S1 1301021033 2019 Skripsi

A STUDY OF ENGLISH USAGE ON SPEAKING OUTSIDE
CLASSROOM BY THE ENGLISH DEPARTMENT STUDENTS OF NUSA

CENDANA UNIVERSITY TO IMPROVE STUDENTS’ SPEAKING
ABILITY
A THESIS
Presented in Partial Fulfillment of the Requirements
For the Degree of Sarjana Pendidikan in English Education
BY :
ABDUL MAJID S. LEKY

NIM : 1301021033
ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHERS TRAINING AND EDUCATION
UNIVERSITY OF NUSA CENDANA
KUPANG
2019
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STATEMENT OF AUTHORSHIP
I declare that this thesis does not contain any materials which has been accepted for
the award of any other degree or diploma and any university; nor does it contain
any material previously published or written by any other person, except where due
reference is made in the text of the thesis.
The Writer
Abdul Majid S. Leky

NIM. 1301021033
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MOTTO
Life is unexpected mystery. One does not know what is going to happened even a
small step ahead.
Those who ever Allah guide there is none to misguide and those who ever Allah
leave to go astray, there is none to guide.
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DEDICATION
This thesis is wholeheartedly dedicated to:
My beloved mother Kamsi Anas and my beloved father Syahbudin Leky;
My Grandpas Lagani Leky and Grandmas Masita Gorang and Fatimah Leky;
My Uncles : Nasrudin Anas, Lajamudin Leky, Suhardi Anas, Ridwan U Leky, Ruslan
Anas, Subadra U Leky, Suparto Anas, Abdullah Rahman Saleh, Abdullah Anas;
My Aunts : Abas Leky, Halima Anas, Hudaya Leky, Nuaraini Anas;
My beloved brother and sisters : Ardian S Leky, Halimah S Leky and Roizah S Leky;
My beloved girlfriend, colleges and friends.
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ACKNOWLEDGEMENT
All Praise and grateful to Allah who gave the writer mercy and blessings so by
that mercy and blessings the writer can successfully wrote this thesis. The writer
acknowledges that he is powerless in writing this thesis except by the help others.
Therefore, he would like to delivered his gratitude to following parties for supporting
him in writing this thesis.
1. Santri Djahimo, S.Pd., M.App. Ling., Ph.D as the writer’s first supervisor for
all the supervises and guidance in writing this thesis;
2. Drs. John Bhae, M.Ed as the writer’s second supervisor for all the supervises
and guidance in writing this thesis;
3. Drs. Johnson Wem Haan, Ma., Ph.D as The Head of English Education
Department for his attentions and cares during the writer’s study;
4. Drs. Agus Semiun as the writer’s academic supervisor and Dr. Laurens Kian
Bera, MA as former academic supervisor for all their valuable advices and
supervisions during the writer’s study;
5. All lecturers in English Education Department for wholeheartedly taught their
valuable knowledge during the writer’s study;
6. Mr. Yosua as the administrative staff of English Department Education.
7. His beloved parents Mr. Syahbudin Leky and Mrs. Kamsi Anas for their love,
prayer, care, guidance, supports and all uncountable good things they have
given;
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8. All his colleges especially his beloved classmates for all their helps and
supports during his study;
9. His brother Ardian Leky and his sisters Halimah Leky and Roizah Leky for all
their love and supports.
The writer realized that to reach its perfectness, this writing requires any critics
and suggestions from all parties for the improvement of this writing. Any good critics
and suggestions will also be wholeheartedly appreciated by the writer for the good of
the next writing.
Kupang, June 2019
The Writer
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ABSTRACT
This research is entitled “A STUDY OF ENGLISH USAGE ON SPEAKING

OUTSIDE CLASSROOM BY THE ENGLISH DEPARTMENT STUDENTS OF
NUSA CENDANA UNIVERSITY TO IMPROVE STUDENTS SPEAKING
ABILITY”. This study is firstly aimed to find out the level of English usage on
speaking outside classroom in comparison to other outside-classroom language
including Bahasa Indonesia and Kupang Malay by the English Department Students of
Nusa Cendana University, secondly to find out how often do they usually speak English
outside classroom, thirdly to find out what topic they usually speak using English
outside classroom, and fourthly to find out whom they usually speak English with
outside classroom. This study is conducted on April 5th 2019 in English Department of
Nusa Cendana University. Descriptive quantitative methodology has been applied for
this study. Data collection technique has been done by giving questionnaire to the
respondents. The data analysis procedure has been done by analyzing the respondents’
answers that given in the questionnaire. In collecting and analyzing the data, the
researcher used the methodology of Sugiyono (2017). Likert Scale and Rating Scale
were also applied to analyze and calculate the research result. The research has shown
that the level of English usage on speaking outside classroom among three languages
reaches 56.49% of 100% expected. The usage level for the other two languages was
76.18% for Bahasa Indonesia and 44.98% for Kupang Malay. The usage frequency of
English in the given data interval of Always to Never standing between Sometimes and
Rarely but closer to Sometimes. The most dominated topics usually spoken outside
classroom were QQR (Quick Question and Respond) and Gr (Greetings) which reaches
each of them 73.52% for QQR and 64.76% for Gr. For partnership domination,
Lecturers reaches 66.29%, Colleges reaches 59.07% and Other People reaches 51.35%
from 100% expected.
Keywords : Usage, Speaking, Frequency, Interlocutor
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TABLE OF CONTENT
COVER ............................................................................................................. i
STATEMENT OF AUTHORSHIP ................................................................ ii
APPROVAL ..................................................................................................... iii
THE BOARD OF EXAMINERS .................................................................... iv
MOTTO ............................................................................................................ v
DEDICATION .................................................................................................. vi
ACKNOWLEDGEMENT ............................................................................... vii
ABSTRACT ...................................................................................................... ix
TABLE OF CONTENT ................................................................................... x
TABLE OF TABLES ...................................................................................... xiii
TABLE OF FIGURES ..................................................................................... xiv
CHAPTER I INTRODUCTION
1.1 Background ........................................................................................... 1

1.2 Research Questions ............................................................................... 3
1.3 Purposes ................................................................................................ 3
1.4 Scope and Limitation ............................................................................ 4
1.5 Definition of Terms .............................................................................. 6
1.6 Organization of writing ........................................................................ 6
CHAPTER II LITERATURE REVIEW
2.1 The Definition of English Usage Outside the Classroom ..................... 9
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2.2 Other Studies on English Usage Outside the Classroom ...................... 10
2.3 The Role of English .............................................................................. 11
2.4 Definition of Speaking and Speaking Skill .......................................... 12
2.5 Components of Speaking Skill ............................................................. 13
2.6 Types of Speaking ................................................................................ 15
2.7 Function of Speaking Skill ................................................................... 16
2.8 Some Varieties of Speaking Activity ................................................... 17
2.9 The Scope of English Speaking Skill ................................................... 18
2.10 Effective Ways to Improve English Speaking Skill ............................. 23
2.11 Hypothesis ............................................................................................ 26
CHAPTER III RESEACH METHODOLOGY
3.1 Research Design ................................................................................... 27

3.2 Population and Sample ......................................................................... 28
3.3 Data Collection Technique ................................................................... 29
3.4 Research Instrument ............................................................................. 30
3.5 Data Analysis Technique ...................................................................... 40
3.6 Research Schedule ................................................................................ 47
CHAPTER IV FINDNGS AND DISCUSSION
4.1 Findings .................................................................................................. 48

4.1.1 Form 1 Data Collection Result and Data Analysis Result ........... 48
4.2 Discussion .............................................................................................. 67
4.2.1 The Level of English Usage Outside Classroom ....................... 68
4.2.2 The Frequency of English Usage Outside Classroom ................ 69
4.2.3 The Speaking Topic Domination of Outside Classroom
English ....................................................................................... 70
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4.2.4 The Partnership Domination of Speaking English Outside
Classroom ................................................................................... 72
4.2.5 Why Speak English Outside Classroom? ................................... 74
4.2.6 Do the Students Agree to Use English Outside Classroom? ...... 76
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion ............................................................................................. 78

