i

THE ANALYSIS OF PRIVATE SPEECH IN SPEAKING CLASS AT

THE THIRD SEMESTER OF MUHAMMADIYAH UNIVERSITY

OF MAKASSAR

A thesis

Submitted to the faculty of Teacher Training and Education Makassar

University in part Fulfillment of the Requirement for the degree of

education in English Department

ANDI SATRIANTO PATTAH

10535 11061 16

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

2020

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UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini :

Nama : ANDI SATRIANTO PATTAH

Stambuk : 10535 11061 16

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Analysis of Private Speech in Speaking Class at The

Third Semester of Muhammdiyah Univesrity of Makassar

Dengan ini menyatakan bahwa :

Skripsi yang saya ajukan di depan Tim Penguji adalah ASLI hasil karya

saya sendiri,bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian surat peryataan ini saya buat dengan sebenarnya dan saya bersedia

menerima sanksi apabila peryataan ini tidak benar.

Makassar, Agustus 2020

Yang Membuat Pernyataan

Andi Satrianto Pattah

viii

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini :

Nama : ANDI SATRIANTO PATTAH

Stambuk : 10535 11061 16

Jurusan : Pendidikan Bahasa Inggris

Dengan ini menyatakan perjanjian sebagai berikut :

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya yang

menyusunnya sendiri (tidak dibuatkan oleh siapapun)

2. Dalam penyusunan skripsi, saya selalu melakukan konsultasi dengan pembimbing

yang telah ditetapkan oleh pimpinan fakultas.

3. Saya tidak melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.

4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3 maka saya

bersedia menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Agustus 2020

Yang Membuat Perjanjian

Andi Satrianto Pattah

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ABSTRACT

Andi Satrianto Pattah, 2020. The Analysis of Private Speech in Speaking

Class at The Third Semester of Muhammdiyah Univesrity of Makassar.

Under the thesis of English Education Department, The Faculty of Teacher

Training and Education, Makassar Muhammadiyah University. Supervised

by Eny Syatriana and Maharida.

The research aim to find how the students‟ english vocabulary

achievement in using private speech in speaking class at the third semester

of Unismuh Makassar and what are the students‟ reasons in using private

speech on students speaking skills in terms of accuracy in speaking class at

the third semester of Unismuh Makassar at the third semester of Unismuh

Makassar.

This research was a Descriptive Quantitative research which was

implemented to 10 students at the third semester. It consisted of giving

interview. Every statement in the interview for knowing the students‟

English vocabulary achievement and the students‟ reasons in using Private

Speech in speaking class

The research findings indicated that students‟ English vocabulary

achievement in using Private Speech were classified good and the students‟

reasons in using Private Speech were helped the students‟ self confidence,

speaking, pronounciaition and grammar to be better.This can be seen from

the results of data analysis, the students were feelings had many

advantages in using Private Speech in speaking class on terms of accuracy.

Keywords : The Analysis, Private Speech, Speaking, Accuracy.

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ABSTRAK

Andi Satrianto Pattah, 2020 Analisis Private Speech dalam kelas

speaking pada semester 3 Universitas Muhammadiyah Makassar). Di

bawah tesis Departemen Pendidikan Bahasa Inggris, Fakultas Pelatihan dan

Pendidikan Guru, Universitas Muhammadiyah Makassar. Dibimbing oleh

Eny Syatriana dan Maharida.

Tesis ini bertujuan untuk mengetahui bagaimana kemampuan kosakata

Bahas Inggris siswa dalam menggunakan Private Speech pada semester 3

Universitas Muhammadiyah Makassar.

Penelitian ini adalah penelitian deskriptif kuantitatif yang dilaksanakan

pada 10 siswa di semester 3. Itu terdiri dengan memberikan wawancara.

Setiap wawancara untuk mengetahui kemampuan bicara siswa dalam hal

akurasi dan apa alasan siswa menggunakan Private Speech dalam kelas

speaking.

Hasil penelitian mengindikasikan bahwa kemampuan kosakata Bahasa

Inggris siswa dalam menggunakan Private Speech di klasifikasikan baik

Dan alasan siswa menggunakan private speech adalah membantu percaya

diri siswa, keamampuan berbicara, pengucapan, dan kemampuan grammar

menjadi lebih baik. Hal ini dapat dilihat dari hasil analisis data dalam skil

berbicara dalam hal akurasi. Hal ini dapat dilihat dari hasil analisis data.

