: 1857 – 7881, e - ISSN 1857- 7431.
5. Do Hong Kim, Chuang Wang, Mimi Bong. 2016. Importance of English
Communication Skills. Learning and Individual Differences. journal
homepage: www.elsevier.com/locate/lindif.
6. Shaik Riyaz Ahmad. 2016. Language As Skill: Intertwining Comprehension
And Production. International Journal of Applied Research. Pradesh-517
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homepage: www.elsevier.com/locate/lindif

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