5.2 Suggestion .............................................................................................. 79
BIBLIOGRAPHY ............................................................................................ 80
APPENDICES .................................................................................................. 82
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TABLE OF TABLES
Table 1 : Instrument Development Matrix .......................................................... 31
Table 2 : From 1 Research Questionnaire .......................................................... 34
Table 5 : Research Schedule .............................................................................. 47
Table 6 : Language Domination Scores ............................................................. 48
Table 7 : Scores of Language Frequency ........................................................... 52
Table 8 : Scores of Topic Domination ............................................................... 55
Table 9 : Scores of Partnership Domination ...................................................... 60
Table 10 : Scores of Form 3 Data Analysis ........................................................ 63
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TABLE OF FIGURES
Figure 1 : Data Interval of English Usage Frequency ........................................ 44
Figure 2 : Data Interval of Form 3 Data Analysis .............................................. 46
Figure 3 : The Interval Measurement of English Usage Frequency .................. 55
Figure 4 : Interval measurement of level of knowledge .................................... 64
Figure 5 : Interval measurement of level of agreement ..................................... 65
Figure 6 : Interval measurement of purpose 1 ................................................... 65
Figure 7 : Interval measurement of purpose 2 ................................................... 66
Figure 8 : The Result of Level of English Usage ............................................... 68
Figure 9 : The Result of English Usage Frequency ........................................... 70
Figure 10 : The Result of Topic Domination ..................................................... 71
Figure 11 : The Result of Partnership Domination ............................................ 73
Figure 12 : The Result of Students’ Level of Knowledge ................................. 75
Figure 13 : The Result of Purpose 1 ................................................................... 76
Figure 14 : The Result of Purpose 2 ................................................................... 76
Figure 15 : The Result of Students’ Level of Agreement .................................. 77
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CHAPTER I
INTRODUCTION
1.1 Background
English is the international language taught in almost every school in the world
nowadays. As an international language, it plays a very important role in
communication across countries. Since it taught in almost every school in the world,
English has four major skills; listening, reading, writing, and speaking. One of the most
important skills in learning English is speaking skill. Learners are required to have at
least enough speaking ability in order to avoid any misinterpretation and
misunderstanding in communication or conversation using English.
In case of pronunciation, many students with extremely different of
pronunciation between their native language (mother tongue) and English will find
speaking skill difficult to be improved. On the other hand, for those who have
similarities in pronunciation between their native language and English will be easier
to improve their speaking skill.
In Indonesia for instance; with some intention in pronouncing some words in
Java language, the Javanese will have some difficulties in pronouncing certain words
in Timor language even in Bahasa Indonesia. The word “Sabu” that means the name
of one of the islands in Timor (Sabu) will be heard as “Sapu” means the broom if the
word pronounced by the Javanese. For the Timor people on the contrary will be easier
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and precisely pronounce words in Bahasa Indonesia. This is the example of how our
tongue’s work in speaking is formed or influenced by our mother tongue.
There are some reasons why most of the English learners find some difficulties
in improving their speaking skill. The fact that there are so many varieties of local
dialect or mother tongue in Indonesia is one of them. The other fact that makes the
English learners difficult to improve their speaking ability is the differentiations in
structural and grammatical rule in every language. These leads to the differentiations
and varieties of strategies used in improving English speaking ability.
In improving the speaking skill, students are free to choose any appropriate
strategy. Listening to any English song, take private English learning, buy some
additional English books, even go to the western country are the strategies usually used
by most of the English learners so far in writer’s experience. But there is one strategy
that usually skipped by the English students is by using English outside the classroom.
As it is extremely needed to avoid any misinterpretation in communication
speaking skill has to be regularly practiced in an effective way. So far, the use of
English outside the classroom seems to be the appropriate and effective way. The use
of English outside classroom is an activity that gives the students room where they can
have any kind of English conversation in any kind of situation so that they can practice
their speaking ability. In this case, the writer is interested to conduct a study about the
use of English outside the classroom in order to practice and improve speaking ability
by the English department students of Nusa Cendana University.
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1.2 Research Questions
Research questions are the most crucial part in conducting a research. This part
contains list of searched questions. There are four research questions in this study as
the following:
1. What is the level of Students’ usage of English outside classroom in
comparison to Bahasa Indonesia and Kupang Malay by the English department
students of Nusa Cendana University?
2. How often do English Department students of Nusa Cendana University
usually speak English outside the classroom?
3. What topics do English Department students of Nusa Cendana University used
to speak outside the classroom?
4. Whom do they speak English outside the classroom?
1.3 Purposes
The research purpose is what researcher wants to achieve from doing a
research. The purpose of doing a research is related to what researcher wants to reveal
from a phenomenon. A research is conducted to find any particular information that
can be used in certain needs.
Sugiyono (2017), stated that 3 (three) purposes of research in general are for
invention, for verification, and for development. Invention means that the data collected
form the research is really new and never known before. Verification means that the
data collected form the research is used for verification to any doubt on a particular
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information and knowledge. Development means that the research is purposed to
deepen and to expand any existing knowledge.
This study is conducted to figure out how the English Department students of
Nusa Cendana University use English when they are outside the classroom. The
purposes of this research are as follow:
1. To know the level of English usage outside classroom by the English
Department students of Nusa Cendana University,
2. To know how often the English Department students of Nusa Cendana
University usually speak English outside the classroom,
3. To know what topics the English Department students of Nusa Cendana
University usually speak using English outside the classroom.
4. To know to whom the English Department students of Nusa Cendana
University usually speak using English outside the classroom.
1.4 Scope and Limitation
Julianto (2013): The scope is going to tell a person exactly what is being
discussed in the paper. Scope describes how much of a topic the thesis covers. It may
be further sub divided into the following parts for example:
• Regarding Respondents (Their age, caste, only to male or female etc.)
• Regarding Area
• Regarding brand/product etc.
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The scope is also limited to what is being addressed and what is not, so
there are limitations placed on the scope.
This study is focused on the use of English especially on speaking outside the
classroom by the English department students of Nusa Cendana University. The writer
will focus on how the English department students of Nusa Cendana University apply
English outside the classroom in such a way to practice their speaking ability. Having
small talk, conversation, even discussion with their friends and lecturers are the
examples of activities that can be used to practice their speaking ability.
In this study the writer also discussed about the frequency of English usage by
the research sample. How much the English department students use English in their
activities mentioned above to improve their speaking ability. The other focus on this
study is about how the English department students select their partner in using English
outside the classroom.
“Because of the limitation of energy, cost, and time and so that the results of
the study are more focused, a researcher will not study towards the whole in the object
of a research”, Sugiyono (2017). In order to make this study more focus on the research
purpose, the writer made some limitation on this study. First, not all the student’s
activities were studied. The focus was only the activities that require the students to
speak. Second, this study only focused on the student’s partner who they speak to using
English. The students’ partner at least could facilitate them in using English so that
their conversation would be in English. The third limitation is not all the students’
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conversation were studied on this research but only the conversation including English
will.
1.5 Definition of Terms
In writing this thesis the writer used many terms that might be difficult for the
readers to understand. The writer also used some abbreviations in writing this thesis.
Here the writer provides the definition of the terms used in this thesis. The writer also
give explanation about the length of the abbreviations.
Kupang Malay : The language used in daily activity by Kupang
Society (the local dialect of Timor People).
Timor People : The people of East Nusa Tenggara Province of
Indonesia.
FKIP Students : The students of the faculty of teacher training
and education
UNDANA : University of Nusa Cendana.
National Examination Course : a subject that will be tested in a final exam or
national examination (Indonesia).
1.6 Organization of Writing
This thesis is organized into five chapters. Those include chapter I
Introduction, Chapter II Literature Review, Chapter III Research Methodology,
Chapter IV Findings and Discussion, Chapter V Conclusion and Suggestion. Each of
the chapter has its own sub chapters.
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CHAPTER I INTRODUCTION
In this chapter the writer explains about the background of the study. The
writer tells about the scientific reason of conducting the study, a list of research
questions, scientific purposes of conducting the study, and a brief preview about how
this thesis will be written. This chapter includes four sub-chapters, those include
background, research questions, purposes of writing, scope and limitation, definition
of terms, and organization of writing.
CHAPTER II LITERATURE REVIEW
This chapter contained theoretical framework of the study where the writer
discussed several theories covering the study. This chapter has some sub-chapters
depends on the complexity of the research. As its title, this chapter contained the
discussion theories supporting the study including:
• the definition of English usage outside the classroom,
• some studies about English usage outside the classroom,
• the role of English, the definition of speaking skill,
• the scope of English speaking skill, and
• the effective way to improve English speaking skill.
CAPTER III RESEARCH METHODOLOGY
This chapter contained the detail methodology used in conducting the study.
The details about how the research sample is chosen, how to collect the data, how to
use an effective research instrument, and how to analyze that data. This chapter
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contained some sub-chapters including research design, population and sample, data
collection technique, research instrument, and data analysis technique.
CHAPTER IV FINDINGS AND DISCUSSION
This chapter contained the details of data collection result, data analysis, data
analysis result as the findings of this study and discussion about the research result. It
has two sub-chapters including findings and discussion. The first sub-chapter provided
details of data collection result and data analysis result. The second sub-chapter
discussed about the result of the whole study regarding to the answers of the research
questions.
CHAPTER V CONCLUSSION AND SUGGESTION
This chapter contained some conclusions and suggestions related to the result
of this study.
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CHAPTER II
LITERATURE REVIEW
2.1 The Definition of English Usage Outside the Classroom
English usage outside the classroom is defined as an effort to improve English
proficiency by practicing it directly under certain conditions in everyday life. Another
researcher uses the term “Out-of-class English language learning” in referring to the
use of English outside the classroom. Both “English usage outside the classroom and
out-of-class English language learning” have the same meaning.
Ferdous (Benson 2001 : 62) defined out-of-class learning, as any kind of
learning that takes place outside the classroom and classified out-of-class learning into
three categories: (a) self-instruction (i.e., students’ locating resources to help them
improve the target language), (b) naturalistic language learning (i.e., students’ learning
to communicate and interact with the target language group unintentionally), and (c)
self-directed naturalistic language learning (i.e., students’ creating or searching out a
language learning situation).
The use of English outside the classroom will provides opportunity for the
English learners to apply their English skill especially speaking ability in the real
communication. It is a kind of play-based learning activity or experimentation-based
learning activity that is more effective among many learning activities used by English
learners as a strategy.
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Ferdous (2013: 8) explained the benefit of learning beyond the classroom as
follows:
By taking learning beyond the classroom learners will find dozens of