Siswa merasa banyak mendapatkan manfaat dalam menggunakan private

speech pad speaking kelas dalam hal akurasi.

Kata Kunci : Analisis, Private Speech, berbicara, akurasi

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MOTTO

Allah has a plan,

don’t ever stop believing

Keep praying, and keep trying.

Don’t be sad, Allah is always besides us

I dedicate this thesis was to:

my parents, my brother and all my best friends,

for your sincerities and lots of prayers in supporting

the writer making her dream comes true.

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ACKNOWLEDGMENT

Al-hamdulillaahirobbil-„aalmiin, praise and grateful for Allah SWT on mercy

and blessing then writer have great healthiness, opportunity, and patience in other

hand marvelous grant of Allah is giving easiness to have done the proposal. Shalawat

and salaamalways pass away to Rasulullah Muhammad Salallahualaihii‟ wassalam as

great guidance and marvelous teacher for all of human in the world.

As leaners who eventually struggle enhance knowledge so there are many to

construct this proposal but the writer believes that the difficulties are able to help

increase a good habit how to be a good researcher. The writer is getting a help from

several special people. Consequently, this proposal is able to compose systematically

then the gratitude and appreciation deeply for:

Prof. Dr. H. Ambo Asse.,M.Ag, as rector of Muhammadiyah University of

Makassar, Erwin Akib, M.Pd., Ph.D, as Dean of Faculty of Training Teachers And

Eduation, Muhammadiyah Univeristy of Makassar, Ummi Khaerati Syam, S.Pd.,

M.Pd as head of English department, Faculty of Training Teachers And Education,

Dr. Eny Syatriana, M.Pd. as consultant I and Maharida, S.Pd.,M.Pd as consultant II

eventually give guidance, and motivation to have done the thesis. They are always

giving knowledge and references how to construct the good research. Great

appreciation for parents always gives neither motivation nor spirit to have done

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thesis. In other hand thank you so much for classmate brave class on support that

struggling every time and never give up to catch your dream.

In globalization area education is one of particular aspect is important to

enhance as principal of human faces the world. Hence, teacher is definitely role and

agent of change to save the world from the ignorance through learning for students.

Importance foreign language especially English is one of way in order students

accessed references in the world to increase their capability that absolutely teacher as

guidance for students how to implementation about it. In other hand, teacher must be

having various learning media in teaching with the result that creates virtuous and

academic students. Therefore the educations have to the teacher professional that is

able great organized learning process.

Hopefully, the proposal with the tittle “The Analysis of Private Speech in

Speaking Class at The Third Semester of Muhammdiyah Univesrity of Makassar”

gives more than information about learning media then it can be developing and

furthermore for thesis preparing. The last one, gratefulness for attention then

available suggestion from reader is most necessary for the next better.

Makassar, August 2020

Author

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TABLE OF CONTENTS

Page

TITTLE PAGE ............................................................................................... i

APPROVAL SHEET ..................................................................................... ii

CONSELING SHEET ................................................................................... iii

SURAT PERNYATAAN ............................................................................... vi

SURAT PERJANJIAN .................................................................................. vii

ABSTRACT .................................................................................................... viii

MOTTO .......................................................................................................... x

ACKNOWLEDGMENT ............................................................................... xi

TABLE OF CONTENT ................................................................................. xiii

LIST OF APPENDICES ............................................................................... xv

CHAPTER I : INTRODCUTION

A. Background .......................................................................................... 1

B. Research Question ................................................................................ 4

C. Objective of the Research .................................................................... 4

D. Significant of the Research .................................................................. 4

E. Scope of the Research .......................................................................... 5

CHAPTER II : REVIEW OF LITERATURE RESEARCH

A. Previous Research Related Findings .................................................... 6

B. Some Partinent Ideas ............................................................................ 8

1. Definition of speaking ...................................................................... 8

2.Aspect of speaking ............................................................................ 10

3. Types of speaking ............................................................................ 16

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4.Importance of speaking ..................................................................... 22