opportunities to make learning concepts, real and relevant by putting them
into a more realistic context. Many concepts which seem too difficult to
get a grasp of in the classroom are a lot easier to understand in the big
wide world when they’re set in context, and when the learners are more
engaged and motivated to understand and learn. It can nurture creativity
and imagination.
2.2 Other Studies on English Usage Outside the Classroom
Many researches have been done regarding to the use of English outside the
classroom. It is stated by Mane Sargsyan and Anna Kurghinyan (2016) that the study
done by Grau (2009), aimed to investigate and compare how German High school
students use English outside their classroom and then in the classroom. The results
showed that German students use English much during their free time outside the
classroom. There was also statistically significant difference between boys and girls.
Boys prefer more playing computer games while girls watch English programs and
listen to music. The findings also indicate that teachers’ and learners’ opinion about
using English during free time are mostly similar.
Sultana (2014) conducted a study of outside-classroom English language
learning on Bengali intermediate English learners at Tertiary Level in Bangladesh and
found that majority of the students opined that English conversation had less
contribution to develop their writing skill rather enriched their speaking skill along with
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sentence making capability and mostly used grammatical structures, which is required
for the conversation.
The studies above show us that many researchers have put their attention on
the use of English outside the classroom. There are also lots of advantages from
outside-classroom English as shown by Sultana’s study that majority of the students
opined that English conversation had less contribution to develop their writing skill
rather enriched their speaking skill along with sentence making capability and mostly
used grammatical structures. As a teacher the writer can argue that we should put our
attention on how students realize about English usage outside the classroom as the
effective strategy in improving English speaking ability.
2.3 The Role of English
English is an international language used by so many people around the world.
English has been officially accepted as an international language by the reason of
science and technological development and globalization. Nowadays English plays
very important role in the world. As stated by Firmus Mo’a Passar (2002) that it can’t
be denied that the role of English as an international language become so important and
even it is a requirement for those who want to be success. It is a fact that every formal
education starts from elementary school to higher education employ English as one of
the subjects.
Since it is accepted as an international language, English seems to be the most
important language in the world as we know the fact that almost every school in the
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world employs English as one of the important subjects that must be taught in that
school. Indonesia for example, junior high school and senior high school in Indonesia
employ English as the national examination course. Even some elementary school in
Indonesia also employ English as the national examination course.
Regarding to the important of English to be studied, students are demanded to
at least understand English before they can spoke it. But for the faculty of teacher
training and education/FKIP students especially English department students,
understand a language (English) is not enough yet to prepare all the skills and
competences of a teacher candidate. Speaking is the important skill for a teacher. In
order to make students understand the material, a teacher is required to be good in
speaking.
2.4 Definition of Speaking and Speaking Skill
In oxford dictionary, speaking is defined as the action of conveying
information or expressing one's feelings in speech. Wahyuni (Harmer, 2007:284),
“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”.
Zyoud, (Chaney 1998 : 13), “speaking is the process of building and sharing meaning
through the use of verbal and non-verbal symbols, in a variety of contexts".
Torky (2006) in his thesis in titled The Effectiveness of a Task- Based
Instruction program in Developing the English Language Speaking Skills of Secondary
Stage Students, stated that Burns & Joyce (1997) defined speaking as an interactive
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process of constructing meaning that involves producing, receiving and processing
information. Its form and meaning are dependent on the context in which it occurs,
including the participants themselves, the physical environment, and the purposes for
speaking.
From the definitions above, the writer can conclude that speaking is the
activity of producing ideas and thoughts in mind by transform them into the oral form
or spoken language while speaking skill can be defined as the ability to do the speaking
activity (transforming ideas and thoughts in mind to the spoken language) in
accordance with the language features including structural and grammatical rule.
2.5 Components of Speaking Skill
Huges (in Sulaiman, 2016 : 9) divided components of speaking into 5 components.
Those are pronunciation, grammar, vocabulary, fluency and comprehension.
1. Pronunciation
Pronunciation is the most crucial part of speaking because words
and sentences that can be produced by a speaker were depend on how good
the speaker’s pronunciation is. The capability to pronounce a word by
English learners is depends on the mother tongue. Since the way mother
tongue works is influenced and formed by the learners’ native language, the
capability to produced words and sentences among English learners is
different one and other.
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Pronunciation also determines whether the listener able to catch the
words produced by the speaker or not. Sulaiman (2016) stated that to make
our communication by interlocutor it is better for us to produce the words
clearly, because the pronunciation effects the interlocutor understanding in
receiving the meaning of messages.
2. Grammar
Grammar also plays a crucial role in speaking in order to make the
speaking activity understandable. The existence of grammar in speaking
related to how a speaker can produce a good sentence. Hornby (in Sulaiman,
2016) stated that grammar is the rules in a language for changing the form
of words and combining them into sentences. The lack of grammar
capability can lead to misinterpretation and misunderstanding in speaking.
3. Vocabulary
According to Hornby (in Sulaiman, 2016) defined vocabulary as the
total number of the words in a language.
4. Fluency
Hornby (2019) define fluency as the quality of being able to speak
or write a language, especially a foreign language, easily and well.
5. Comprehension
Rukun (2014) simplified that if someone says something beyond the
topic discussed, it can be said that he has no comprehensibility towards the
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topic. Rukun also stated in other words that comprehensibility determines
how well the speaker interprets and responds the massage received.
2.6 Types of Speaking
There are three types of speaking; interactive speaking, partially interactive
speaking, and non-interactive speaking. Vilagran (2008 : 3) given the examples of those
three types of speaking as follows:
a) Interactive Speaking :
• Face-to-face conversations,
• Telephone calls,
• Chance to ask for clarification, repetition or slower speech from our
conversation partner.
b) Partially Interactive Speaking :
• Giving a speech to the live audience, where the convention is that the
audience does not speak,
• The speaker check comprehension from the audience’s faces.
c) Non-interactive Speaking :
• When recording a speech for a radio broadcast,
• Performing in a play,
• Reciting a poem,
• Singing.
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In addition, the interactive speaking also covers the activity such as discussion,
debating, conversation, and small talk. The partially-interactive speaking including
seminar, presentation and public speech.
2.7 Functions of Speaking Skill
Brown and Yulie (in Armashita 2017 : 12) divided function of speaking into
three categories including speaking as interaction, speaking as performance and
speaking as transactions.
1. Talk as interaction
Speaking as interaction refers to the interaction which serves a primarily
social function. When people met, they exchange greetings, engage in small
speaking and chit chat, recount recent experiences because they wish to be
friendly and to establish a comfortable zone of interaction with others. The
focus is more on the speaker and how they wish to presents themselves to each
other.
2. Talk as performance
Speaking as performance refers to public speaking; it is talk which
transmits information before and audience such as public announcements and
speeches. Speaking as performance tends to be in form of monolog rather than
dialogue, often follow a recognizable format and it is closer to written
language than conversational language.
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3. Speaking as transaction.
Speaking as transaction refers to situation where the focus is on the
message about what is said or achieved in order to make people understood
clearly and accurately.
2.8 Some Varieties of Speaking Activity
The speaking activity has some varieties classified based on the its topics, time
spend, participants and procedures as the indicators that most determine which type
a speaking activity categorized.
2.6.1 Quick Question and Respond
Quick question and respond is the speaking activity that happens in
a short time. For instance, when someone is asking for time and address to
his/her friend and his/her friend respond.
2.6.2 Small Talk
Small talk is the speaking activity that happens in an informal
situation and usually involves two people. The topics or what are being
talked in this speaking activity are more specific and not complex. This is
an interactive speaking activity.
2.6.3 Conversation
The speaking activity that involves two or more people. This
speaking activity sometimes takes a bit long but sometimes takes a very
long duration because the topic or what is being talked in this activity is free
and not systematics. This is an interactive speaking activity.
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2.6.4 Discussion Group
The speaking activity that requires two or more people, usually
happens in a forum, and usually takes a long time. The topic or what is being
talked in this speaking activity is more systematics. When the people that
involved in this speaking activity have finished one topic, they move to
another topic systematically This activity is aimed to result some ideas,
thoughts and agreements as the output.
2.6.5 Debate
Debate is the speaking activity in which people are oppose each other
and usually takes a long time. The topic for this speaking activity is
systematics. The participants must follow its procedures and try not to run
out from the topic.
2.6.6 Public Speech
The kind of speaking activity that usually involves only one person
in the front of some people and the length of the activity is based on the
topic of the speech.
2.9 The Scope of English Speaking Skill
Theoretically, English skill is divided into two kinds; receptive skill including
reading and listening, and productive skill including speaking and writing. Receptive
skill refers to the absorption process of data or information into the brain (decoding
process). In practicing the receptive skill students just need to be passive and receive
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the data or information they are learning. In the other side productive skill refers to the
ability of producing a language from the brain whether in oral form or written form.
2.5.1 Competences in Speaking
It is explained earlier that speaking ability is extremely needed to avoid
any misinterpretation and misunderstanding in communication. Regarding to that
important role of English speaking ability in communication, there are some
important competences that need to be improved since they are performed at the
same time when we speak. Those include structural competence, grammatical
competence, translation competence, syntactical, lexical, and pragmatical
meaning.
Ferdous (2013) stated that Canale and Swain (1980) developed a
framework for communicative competence in their 1980 paper and listed these
components of communicative competence: 1) Linguistic/Grammatical
competence, 2) Sociolinguistic competence, 3) Discourse competence, and 4)
Strategic competence. Grammatical competence refers to the knowledge of the
structural properties of a language: phonology, vocabulary, syntactic rules, etc.
of a language. Sociolinguistic competence includes appropriate use of politeness,
appropriate language adjustments according to interlocutor, and appropriate
language use in different social contexts. The ability to create lengthy texts and
combine phrases smoothly is called Discourse competence, while Strategic
19
competence refers to an individual’s strategies that they employ to successfully
communicate.
2.5.2 Genres of Speaking
Torky, (Carter and McCarthy, 1997) classified speaking extracts in
terms of genres as follows:
• Narrative: A series of everyday anecdotes told with active listener
participation.
• Identifying: Extracts in which people talk about themselves, their
biography, where they live, their jobs, their likes and dislikes.
• Language-in-action: Data recorded while people are doing things such
as cooking, packing, moving furniture, etcetera.
• Comment-elaboration: People giving casual opinions and commenting
on things, other people, events and so on.
• Debate and argument: Data, in which people take up positions, pursue
arguments and expound on their opinions.
• Decision-making and negotiating outcomes: Data illustrating ways in
which people work towards decisions/consensus or negotiate their way
through problems towards solutions.
It is recognized that no speech genre can be entirely discrete; for
example, narratives can be embedded within other main generic categories.
20
Furthermore, speaking genres overlap with language functions explained
before, Torky (2006).
2.5.3 Errors in Speaking
Regarding to the communicative role of speaking, the challenging
work in speaking is that some competences of communication must be performed
at the same time along with speaking competences. This is the theory that leads
to the fact that almost every new language learner around the world is easier to
understand a new language rather than to speak that new language. Almost all
new language learners do not find too much difficulties to apprehend the language
but they struggle a lot to speak the language even done a lot of mistakes in
speaking.
Purwoko (Norrish, 1983) classified the mistakes done by the students
into four types; (1) error (2) mistake (3) lapse (4) careless slip. Error is defined
as a systematic deviation, when a learner has not learnt something and
consistently gets it wrong. Mistake is defined as errors that deviate from the
linguistic form that students have learned. Purwoko (Johnson, 1988) stated that
mistake related to the students’ imperfection in transforming their communication
skills into expression that is appropriate with the linguistic form that is demanded
by the target language even though they have previously learned. Lapse is
defined as the lack of students’ concentration caused by limited memory or
21
fatigue. Careless slip is related to the students’ attitude especially when they did
not pay attention when learning a lesson in the classroom.
2.5.4 Difficulties in Speaking
Sargsyan and Kurghinyan (2016) mentioned that the study done by
Hyland (2004), found out that many students and teachers use English outside the
classroom mainly for listening and reading but not for speaking. The most likely
reason why EFL learners do not use English for speaking is that they are afraid
of making mistakes while speaking and using the language incorrectly (Hyland,
2004). Sargsyan and Kurghinyan (Barker 2004), also agreed that for many
students, speaking outside the classroom may be a problem. To overcome their
anxiety Barker (2004), suggested giving students speaking homework
assignments, which will make them communicate each other.
In practicing this kind of skill students are required to be more active
as in productive skill students must produce something as a result from receptive
skill. To produce idea or message through speaking, language components are
used as the way to go through. The language components of speaking skill
including pronunciation, vocabulary, and grammar.
Pronunciation relates to the sound, intention, intonation, and wording,
vocabulary refers to the meaning from the concept of a word while grammar
refers to the rule for combining the words. Those three components will run
22
together at one time when the students speak as one activity. The stages of that
activity are as follows:
1. Get the ideas, thoughts and arguments,
2. Extract them into sentences,
3. Find the appropriate words as they determined by the context or situation,
4. Arrange the selected words into a sentence by applying the grammatical
rules of the target language,
5. Produce the sentence orally.
The most difficult stages in the speaking procedures above are stage 3
and stage 4 as they will determine whether the listener understand what is being
spoken or not. Students have to avoid of making any mistakes in those stages as
they may cause any misunderstanding between the speaker and the listener.
2.10 Effective Ways to Improve English Speaking Skill
In improving speaking skill of English, students’ personalities play a large
role. Those who are risk-takers, unafraid of making mistakes will generally be more
talkative. By doing any errors in speaking, students can learn how to fix them. But for
the shy students may take a long time to speak confidently because they are afraid of
making any mistakes.
23
Participants of the research done by Hyland (2004), suggested different kind
of activities like reading newspapers and magazines, writing emails or speaking with
friends for improving the language.
However, students have their own way or technique to develop and improve
speaking skill. In improving the speaking skill, there are many ways that can be used
by the students depend on what way they prefer to use. Many students choose to take
private and some other even choose to go to the western country just in purpose to
improve their speaking skill. This fact shows that learning English in school is not
enough yet for students to have a good speaking skill. Students are demanded to be
more creative and smarter in choosing the way or technique that they think effective
enough to improve their speaking skill.
Efendi jbi (2015) in Learning English Online Blog, states two from eight
effective way of how to learn English effectively. The first way is Trying, and the
second one is Beyond Class Activities. According to Efendi, learning English is like
learning to ride a bicycle or learning to drive a car. We can’t just read and understand
the manual book but we have to try to do it. Efendi also states that students have very
limited time in learning English in the classroom. Usually they have only four hours of
class from 24 hours a day. To be more effective in learning English, students have to
create extra time outside the classroom to practice it in any ways whether through
discussion or communicate using English with their friends.
24
Anonym in Hellenic American Union blog spot listed 15 ways to improve
students’ English outside the classroom and five of them are follow:
1. Agree with friends to speak only English at specific times, such as after the
lesson, on the subway, or on a specific day of the week.
2. Attend plays or other events (talks, presentations) in English organized by
English language organizations.
3. Visit art exhibitions or participate in other art events that are offered in English,
including cultural events at the Hellenic American Union.
4. Practice specific communication situations on your own - at home in front of
the mirror, for example. Imagine that you are introducing yourself,
disagreeing, giving an interview, or asking for information. Find a partner and
role-play.
5. Practice your pronunciation by reading out loud. It’s a good idea to be together
with someone who knows English and can correct you. Also, you record
yourself and notice the way you speak. Set yourself specific goals, such as
understanding the difference in pronunciation between “cat” and “cut”. Write
down the words you often mispronounce.
A statement that language is a matter of habit warns us that to master a
language especially in speaking skill we must practice, practice, and practice. Most of
the students can easily understand a language but hard to speak it. To solve the problem,
25
the use of English outside the classroom is one of the most effective way to practice
the students’ speaking skill.
2.11 Hypothesis
Hypothesis is the writer’s opinion or prediction about a phenomenon in a

research as the temporary result of the study. A scientist defines hypotheses as a hunch,
assumption, suspicion, assertion or an idea about a phenomenon, relationship or
situation, the reality or truth of which the researcher do not know. This hypothesis will
be proved its rightness and its validity by the result of the study.
The rightness and the validity of the hypothesis can be divided into three level:
1. Right;
2. Partially right; or
3. Wrong.
The writer’s hypothesis for this study is that the level of English usage on
speaking outside the classroom by students of English department of Nusa Cendana
University is very low, the usage frequency is only rarely, the topics dominations are
only Quick Question and Respond and Greetings, the partnership domination is only
college. However, the main purpose the English Department Students of Nusa Cendana
University speak English outside the classroom is for practicing their speaking ability.
This means that very few students of English Department of Nusa Cendana University
who practice their speaking skill outside classroom.
26
CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Design
Research design is the researcher’s plan regarding to the technique used to
conduct the study including the research setting, population and sample, research
instrument, data collection technique, and data analysis technique. Research design
containing some important and particular information about the study. It relates to the
way the researcher collects the information that will be used to answer the questions
guiding the study.
Sugiyono (2017:3) defined research design as the scientific way to get the data
with the specific purpose and usage. There are four key words in the Sugiyono’s
definition; scientific way, data, purpose, and usage. Scientific way means the research
activity is based on scientific principles; rational, empirics, and systematics.
There are two models of research design in general; quantitative research and
qualitative research. Sugiyono (2017:14) stated that Quantitative research can be
defined as the research method based on positivism philosophy, used to study certain
population or sample where the sampling technique is performed in random way, the
data collection by using research instrument, and the data analysis by using quantitative
model / statistic model with the purpose of this kind of research is to test the hypothesis
that has been set.
27
Sugiyono (2017), also divided the type of research according to its level of
explanation into three types; descriptive research, comparative research, and
associative research. Linarwati, et. al. (Sukmadinata, 2006:72) define descriptive
research as a form of research that aimed to describe the phenomena that exist, whether
a natural phenomenon or man-made phenomenon.
Based on the general research model explained above, this study applied
descriptive quantitative model in which the writer described the phenomena about the
use of English outside the classroom quantitatively so that the output of this study was
in percentage form. This study also used descriptive approach where the writer
described how English department students of Nusa Cendana University use English
outside the classroom.
3.2 Population and Sample
Sugiyono (1997: 57) stated that: "Population is the generalization region
consist of the objects or subjects that become a certain quantity and characteristics
established by the researcher to be studied and then to be drawn its conclusions.
Nawawi (1985: 141) stated that, "the population is the totality of all possible values,
whether the results of counting or quantitative and qualitative measurement of certain
characteristics concerning certain complete objects.
In a simple explanation, population and sample is the object of a phenomena
that can be studied in a research. Population is the whole object of the study while
sample is the population in more particular or more specific.
28
The research population for this study comprised all the students of English
department of UNDANA University and the students in third semester of class A were
taken as the sample of this study.
3.3 Data Collection Technique
Data collection technique is the researcher’s technique in collecting the data.
Sugiyono (2017) stated that there are two main factors determining the quality of the
research result; the research instrument quality and data collection quality. Research
instrument quality related to the validity and reliability of the research instrument while
data collection quality related to the accuracy of the methods used in collecting the
data.
Generally, there are three types of data collection technique in descriptive
research; observation, questionnaire and interview. Questionnaire is the technique of
data collection by giving a set of questions in written form to the respondents to be
answered, Sugiyono (2017:199).
To collect the data in this study, the writer used questionnaire technique where
some sets of questions were given by the writer to the students in the form of
questionnaire. All the research questions guiding the study were extracted into the
questionnaire as the research instrument.
29
3.4 Research Instrument
The research instrument is a most important research media used by a
researcher in collecting the data. Generally, there are two different kinds of research
instrument based on the types of the research. Sugiyono (2017:133) stated that in
quantitative research, the researcher uses the research instrument while in qualitative-
naturalistic research, the researcher is the research instrument because in the qualitative
research, a researcher is the key instrument.
The research instruments are not only used in collecting the data but also used
in analyzing the data. Research instrument must be strong and effective in order to
ensure the validity and reliability of the whole information that going to be studied and
to ensure the accuracy of the research result.
In choosing an appropriate research instrument, the researcher must first
consider the effectiveness of the instrument where it is determined by the research type.
Since the type of this research is descriptive-quantitative research, then the writer used
questionnaire as the research instrument to collect the data in this study.
In order to design and build an effective research instrument, a researcher
needs to create instrument development matrix. Sugiyono (2017:149) stated that the
starting point of the matrix development is the research variables that have been set.
The operational definition of those variables will be given to determine the indicators
that will be studied during the research in the form of research questions.
30
Table 1 : Instrument Development Matrix, Sugiyono (2017:150-152).
No Variables Aspects Indicators Scores
The language used in asking a