5.Definition of private speech .............................................................. 28

6.Characteristic of private speech ........................................................ 29

7.Types of private speech ..................................................................... 34

8.Functions of private speech ............................................................... 35

C. Conceptual Framework .................................................................. 36

CHAPTER III : RESEARCH METHOD

A. Research Design ................................................................................... 38

B. Research Subject .................................................................................. 38

C. Research Instrument ............................................................................. 39

D. Data Collection Tehcnique ................................................................... 39

E. Data Analysis Technique ..................................................................... 40

CHAPTER IV : FINDING AND DISCUSSION

A. Findings ................................................................................................ 44

B. Discussions ........................................................................................... 52

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusions .......................................................................................... 58

B. Suggestions .......................................................................................... 58

BIBLIOGRAPHY

APPENDICES

CURRICULUM VITTAE

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TABLE OF APPENDICES

APPENDIX 1 Instruments

APPENDIX 2 The Answer of Respondents

APPENDIX 3 Curriculum Vitae

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CHAPTER I

INTRODUCTION

A. Bacground

In time of globalization English use to be a universal language to

connect among people from different background, ethnic, culture and many

more around the world therefore English is very important for every people.

Many people use English as a media or tools of communication and it makes

people who more easier in making interaction and communication inspite of

different countries. In Indonesia, English used as second language to do

communication and there are four skills in English: reading, writing, listening

and speaking. Thereby, every people especially the students must have skill or

even mastering English subject in order to effective communication

In Webster New World Dictionary, speaking is to say words orally, to

communicate as by talking, to make a request, and to make a speech (Nunan,

1995). Whereas According to Chaney (1998), “speaking is the process of

making and transfer meaning by using verbal and non-verbal symbols in

different contexts, speaking is speech or utterances with the purpose of having

intention to be recognized by speaker and the receiver processes the

statements in order to recognize their intentions”. Rebecca (2006:144) stated

that speaking is the first mode in which children acquire language, it is part of

the daily involvement of most people with language activities, and it is the

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prime motor of language change. It also provides our main data for

understanding bilingualism and language contact.

Speaking is the process of building and sharing meaning thought in

verbal and symbol of varieties in context. Many people feel that speaking is

very difficult to learn it because every single words or sentences in English

has different way to pronounce it As a result, speaking is crucial part of

second language teaching and learning. The researcher believes the problems

in learning speaking is lack of basic knowledge of English, for example lack

of vocabulary, grammar, self confidence, pronounciation , and particularly

strategy in the way they speaking. This condition influences students‟ self

confidence in speaking. According to Tanaka (2004) the conception of self

efficacy /confidence in language learning has more to do with how learners

perceive their ability as language learners and their progress in relation to the

particular context in which they are learning.

According to Vygotsky (1978) in Abadikhah and Khorshidi (2013),

private speech is the process through which language initially serves a social

purpose and later plays a self-regulatory function. He considers private speech

as “the process of privatizing speech in a way that higher forms of

consciousness arise on the inner plane and in this way our biological

capacities are organized into culturally mediated mind”

Sociocultural theory proposes that almost all mental functions of

humans originate in the social and cultural context and language is like a tool

for mediating our mental functioning (Vygotsky 1978) in Abadikhah and

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Khorshidi (2013). Embedded in sociocultural theory is the concept of private

speech, a kind of speech directed to self with no communicative function.

Private speech is a widespread phenomenon in children acquiring L1 (first

language) (Berk 1986, Berk & Spuhl 1995, Fraunglass & Diaz 1985, Winsler

et al. 2003). A growing number of studies have also reported the use of private

speech by L2 (second language) learners (Brooks, Donato & McGlone 1997,

Dicamilla & Anton 2004, De Guerrero 1999, Ohta 2001, Saville-Troike

1988). Nonetheless, little is known about the nature of private speech in peer-

peer interaction of learners in English as a Foreign Language (EFL) context.

Accroding to Anani Sarab and Gordani (2014) found that private

speech has with it such beneficial functions as planning, managing the

thought, self-orientation, motivation, and controlling anxiety According to

Vygotsky (1978) in Abadikhah and Khorshidi (2013), private speech is the

process through which language initially serves a social purpose and later

plays a self-regulatory function. He considers private speech as “the process

of privatizing speech in a way that higher forms of consciousness arise on the

inner plane and in this way our biological capacities are organized into

culturally mediated mind” (Lantolf 2000, p.15). According to Ohta (2001)

private speech as oral language uttered not for communicative interaction with

another, but for dialogue with the self. Private speech is spoken out loud and

is audible to others, but it differs from social speech in that it is directed at the

self and serves no social purpose (Frauenglass & Diaz, 1985). Private speechis

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defined as “an audible conversation or speech of a child with himself which is

neither addressed to another person nor received as such” (Gibrau, 2007 p.42).

As Lantolf (2006) in Abadikhah and Khorshidi (2013) claimed,

without private speech language acquisition is not likely to occur; therefore, it

seems necessary to explore the occasions when students employ private

speech in L2 (second language) classrooms. In addition, creating a non-

threatening language learning environment and providing adequate time for

learners to get psychologically ready through private speech is an important

factor for learning to occur. Nonetheless, in EFL (English foreign language)

classes, students are required to produce public speech and they are not given

the chance to talk to themselves. Furthermore, the students are prohibited

from using L1 (first language) when they want to produce the target form.

Rahimi and Tahmasbi (2010) studied the private speech and

collaborative interaction among 54 EFL freshmen students during a reading

course. For the control group, the teacher paraphrased and discussed the

reading; the learners in the experimental group were asked to perform

different tasks including paraphrasing, discussing collaboratively and using

private speech. The sessions were video-recorded for nine sessions, each one

lasting for 90 minutes. The final test of comprehension and oral presentation

were the two measurements used in this study. The performance of learners

was analyzed based on accuracy, complexity and fluency. It was revealed that

scaffolding and private speech helped the learners be successful and accurate

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in task completion. Manfra, L., & Winsler, A. (2006) Children who were

aware of their private speech were significantly older, had greater expressive

language skills, used more private speech, and had higher deceptive-box

scores than children who were not aware of their private speech. Participants

believed that private speech was positive and helpful,

There are many ways that can be done to support private speech in

developing successful in english learning and teaching. From the facts above

the researcher interest and focus in analyzing The Analysisof private speech in

speaking class at the third semester of Unismuh Makassar.

B. Research Question

The problem in this research is formulated in a research

question as follows :

1. How the students‟ English vocabulary achievement in using private

speech in speaking class at the third semester of Unismuh Makassar

2. What are the students‟ reasons in using private speech on students

speaking skills in terms of accuracy in speaking class at the third

semester of Unismuh Makassar

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C. Objective of the Research

Based on the research question, the objective of this research

are:

1. To find out how the students‟ english vocabulary achievement in using

private speech in speaking class at the third semester of Unismuh

Makassar

2. To find out what are the students reasons in using private speech on

students speaking skills in terms of accuracy in speaking class at the third

semester of Unismuh Makassar.

D. Significant of the Research

The significances of this research is expected to provide some

advantages for English teaching and learning process. The significances of

this research are:

1. For lecturers, it can be used as more references to improving students‟

skill particularly in speaking.

2. For students as the subjects of the research, it can be motivation to

improving skill in particularly speaking.

3. For readers, This research can be use as a source or reference for further

research.

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E. Scope of the Research

In collecting the data for this research, the researcher would limit this

study only focuses on The Analysis of private speech on students‟ speaking

skills in terms of accuracy and what are the students‟ reasons in using private

speech in speaking class at the third semester, English education department

of Unismuh Makassar.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Research Related Findings

To get the framework of the problem, in this literature review the

researchers discussed several important aspects related to this research. First,

this chapter presents several definitions of terminology used in reference

journals relating to the definition of private speech and further, this chapter

presents a review of related studies and is followed by a conceptual

framework of research and hypothesis.