simple question to lecturers
simple question to college friends
simple question to other people
The language used to respond or to
answer the question from lecturers
if the question is in English
Quick The language used to respond or to
question and answer the question from college
respond friends if the question is in English
The language used to respond or to
answer the question from other
English usage
people if the question is in English
on speaking
1 The language used in greeting
outside the
lecturers
classroom
The language used in greeting
college friends
The language used in greeting
other people
The language used to do home
work in discussion group
Discussion The language used to discuss
certain topic with lecturer outside
classroom
The language used in chatting
online with lecturers via voice
Social Media mail
online with colleges via voice mail
31
online with other people via voice
mail
The language used in oral
conversation with lecturers
Conversation
conversation with college friends
conversation with other people
The language used in small talk
with lecturers
Small talk
with college friends
with other people
The language used in debating any
arguments with lecturers
Debating
arguments with college friends
arguments with other people
The language used in delivering a
Public Speech
public speech
The language used in singing an
Singing
English song.
Students’ knowledge about
English usage outside the
Knowledge classroom as an effective way to
Improve
improve student’s speaking
students’
2 ability.
speaking
Students’ agreement to use
ability
English outside the classroom as
Agreement
the way to improve speaking
ability.
32
The students’ purposes / aims /
Purposes goals / of speaking English outside
the classroom
Questionnaire Forms
In order to build a reliable research instrument, every indicator from the
instrument development matrix on the previous page was then being broken down into
questionnaire form. The methodology to create research questionnaire for this study
was employed from Sugiyono (2017 : 149-159). The questionnaire contains the list of
questions that will be answered by the respondent. There were three models of
questionnaire form used in this study;
1. Form 1: contains general questions about what language the students use in
speaking English outside the classroom in comparison to other languages including
Bahasa Indonesia and Kupang Malay.
The score interval for this form used Likert Scale where from the scale of
Always to Never the score interval was 5 to 1, Sugiyono (2017 : 134-135). The
interval score of scales for this study were 5 for Always, 4 for Often, 3 for
Sometimes, 2 for Rarely, and 1 for Never.
In this form, students were asked to give the scores in the scale of always
with 5, often with 4, sometimes with 3, rarely with 2, and never with 1 in order to
know what language they use and how often they use that language in a particular
condition.
33
Table 2 : Form 1 Research Questionnaire
Languages
No Questions Bahasa Kupang
English
Indonesia Malay
1 What language do you usually use in asking
a simple question to your lecturers?
2 What language do you usually use in
responding a question from your lecturers if
the question is asked in English?
a simple question to your colleges?
responding a question from your colleges if
a simple question to other people?
responding a question from other people if
7 What language do you usually use to
greeting your lecturers?
greeting your colleges?
greeting other people?
10 What language do you usually use to do
homework in discussion group with your
colleges?
34
discuss certain topic with your lecturer
outside classroom?
chatting online with your lecturers via voice
mail?
chatting online with your colleges via voice
mail?
chatting online with other people via voice
mail?
15 What language do you usually use in oral
conversation with your lecturers outside
classroom?
conversation with your colleges outside
classroom?
conversation with other people?
18 What language do you usually use in small
talk with your lecturers outside classroom?
talk with your colleges outside classroom?
talk with other people?
35
debating any arguments with your lecturers
outside classroom?
debating any arguments with your colleges
outside classroom?
debating any arguments with other people?
delivering a public speech?
singing some songs?
2. Form 2: contained some specific statements about how the students use English in
speaking outside the classroom covering its frequency of usage in the scale of
always to never, the topic domination of their English usage outside the classroom,
and the interlocutor domination / partnership domination of their speaking using
English outside the classroom.
The scoring methodology for this form also used Likert Scale method where
the students were asked to give check (√) in the given data interval in order to
represent how often they use English in a specific condition, the topic domination,
and interlocutor domination. Scores were given to each scale to get the weight that
can be measured in the data analysis. From the interval of 5 to 1, 5 was given to
Always, 4 to Often, 3 to Sometimes, 2 to Rarely, and 1 to Never, Sugiyono (2017 :
134-137)
36
Frequency
No Questions Some
Never Rarely Often Always
times
1 2 3 4 5
I use English when asking a
simple question to my lecturers
I use English when responding
a question from my lecturers if
the question is asked in English
I use English when asking a
simple question to my colleges
a question from my colleges if
1 I use English when asking a
simple question to other people
a question from other people if
I use English to greeting my
lecturers
I use English to greeting my
colleges
I use English to greeting other
people
37
I use English to do homework
in discussion group with my
colleges
I use English to discuss certain
topic with my lecturer outside
classroom?
2
I use English in chatting online
with my lecturers via voice mail
with my colleges via voice mail
with other people via voice mail
I use English in oral
conversation with my lecturers
outside classroom
3
conversation with my colleges
outside classroom
conversation with other people
I use English in small talk with
my lecturers outside classroom
4
my colleges outside classroom
other people
38
I use English in debating any
arguments with my lecturers
outside classroom
5 arguments with my colleges
outside classroom
arguments with other people
outside classroom
I use English when delivering a
6
public speech
I use English when singing
7
some songs
3. Form 3 : contained the questions in relation to students’ knowledge regarding to
the benefits of using English outside the classroom, students’ agreements to use
English outside classroom, and students’ purposes / aims / goals of using English
outside classroom.
The scoring methodology for this form was used Rating Scale by Sugiyono
(2017 : 141-144) where the students were asked to circle the given scores in the
data interval of Yes with 4 score to No with 1 score. The scores that the students
have given represented their knowledge, agreement, and willingness, regarding to
the use of English outside the classroom.
39
No Questions Scale
Do you know that using

English outside the
1 4 3 2 1
classroom can improve
your speaking ability ?
Do you agree to use
English outside the
2 classroom in order to 4 3 2 1
improve you speaking
ability ?
Yes No
Do you speak using
English outside the
3 classroom just to 4 3 2 1
improve your speaking
ability ?
Do you speak using
English outside the
4 4 3 2 1
classroom for any other
purposes ?
3.5 Data Analysis Technique
Data analysis technique is the researcher’s technique in analyzing the data or
how a researcher changes the data into the information that going to be published
through a research. The information then become the answer of the research questions.
40
The quantitative research uses statistics as the data analysis technique. There
are two types of statistic usually used in quantitative research; descriptive
statistic and inferential statistic. The descriptive statistic used just to describe
the research sample without generalizing the conclusion to the research
population while the inferential statistic used to describe the research sample
in purpose to generalize the information to the research population, Sugiyono
(2017:207-208).
In this study, the writer used quantitative methodology as the data analysis
technique. Since three forms of research instrument were used in this study, the data
analysis was also in three stages based on its instruments. First stage analysis analyzed
the data collected using the first research instrument (form 1). It was aimed to produce
information related to the usage level of English on speaking outside classroom in
comparison with other languages including Bahasa Indonesia and Kupang Malay.
Second stage analysis analyzed the data collected using the second research instrument
(form 2). It was aimed to produce the information related to ;
➢ how often the students speak using English outside classroom,
➢ topic domination in English usage on speaking outside classroom, and
➢ interlocutor domination in English usage on speaking outside classroom.
Third stage analysis has analyzed the data collected using the third research
instrument (form 3). It was aimed to produce information related to how students use
English outside the classroom as an effective strategy to improve speaking ability. The
points of this stage were ;
➢ students’ knowledge about the benefits of English usage outside classroom,
41
➢ students’ agreement of using English outside classroom as a speaking ability
improvement strategy,
➢ students’ aims of speak using English outside the classroom,
Form 1 Data Analysis
This form is analyzed using Likert Scale method where the measurement was
done by calculating the scores given by the respondents to the data interval. The data
interval in form 1 used the scale of always to never while the scores were given from
(5) for always, (4) for often, (3) for sometimes, (2) for rarely, (1) for never. The highest
score in this form was ‘5’. In calculating the level of usage in percentage form, the
highest score was set as the expected result, Sugiyono (2017 : 135).
According to the analysis methodology of Likert Scale, since the total
respondents in this study was 35 respondents, the calculation formula was as follows:
The Expected Score (ES) = HS x TQ x TR
ES = 5 x 25 x 35 = 4375
Total Language Scores (TLS)

Usage Level (UL) = x 100%
Expected Scores (ES)
UL = … %
HS : Highest Score UL : Usage Level (%)
TR : Total Respondent TLS : Total Language Score
TQ : Total Question ES : Expected Score
42
Data analysis for this form applied the same methodology as used in form 1
but three kinds of searched information were resulted from this analysis. First
information was the answer of the second research question related to the frequency of
English usage, the second information was the answer of the third research question
related to the topic domination and third information is the answer of fourth research
question related to the partnership / interlocutor domination of the out-of-classroom
English usage.
The analysis in this form was used Likert Scale methodology which by
calculate the scores given to the scales. To analyze the usage frequency using Likert
Scale method, the expected score was required to measure it.
❖ English Usage Frequency
As in the research instrument, students were asked to give check (√) on the
predetermined scales. According to Likert Scale, by the total, 23 statements in
the questionnaire with 5 as the highest score, then for 35 respondents, the
calculation formula to get the expected score was as the following:
Expected Score (ES) = 5 x 23 x 35 = 4025
Total Scores
Usage Frequency (UF) = x 100%
ES
UF = … %
43
The result of the calculation using the formula was translated qualitatively in
the following data interval:
Figure 1 : Data Interval of English usage frequency
Always Often Sometimes Rarely Never
4025 3220 2415 1610 805
UF
❖ Topic Domination
Topic domination analysis also done by calculating scores that given on every
statement in the questionnaire. The total score for every topic is resulted from
the total scores given on its questionnaire statements. Each topic represented by
abbreviation; QQR for Quick Question and Respond, Gr for Greetings, Disc for
Discussion, SM for Social Media, GC for General Conversation, ST for Small
Talk and Deb for Debating. The formula to get the expected score for 35
respondents by Likert Scale was as follows:
Expected score for every topic = Highest Score x Total Statements
Expected score for QQR = 30 x 35 = 1050
The expected score for Gr = 15 x 35 = 525
The expected score for Disc = 10 x 35 = 350
The Expected score for SM = 15 x 35 = 525
The Expected score for GC = 15 x 35 = 525
44
The Expected score for ST = 15 x 35 = 525
The expected score for Deb = 15 x 35 = 525
The formula to get the result of topic domination for 35 respondents by
Likert Scale was as follows:
Total Scores (TS)

Topic Domination (TD) = x 100%
Expaxted Scores (ES)
TD = …%
❖ Partnership / Interlocutor Domination
This analysis was for resulting the information related to the question to who
the students usually speak English with. There are three kinds of interlocutor
option given in the research instrument question; teacher/lecturer, college
friends, and other people. Each interlocutor was represented by its abbreviation;
TL for Teachers / Lecturers, FC for Friends / Colleges, and OP for Other
People. Scores has been given in the scale of Always with “5” to Never with
“1” to indicate how much the students speak English to certain interlocutor.
The expected score by Likert Scale was resulted from the highest score
multiplied by total statements for particular interlocutor in the questionnaire.
The formula of expected score for 35 respondents was as the following:
The expected score for TL (6 items) : 5 x 8 x 35 = 1400
The expected score for FC (7 items) : 5 x 7 x 35 = 1225
The expected score for OP (3 items) : 5 x 3 x 35 = 525
45
The formula to get the result of interlocutor domination by Likert Scale
was as follows:
Total Scores (TS)

Interlocutor Domination (ID) = x 100%
ID = …%
This analysis was aimed to figure out students’ acknowledgement in accordance to the
use of English outside classroom as an effective strategy to improve their speaking
ability. The acknowledgement is including the level of knowledge, level of agreement,
and purposes of English beyond classroom. There are four questions given in the
research instrument. Students are asked to give score in the scale of Yes with 4 to No
with 1.
The scaling methodology for this form was by using Rating Scale method. By
the amount of respondent is 35, the expected score (ES) for each question is 4 x 35 =
140. To figure out the result, the total scores of each question was put in the data
interval as shown in the following figure:
Figure 2 : Data Interval of form 3 data analysis
Yes Yes with exceptions No with exceptions No
140 105 70 35
46
3.6 Research Schedule
It is important for a researcher to put all the research plan into a schedule to
make sure the study is done on target and to result a valid and reliable information. As
the scientific activity, a research must be conducted by design and setting especially
the timing.
This study took three months. First month was the starting progress including
proposal design and proposal writing. Second month was the month in which the data
collection is conducted. The data analysis was conducted in third month. In this month,
all the findings from the research was being fixed and put in the thesis. The detail
schedule is as follows :
Table 5 : Research Schedule
Month 1th Month 2nd Month 3rd

No Activity
1 2 3 4 1 2 3 4 1 2 3 4
1 Composing proposal
2 Sample determination
3 Designing research instrument
4 Consulting proposal
5 Fixing proposal
6 Proposal seminar
7 Data collection
8 Data analysis
9 Thesis writing
47
CHAPTER IV
FINDINGS AND DISCUSSION
4.1 Findings
The research questions are the benchmark of the data analysis. The data was
analyzed based on the research questions to figure out the answer that going to be
gathered on this study. There were three types of questionnaire forms to be analyzed
on this study. The writer named them as form one, form 2, and form 3. Each form was
analyzed based on the research questions guiding the study. Since this study was used
descriptive quantitative methodology, the data analysis was done quantitively which
means the analysis result will be in number or percentage form.
4.1.1 Form 1 Data Collection Result and Data Analysis Result
Form one data analysis was aimed to answer the first research question. The
data analysis for this form was to figure out the level of English usage outside the
classroom in comparison to other languages including Kupang Malay and Bahasa
Indonesia. In order to find out what language is dominated in outside-classroom
language, scores have been given by the respondents for each language. For 35
respondents, the total scores that they have given was listed in the table below.
Table 6 : Language Domination Scores
Language Domination
Students’
No Kupang Bahasa
Reg. Number English
Malay Indonesia
1 1701020017 76 100 81
48
2 1701020053 68 81 72
3 1701020026 73 114 80
4 1701020116 67 89 73
5 1701020104 35 103 88
6 1701020105 57 101 87
7 1701020162 51 76 65
8 1701020043 27 109 68
9 1701020143 25 104 68
10 1701020042 94 78 79
11 1701020155 57 111 65
12 1701020079 56 88 82
13 1701020108 45 80 60
14 1701020050 58 94 72
15 1701020001 67 90 79
16 1701020088 48 87 73
17 1701020034 78 90 57
18 1701020018 55 89 85
19 1701020035 69 99 92
20 1701020100 68 107 62
21 1701020165 65 90 70
22 1701020015 76 84 87
23 1701020098 25 98 75
24 1701020103 26 100 61
25 1701020085 25 108 72
26 1701020044 70 102 50
27 1701020075 78 78 62
49
28 1701020041 42 103 56
29 1701020170 25 108 64
30 1701020051 64 64 61
31 1701020076 81 93 75
32 1701020019 58 110 79
33 1701020144 64 108 82
34 1701020004 70 109 72
35 1701020089 25 88 105
Total Scores 1968 3333 2559
As listed in the above table that the total scores given by 35 samples has been
calculate by the researcher. The result was shown that total scores for Kupang Malay
is 1968, Bahasa Indonesia is 3333, and English is 2559. To compute the result using
Likert Scale method, the writer used the highest score to calculate in percentage form
the domination of each language.
In form 1 questionnaire, the respondents were asked to give scores in the scale
of always with 5, often with 4, sometimes with 3, rarely with 2, and never with 1 to
each question. According to Likert Scale, the highest score (HS) for each question was
5. For 25 questions that has been set in the questionnaire (TQ), the expected score for
each respondent is 125 resulted from 5 multiplied by 25. Since the total respondents
(TR) were 35 persons, then the total expected score for the total respondents is 4375
resulted from 125 multiplied by 35.
According to the analysis methodology of Likert Scale in Sugiyono (2017),
the calculation formula was as follows:
50
➢ Kupang Malay
= 5 x 25 x 35 = 4375

1968
UL = x 100%
4375
UL = 44.98%
➢ Bahasa Indonesia
= 5 x 25 x 35 = 4375

3333
UL = x 100%
4375
UL = 76.18%
➢ English
= 5 x 25 x 35 = 4375

51
2559
UL = x 100%
4375
UL = 58.49%
The usage level of each language is measured from how the percentage
amount of that language reach 100% total expected percentage. The calculation result
shown that Kupang Malay reach 44.98%, Bahasa Indonesia reach 76.18%, and English
reach 58.49% from 100% expected.
Form 2 data analysis is to answer the research question number 2, 3, and 4.
The first analysis is to find out how often English is used outside the classroom in
the scale of always to never. The output for this analysis will inform us how many
percent scales such as always, often, sometimes, rarely, and never are given to all
the speaking categories or how they reach the domination in speaking categories.
Data analysis in this form is based on the scale given by the respondents to each
statement in the questionnaire.
The Frequency of English Usage
The data collection has produced scores for each frequency as shown in the
following table :
Table 7 : Scores of Language Frequency
Frequency
Students,
No Some Total
Reg. Number Always Often Rarely Never
Times
1 1701020017 3 3 3 5 9
52
2 1701020053 0 0 5 13 5
3 1701020026 1 5 7 5 5
4 1701020116 2 8 5 8 0
5 1701020104 2 4 5 10 2
6 1701020105 6 13 4 0 0
7 1701020162 1 4 10 7 1
8 1701020043 3 5 6 5 4
9 1701020143 2 5 9 7 0
10 1701020042 6 3 3 7 4
11 1701020155 0 4 19 0 0
12 1701020079 4 8 5 4 2
13 1701020108 0 0 23 0 0
14 1701020050 6 4 8 5 0
15 1701020001 3 3 6 6 5
16 1701020088 1 9 7 6 0
17 1701020034 1 2 4 9 7
18 1701020018 3 9 9 2 0
19 1701020035 5 7 11 0 0
20 1701020100 3 2 2 11 5
21 1701020165 2 2 7 12 0
22 1701020015 4 8 6 5 0
23 1701020098 2 4 12 5 0
24 1701020103 5 2 6 7 4
25 1701020085 0 2 10 11 0
26 1701020044 1 1 5 1 15
27 1701020075 0 3 11 8 1
53
28 1701020041 0 1 7 6 9
29 1701020170 1 10 6 4 3
30 1701020051 3 3 4 8 5
31 1701020076 0 2 4 16 1
32 1701020019 10 0 9 0 4
33 1701020144 4 1 9 9 1
34 1701020004 3 8 9 3 0
35 1701020089 16 7 0 0 0
Total 103 x 5 152 x 4 256 x 3 205 x 2 92 x 1 2393
The question “how often do the English department students speak English
outside the classroom” is distributed to each statement on the questionnaire form
where the speaking activity is expanded to more specific categories. For instance,
if the scale always is given to the specific speaking activity such as asking a quick
question, then one point is counted for always as the usage frequency of English.
The data in the table informed that each scale on the frequency column has
their own point where 1 point represent 1 time the scale appears in the
questionnaire. For 35 respondents, Always has 103 points, often has 152 points,
sometimes has 256 points, rarely has 205 points, and never has 92 points. To get
the total scores the total points of each scale was multiplied by the scores that has
been set for each of the scale. As the table has shown that the total score for usage
frequency is 2393.
According to Likert Scale, the expected score for 23 statements and 35
respondents is 4025. To figure out in which interval scale the score is categorized,
54
the expected score has to be divided into 5 interval scales so that the total scores
for the usage frequency can be measured through the interval as shown the
following figure:
Figure 3 : The Interval Measurement of English Usage Frequency
4025 3220 2415 1610 805
2393
Topic Domination
This analysis is to figure out what topic was dominated on the use of English
outside the classroom. The topic categories are quick question and respond (QQR),
Greetings (Gr), Discussion (Disc), social media (SM), general conversation (GC),
small talk (ST), and debating (Deb). The table below is data collected during the
research.
Table 8 : Scores of Topic Domination
Topic Domination
Students, Reg.
No
Number
QQR Gr Disc SM GC ST Deb
1 1701020017 23 12 3 4 4 4 5
2 1701020053 16 7 4 4 5 5 5
3 1701020026 22 8 3 6 8 6 8
4 1701020116 28 11 4 8 10 8 8
55
5 1701020104 22 9 4 8 7 8 5
6 1701020105 25 13 9 10 12 12 13
7 1701020162 18 10 7 6 7 9 9
8 1701020043 22 10 7 7 6 8 7
9 1701020143 22 11 8 8 8 7 7
10 1701020042 28 11 4 4 7 9 6
11 1701020155 21 9 7 9 9 9 9
12 1701020079 24 11 9 8 10 9 6
13 1701020108 18 9 6 9 9 9 9
14 1701020050 20 10 8 11 10 10 11
15 1701020001 22 11 5 3 7 8 6
16 1701020088 24 7 8 10 9 9 7
17 1701020034 19 9 5 4 4 5 4
18 1701020018 25 12 7 9 9 10 10
19 1701020035 28 13 7 9 10 9 10
20 1701020100 24 8 5 5 5 5 4
21 1701020165 23 7 5 7 7 7 7
22 1701020015 26 10 8 9 9 9 9
23 1701020098 26 9 6 7 6 9 9
24 1701020103 25 9 7 5 6 7 5
25 1701020085 18 8 6 7 7 7 7
26 1701020044 11 11 2 5 5 4 3
27 1701020075 20 8 6 8 8 8 6
28 1701020041 18 8 4 3 3 7 3
29 1701020170 17 12 6 12 8 10 6
30 1701020051 25 7 5 6 6 6 5
56
31 1701020076 15 8 4 7 7 7 5
32 1701020019 28 7 2 13 11 5 13
33 1701020144 20 10 5 7 8 8 7
34 1701020004 21 11 6 9 12 9 12
35 1701020089 28 14 10 14 14 14 14
Total 772 340 202 261 273 276 260
The result shows that the topic quick question and respond reach the largest
score, followed by greetings, small talk, general conversation, social media, and
debating. Discussion however reach the lowest score. All the raw scores for the
topic categories will be translated into percentage.
The highest score expected to be given to each statement in the questionnaire
is 5. The number for basic computation to measure how many percent a topic
category dominates the outside-classroom speaking is generated by multiplying the
total statements appear for a category and 35 respondents. The formula to get the
expected score by Likert Scale for 35 respondents was as follows:
Expected score (35 respondents) = Highest Score x Total Respondents
Expected score for QQR = 30 x 35 = 1050
The expected score for Gr = 15 x 35 = 525
The expected score for Disc = 10 x 35 = 350
The Expected score for SM = 15 x 35 = 525
The Expected score for GC = 15 x 35 = 525
The Expected score for ST = 15 x 35 = 525
57
The expected score for Deb = 15 x 35 = 525
The formula to get the result of topic domination for 35 respondents by
Likert Scale was as follows:
❖ Quick Question and Respond (QQR)
Total Scores (TS)