Many researchers have been conducting studies relate to this research,

there are as follows :

Analyzes the speech of English‐speaking college students of Spanish,

DiCamilla, F. J., & Antón, M. (2004) found that working in pairs to produce

compositions in Spanish. Although there was considerable variability in the

frequency of private speech from one dyad to another, the main goal of the

study was to analyze those instances of private speech that could be clearly

identified by both linguistic and paralinguistic evidence. Eight such excerpts

are analyzed and discussed here. The analysis reveals that private speech of

the participants facilitated two fundamental cognitive operations: focusing of

attention and the creation of psychological distance. That is, private speech

enabled the participants to concentrate on the task at crucial moments and to

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distance themselves from the problems they encountered, thereby achieving

a perspective that in turn helped them to gain control in the performance of

the task. It is argued that private speech that occurs in a social context can be

identified and analyzed, and ultimately distinguished from social speech”.

Studying private speech in an L2 Japanese class, Ohta (2001) found that

private speech can have three main uses (repetition, manipulation, and

vicarious response), and that private speech can improve L2 development.

She stated that private speech is a creative locus of linguistic manipulation

and hypothesis testing. It is a phenomenon which results in what Ohta (2001)

terms „‟ a covert social space‟‟ (p. 30) during which learners actively engage

themselves in some sort of what Lave and Wenger (1991) termed „‟

legitimate peripheral participation‟‟. According to Ohta (2001), learners

cannot be regarded as passive or disengaged learners as they have their

private speech strategy as a vehicle for „‟ interactive hypothesis testing‟‟

(p.30) during the moments when the learner is appropriating the language for

him/herself.

Sawyer, J. (2016) found that, private speech and bilingualism have been

fruitful but generally separate avenues for investigating the relations between

social interaction, language, and cognition. Surprisingly, the private speech

of bilinguals has received little attention outside the context of second

language acquisition. This paper reviews extant research regarding (1) how

the developmental trajectory and general purposes of bilinguals' private

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speech compare to that of monolinguals, (2) how bilingual linguistic and

social interactions influence bilingual private speech, and (3) potential

bilingual advantages in the use of private speech. The small number of

relevant studies tentatively suggest that bilinguals' private speech follows a

similar trajectory to that of monolinguals, and that bilinguals use private

speech for the same general purposes as monolinguals. The social origins of

private speech are evident in some bilinguals' propensity to switch languages

during private speech, and language switching appears more common in

balanced bilinguals than less-balanced bilinguals. Evidence on bilingual

advantages in private speech is mixed. In some studies, balanced bilinguals

have demonstrated a wider variety of private speech uses, and more

developmentally advanced private speech than less-balanced bilinguals.

Balanced bilinguals appear capable of carrying out reasoning using private

speech in two languages, while less balanced bilinguals may rely primarily

on one language for complex verbal thinking. A case is made for reviving

and elaborating the verbal mediation hypothesis as a unified explanation for

reported verbal and nonverbal bilingual cognitive advantages. Future

research on bilinguals' development of unique forms of private speech and

verbal mediation is recommended.

Centeno-Cortés and Jimémez-Jiménez (2004, cited in Lantolf 2006)

studied the use of L2 (second language) private speech in three groups of

participants: six intermediate learners of Spanish (L1 English), six advanced

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L2 speakers of Spanish, and six L1 speakers of Spanish (proficient in

English). They reported that L1 private speech was the key to successful task

completion. L1 speakers produced only two instances of private speech in

L2 (English) and the rest was in L1 (Spanish); the intermediate group

produced 35 % of their private speech in Spanish; however, the advanced

learners uttered 52 % of their private speech in Spanish.

Lee (2008) on private speech produced by advanced Korean learners of

English in a biology class at the University of Midwestern, it was found that

participants resorted to both L1 and L2 private speech to better mediate the

L2 learning process. Emphasizing the significance of private speech

produced in interactional encounters, Smith (2007) stressed the importance

of private speech as a social semiotic tool which helps reorganize and

regulate the cognitive functions of the learners.

Aspect of the language of children is their private speech, Clark, B.