772
𝑇𝐷 = 𝑥 100%
1050
= 73.52 %
❖ Greetings (Gr)
Total Scores (TS)

340
= 𝑥 100%
525
= 64.76 %
❖ Discussion (Disc)
Total Scores (TS)

202
= 𝑥 100%
350
= 57.71 %
❖ Social Media (SM)
Total Scores (TS)

58
261
= 𝑥 100%
525
= 49.71 %
❖ General Conversation (GC)

Total Scores (TS)
273
= 𝑥 100%
525
= 52.00%
❖ Small Talk (ST)

Total Scores (TS)
276
= 𝑥 100%
525
= 52.57%
❖ Debating (Deb)
Total Scores (TS)

260
= 𝑥 100%
525
= 49.52 %
59
Partnership Domination
This analysis is to find out to who do the English department students of
Nusa Cendana University usually speak English with. The output for this analysis
is to know the number in percentage what partner is dominated when the samples
speak English outside the classroom.
Since the data collection has been done using Likert Scale, the result was
listed in the table as the following :
Table 9 : Scores of Partnership Domination
Students Reg. Partnership Domination

No
Number Lecturers Colleges Other People
1 1701020017 20 22 13
2 1701020053 18 17 11
3 1701020026 23 26 12
4 1701020116 35 22 20
5 1701020104 23 25 15
6 1701020105 36 31 27
7 1701020162 24 27 15
8 1701020043 22 29 16
9 1701020143 29 24 18
10 1701020042 28 23 18
11 1701020155 27 24 22
12 1701020079 30 29 18
13 1701020108 24 24 21
14 1701020050 38 26 16
60
15 1701020001 25 21 16
16 1701020088 31 25 18
17 1701020034 22 15 13
18 1701020018 34 25 23
19 1701020035 33 28 25
20 1701020100 23 20 13
21 1701020165 26 22 15
22 1701020015 34 28 18
23 1701020098 24 27 21
24 1701020103 20 28 16
25 1701020085 26 18 16
26 1701020044 22 10 9
27 1701020075 26 23 15
28 1701020041 17 17 12
29 1701020170 22 22 27
30 1701020051 23 23 14
31 1701020076 23 16 14
32 1701020019 29 29 21
33 1701020144 29 18 18
34 1701020004 23 27 30
35 1701020089 39 36 33
Total 928 827 629
As the analysis in the previous table, scores were given to each certain
partner to represent the domination. Each score that has given by the respondents
to each statement in the questionnaire was accumulated based on partnership to
61
figure out how many total scores given to particular partner by each respondent.
The table shows that for all respondents, the total points for lecturers as a partner
is 928, for colleges as a partner is 827, and 629 for other people as a partner. The
formula to get numbers in percentage by Likert Scale is as follows :
❖ Lecturers (TL)
Total Scores (TS)
928
= 𝑥 100%
1400
= 66.29 %
❖ Colleges (CF)
Total Scores (TS)

827
= 𝑥 100%
1400
= 59.07 %
❖ Other People (OP)
Total Scores (TS)

629
= 𝑥 100%
1225
= 51.35 %
62
This analysis was firstly aimed to figure out students’ knowledge of outside-
classroom English as a strategy to improve speaking ability, secondly was aimed
to figure out students’ agreement in using English outside classroom to improve
speaking ability, thirdly was aimed to figure out any indications showing that the
students are using English outside classroom as the strategy to improve their
speaking ability or for any other reasons.
The data was analyzed per question in order to know how students were
putting their answer in the scale of Yes with 4 to No with 1 for each question. The
scale however in four stages from 4 (absolute yes), 3 (Yes with any exception), 2
(No with any exception), and 1 (absolute no).
The researcher has analyzed the data from 35 respondents and the result is
represented in the following table.
Table 10 : Scores of Form 3 Data Analysis
Scale
No Questions Total
4 3 2 1
Do you know that using English
1 outside the classroom can improve 32 2 0 0 134

Yes No
Do you agree to use English outside
2 the classroom in order to improve 29 4 1 0 130
63
Do you speak using English outside
3 the classroom just to improve your 20 13 0 0 119
speaking ability ?
Do you speak using English outside
4 the classroom for any other 12 9 8 3 94
purposes ?
Using Rating Scale, the scores were put in the data interval which has been
set from the highest score with 140 to the lowest score with 35. The measurement
was as follows:
➢ Question 1 (level of knowledge)
The data in the table have shown that for first question, 32 respondents have
put 4 score and 4 respondents have put 3 score. The total score for first questions
is 134. The data interval according to Rating Scale for this analysis was as shown
in the following figure :
Figure 4 : Interval measurement of level of knowledge
140 105 70 35
Level of Knowledge
➢ Question 2 (level of agreement)
The data in the table have shown that for second question, 29 respondents
have put 4 score, 4 respondents have put 3 score and 1 respondent has put 2 score.
64
The total score for second questions is 130. The data interval according to Rating
Scale for this analysis was as shown in the following figure :
Figure 5 : Interval measurement of level of agreement
140 105 70 35
Level of Agreement
➢ Question 3 (Purpose 1)
The data in the table have shown that for third question, 20 respondents have
put 4 score and 13 respondents have put 3 score. The total score for third questions
is 119. The data interval according to Rating Scale for this analysis was as shown
in the following figure :
Figure 6 : Interval measurement of purpose 1
140 105 70 35
Improve Speaking Skill
➢ Question 4 (Purpose 2)
The data in the table have shown that for fourth question, 12 respondents
have put 4 score, 9 respondents have put 3 score, 8 respondents have put 2 score
65
and 3 respondents have put 1 score. The total score for fourth question is 94. The
data interval according to Rating Scale for this analysis was as shown in the
following figure :
Figure 7 : Interval measurement of purpose 2
140 105 70 35
Other Purposes
66
4.2 Discussion
This part contains a clear discussion of the whole information that produced
by this research in order to leave a comprehensive understanding about the
matters being studied. All the information that has been produced by this research
was basically took reference from the research questions. This part provides
explanations of the systematical connection and correlation of the four aspects
being studied in this research which originated from the research questions.
The results of the data analysis were aimed to figure out information that
will answer the questions guiding the study. Since there are four research
questions for this study, all the results of the data analysis were classified based
on the research questions. The research findings were in four classifications. First
one discussed about the level of English usage outside the classroom, second one
discussed about the usage frequency of English as outside-classroom language,
third one discussed about topic domination, and the last one discussed about
partnership domination.
The data analysis results have shown that there were some differences
among the outside-classroom languages including Kupang Malay, Bahasa
Indonesia, and English. The biggest percentage for language domination was
given to Bahasa Indonesia with 76.18%, while the smallest percentage was given
for Kupang Malay with 44.98%. English unexpectedly dominates the outside-
67
classroom language in the second place with 58.49%. There were also some
differences for topic domination and partnership domination.
4.2.1 The Level of English Usage Outside Classroom
The level of English usage outside the classroom deals with how
English has any chances to be used as outside-classroom language and how
many of that chances are measured quantitatively. To get the exact number
representing the level of usage, scores have been given to all indicators in the
questionnaire. The given score indicates how big a chance is given by
respondents to certain language.
The calculation result has shown that among three languages asked in
the questionnaire, English reaches the second place in the level of usage with
56.49% from the expected 100%. Bahasa Indonesia in the first place with
76.18% level of usage and Kupang Malay in the third place with 44.98% level
of usage. The following figure shows the achievement level for each language.
Figure 8 : The result of level of English usage
The Level of English Usage
58.49 76.18%
44.98
Bahasa Indonesia Kupang Malay English
68
This research has revealed that among three languages including
English, Bahasa Indonesia and Kupang Malay, English reached the second
place by 58.49% usage level from 100% expected while Bahasa Indonesia
reached 76.18% and Kupang Malay reached only 44.98% from 100%
expected. The measurement point as the highest level was set to 100%. In the
other word the first research question has been answered that the level of
English usage outside the classroom was 58.49%.
The usage level of English resulted from this research covers three more
aspects including how often English was used, in what topic, and to who
English was spoken. The details of the usage level were expanded into those
aspects.
4.2.2 The Frequency of English Usage Outside Classroom
Derived from the usage level achievement of English quantitatively, a
further explanation was required to comprehend the result qualitatively.
Because any kind of academic property proposed to consumed publicly as an
information should be able to achieve its capability of clarity in understanding.
In relation to how often do English department students speak English
outside classroom, respondents have given their points to 5 scales distributed
to 23 speaking activities as the indicators. The highest scale was always,
followed by often, sometimes, rarely and never. The calculation method was
by counting how many points are given for each scale of each indicator and
69
accumulates the total points given by 35 respondents to 5 scales in 23
indicators. After that the researcher put the total points into the scale interval
of Always to Never as shown in the following figure:
Figure 9 : The result of English usage frequency
4025 3220 2415 1610 805
2393
In the data collection result, English has 2393 total scores for usage
frequency. According to Likert Scale, by the data interval of 4025 to 805,
English’s score was categorized close to “Sometimes” within the interval
between “Sometimes” and “Rarely”. The analysis result has shown that the
usage frequency of English outside classroom by the English Department
Students of Nusa Cendana University in the interval scale of Always to Never
was between Sometimes to Rarely but closer to sometimes.
In another word the usage frequency of English was low enough. The
writer’s hypothesis had been proved by the accuracy of partially right.
4.2.3 The Speaking Topic Domination of Outside Classroom English
Speaking topic in this research deals with speaking topics represented
by speaking category. There are 7 (seven) speaking topics that have been set
70
in the questionnaire including quick question and respond (QQR), greetings
(Gr), discussion (Disc), social media (SM), general conversation (GC), small
talk (ST), and debating (Deb).
The analysis for topic domination was aimed to find out how a topic
reaches the highest percentage which indicates that the students of English
department mostly speak English outside the classroom in that topic. The
percentage result was calculated from the scores that were given by
respondents to each particular speaking topic which appears in the
questionnaire.
The expected percentage for each topic was set to 100% which indicates
that the respondents always speak English in that topic. The following chart
represent the topic domination based on the result of data analysis.
Figure 10 : The result of topic domination
SPEAKING TOPIC DOMINATION
Deb,
QQR,
49.52
73.52
ST,
52.57
Gr,
64.76
GC,
52
Disc,
SM, 57.71
49.71
71
The chart shows that the topic with the largest percentage in English
usage outside classroom was Quick Question and Respond (QQR) as the most
dominated speaking topic with 73.52%. The second place for topic domination
was Greetings (Gr) with 64.76%, followed by Discussion (Disc) with 57.71%
in the third place. Small Talk (ST) and General Conversation (GC) were side
by side with 52.57% for Small Talk in the fourth place and 52% for General
Conversation in the fifth place. Social Media (SM) and Debating (Deb) were
also close to each other with 49.71% for SM in the sixth place and 49.52% for
Deb in the seventh place.
In terms of difficulties, the result of this study has shown that the easier
the speaking activity the more the students prefer to speak. This gives a clue
that most of the English Department students of Nusa Cendana University
speak English outside classroom by the reason of easier to speak. As the
research result has shown that the most difficult speaking activity such as
debating has the lowest percentage.
4.2.4 The Partnership Domination of Speaking English Outside Classroom
Partnership domination deals with the last research question. In this
research, what has been studied on the interlocutor domination of outside-
classroom language was basically to get a description of interaction among
students to their lecturers, students to their colleges and students to other
people using English.
72
This study only took lecturer, colleges, and other people as the
interlocutors. Those three interlocutors were chosen to give limitations on the
possibility of out of researched area since lecturers and colleges were chosen
because the writer wanted to cover more interaction around the campus area.
For the same reason why “Other People” was chosen in general instead of in
details.
The result has shown that the most dominated partner or interlocutor
was lecturer with 66.29%, followed by colleges with 59.07% and other people
with 51.35% as shown in the following chart.
Figure 11 : The result of partnership domination
Partnership Domination
51.35%
66.29%
59.07%
Lecturers Colleges Other People

The result leaved a clue that English Department students of Nusa
Cendana University speak English outside the classroom mostly by the reason
of comfortable. In another words, they used to speak English outside the
73
classroom when they feel comfortable enough in any circumstances with their
interlocutor. In this case, the circumstance plays an important role in
supporting any English learners especially in Nusa Cendana University to
speak English outside classroom.
In writer’s opinion, the most effective strategy to handle the
uncomfortable feeling is by providing a room to give the students chance to
speak English especially outside classroom. This needs a policy from the
authorities. Because basically, the students wanted to speak English outside
classroom as proved in the result from the analysis of form 3 questionnaire.
The result shown that the students’ answer for the question “Do you know that
using English outside the classroom can improve your speaking ability?” was
mostly Yes.
4.2.5 Why Speak English Outside Classroom?
Anyone may argue that why should they speak English outside
classroom? Is it not enough if they just study English inside classroom? The
answer for those questions was speaking ability is not enough to be studied in
the classroom, it has to be practice in the real context.
Other findings of this study were related to students’ knowledge of the
benefits of English usage outside classroom, agreement, and purposes of using
English outside classroom as the strategy to improve speaking skill.
74
The analysis result in form 3 has shown that when respondents were
asked the first question about their knowledge of the benefits of using English
outside classroom that can improve their speaking ability, most of the students’
answer was Yes. The data interval has shown that in the interval of Yes to
Know, the respondents answer was stood in between Yes and Yes with
exception but very close to Yes.
The third question and fourth question were asked to figure out whether
the respondents use English outside classroom in purpose to improve their
speaking ability or for any other purposes. When the respondents were asked
the third question, the answer was stood in the data interval between Yes and
Yes with exception but this time closer to Yes with exception.
In the contrary, when the respondents were asked the fourth question
regarding to whether the respondents use English outside classroom for any
other purposes, the answer was stood in the data interval between Yes with
exception and No with exception but closer to Yes with exception. The result
of the calculation in the data analysis was shown in the following figures :
Figure 12 : The result of students’ level of knowledge
140 105 70 35
Level of Knowledge
75
Figure 13 : The Result of students’ purposes of using English outside
classroom
140 105 70 35
Improve Speaking Skill
Figure 14 : The Result of students’ purposes of using English outside
classroom
140 105 70 35
Other Purposes
4.2.6 Do the Students Agree to Use English Outside Classroom?
An interesting finding of this study was the students’ agreement to use
English outside classroom. This finding indicates that the low of usage level
percentage and usage frequency was not because the students did not want to
speak English but it might be any other causes.
When the respondents were asked the second question in form 3
research questionnaire regarding to their agreement to use English outside the
classroom as the way to improve their speaking ability, the students’ answer
76
was mostly Yes. In the data interval of Yes to No, the students’ answer was
stood in the interval between Yes and Yes with exception but closer to Yes as
shown in the following figure;
Figure 15 : The result of students’ level of agreement
140 105 70 35
Level of Agreement
This research has proved that students were mostly agreed to speak
English outside classroom. This leads to the question; what makes the usage
level and usage frequency low? The most sensible answer was there was no
room for the students where they could fell comfortable to speak using English
outside classroom even with some errors that they might done during the
speaking.
77
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
This research has been accomplished, all the data has been gathered and
analyzed based on quantitative methodology. The findings are clear and able to
answer the whole questions on this study. However, conclusion needs to be drawn
in order to clear the answers for this research. Regarding to that, the researcher has
provided some conclusions as the following:
1. The level of English usage on speaking outside the classroom among
three languages including Kupang Malay and Bahasa Indonesia reached
58.49%.
2. The frequency of English usage on speaking outside the classroom in
the scale of always to never was between sometimes and rarely but
closer to sometimes.
3. The students of English department of Nusa Cendana University usually
speak English outside the classroom in the topic of quick question and
respond (QQR) which reached the domination of 73.52% and greetings
(Gr) which reached the domination of 64.76%.
4. The students of English department of Nusa Cendana University usually
speak English outside the classroom with lecturers and colleges as the
78
interlocutor domination reached 66.29% for Lecturers and 59.07% for
colleges.
5.2 Suggestion
Due to the English usage on speaking outside the classroom by the English
department students of Nusa Cendana University is low, the researcher’s
suggestion for the campus especially for the head of English Department to
provide such a room or regulation where the students could be more comfortable
to speak English outside the classroom so that they can practice their speaking
skill since that strategy is considered as the most effective strategy to improve
speaking ability.
The regulation is not proposed to control whether the students speak English
outside classroom or not, but more to create comfortable feeling for the students
to start speak English outside classroom. Even though the English Department
cannot control every single student to speak English outside classroom but since
the students know that they must use English, they could be more comfortable to
speak English.
79
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A STUDY OF ENGLISH USAGE ON SPEAKING OUTSIDE

CLASSROOM BY THE ENGLISH DEPARTMENT STUDENTS OF NUSA

ABDUL MAJID S. LEKY

ENGLISH EDUCATION STUDY PROGRAM

reference is made in the text of the thesis.

Abdul Majid S. Leky

small step ahead.

leave to go astray, there is none to guide.

This thesis is wholeheartedly dedicated to:

My beloved mother Kamsi Anas and my beloved father Syahbudin Leky;

My Aunts : Abas Leky, Halima Anas, Hudaya Leky, Nuaraini Anas;

My beloved girlfriend, colleges and friends.

him in writing this thesis.

all the supervises and guidance in writing this thesis;

and guidance in writing this thesis;

supervisions during the writer’s study;

5. All lecturers in English Education Department for wholeheartedly taught their

valuable knowledge during the writer’s study;

6. Mr. Yosua as the administrative staff of English Department Education.

supports during his study;

their love and supports.

the next writing.

Kupang, June 2019

This research is entitled “A STUDY OF ENGLISH USAGE ON SPEAKING

Keywords : Usage, Speaking, Frequency, Interlocutor

STATEMENT OF AUTHORSHIP ................................................................ ii

APPROVAL ..................................................................................................... iii

THE BOARD OF EXAMINERS .................................................................... iv

ACKNOWLEDGEMENT ............................................................................... vii

TABLE OF CONTENT ................................................................................... x

TABLE OF TABLES ...................................................................................... xiii

TABLE OF FIGURES ..................................................................................... xiv

1.1 Background ........................................................................................... 1

CHAPTER II LITERATURE REVIEW

2.1 The Definition of English Usage Outside the Classroom ..................... 9

CHAPTER III RESEACH METHODOLOGY

3.1 Research Design ................................................................................... 27

CHAPTER IV FINDNGS AND DISCUSSION

4.1 Findings .................................................................................................. 48

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion ............................................................................................. 78

Table 1 : Instrument Development Matrix .......................................................... 31

Table 2 : From 1 Research Questionnaire .......................................................... 34

Table 3 : From 2 Research Questionnaire .......................................................... 37

Table 4 : From 3 Research Questionnaire .......................................................... 40

Table 5 : Research Schedule .............................................................................. 47

Table 6 : Language Domination Scores ............................................................. 48

Table 7 : Scores of Language Frequency ........................................................... 52

Table 8 : Scores of Topic Domination ............................................................... 55

Table 9 : Scores of Partnership Domination ...................................................... 60

Table 10 : Scores of Form 3 Data Analysis ........................................................ 63

Figure 1 : Data Interval of English Usage Frequency ........................................ 44

Figure 2 : Data Interval of Form 3 Data Analysis .............................................. 46

Figure 3 : The Interval Measurement of English Usage Frequency .................. 55

Figure 4 : Interval measurement of level of knowledge .................................... 64

Figure 5 : Interval measurement of level of agreement ..................................... 65

Figure 6 : Interval measurement of purpose 1 ................................................... 65

Figure 7 : Interval measurement of purpose 2 ................................................... 66

Figure 8 : The Result of Level of English Usage ............................................... 68

Figure 9 : The Result of English Usage Frequency ........................................... 70

Figure 10 : The Result of Topic Domination ..................................................... 71

Figure 11 : The Result of Partnership Domination ............................................ 73

Figure 12 : The Result of Students’ Level of Knowledge ................................. 75