(2005) found that The immense potential of language, for learning, building

relationships, as the embodiment of culture, for an understanding of the

world and for expressing 'self'. One less apparent aspect of the language of

children is their private speech. In this thesis the research questions focus on

whether children from diverse language backgrounds attending English-

speaking kindergartens use private speech. Further, if so, what is the context,

who is present when it is used and is there a response from the person or

people? These questions are primarily addressed through observations of

eight children as well as recordings of their private speech. An

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understanding of the context is supported through interviews with the

parents and teachers in the kindergartens. The expectations for this research

were largely based on the work of Vygotsky, and adapted to the natural, 'free

play' environments of the kindergartens. It was expected that children from

diverse language backgrounds in English medium kindergartens would use

private speech in their own language. While the children did use private

speech (unlike the results from Vygotsky's research) they talked to

themselves in English using the language that they had acquired from the

community, from the media, from their experiences at kindergarten and in

some cases from their families. Based on Krafft & Berk's categories of

private speech, a significant focus of this research is the categories of private

speech that were used by individual children. These findings pose interesting

insight into the experiences of the children. This research has shown the

child's remarkable ability to tune into the language and culture of context

and to do so not only in relation to the socio-cultural context but also

through thinking and acting. This study has also provided insight into the

early childhood environments and the experiences of the teachers. As the

first known research into private speech/self-talk in early childhood in

Aotearoa New Zealand it can serve as a spring-board for further research to

enhance our understanding of the child's thinking and learning through

private speech.

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The similarity of this research is to find out The Analysisof private

speech to enhancing the students‟ skill in English. The differences of this

research are the level and location to do the research. Beside that, my

research only focuses to get information about The Analysisof private

speech in speaking class at the third semester of Unismuh Makassar

A. Some Pertinent Ideas

a. Speaking

1. Definition of Speaking

There are many definitions of speaking stated by different experts some of

definition we have stated as below:

According to Chastain (1998), “speaking is a productive skill that

involves many components, such as grammar, strategy, sociolinguistics and

discourse”. Eckard and Kearny (1981), Florez (1999), Howarth (2001), and

Abd El Fattah Torky (2006) defined speaking as a two–way process including

a true communication of opinions, information, or emotions. This top-down

view regards the spoken texts as the collaboration between two or more

persons in the shared time and the shared context. Speaking Intermediate is a

stage that is in the middle of beginner and advanced in speaking skills

According to Chaney (1998: 13), “speaking is the process of building

and sharing meaning through the use of verbal and non-verbal symbols, in a

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variety of contexts”.Huebner (1960: 5) says that speaking is a skill used by

someone in daily life communication whether at school or outside. Skill is

required by much repetition, it primarily neuromuscular and not an intellectual

process. It contents of competence in sending and receiving massage.

Mackey (2001:79) defines that speaking is an oral expression that

involves not only the use of right patterns of rhythm and intonation but also

right order to convey the right meaning. While Thornbury (2005: IV) says that

speaking is an interactive and requires the ability to cooperate in the

management of speaking turn.

From experts statements above the researcher can get a conclusion that

speaking is a process of sharing meaning through the use of verbal and non-

verbal symbols with among people who is doing conversation and

communication itself with oral expression

2. Aspects of Speaking

In teaching speaking, there are some aspects which considered by

teacher. Brown (2001: 268-269) proposes four aspects of speaking skills.

There are fluency, accuracy, pronunciation and vocabulary.

1. Fluency

Speaker can be said as fluent speaker if he/she can use the language

quickly and confidently, with few hesitation or unnatural pause, false stars,

word searches, etc (Nunan, 2003:55). Speaker needs to know where she/he

15

has to pause and stop his/her speaking in appropriate place. Furthermore, it

can be said to speak fluently if a speaker does not produce word per word at a

time in his/her speaking. Therefore a good speaker is demanded to be able to

produce word in speech into groups of words that form a meaningful unit

(phrases or clauses).

(Pollard, 2008) defines Fluency as the ability to speak communicatively,

fluently and accurately. Fluency usually refers to express oral anguage freely

without interruption. In teaching and learning process, if the teacher wants to

check students‟ fluency, the teacher allows students to express themselves

freely without interruption. The aim is to help students speak fluently and with

ease. The teacher does not correct immediately whereas the idea being that too

much correction interferes with the flow of conversation.

According to (Oxford Dictionary, 2018), comprehensibility means can

be understood. Comprehensibility in speaking means that the people can

understand what we say and we can understand what they say. In speaking,

meaning is very important thing if we want to make a good communication.

(Harmer, 2007) said that if there are two people want to make communication

to each other, they have to be speaking because they have different

information; there is a „gap‟ between them. It is not a good communication if

the people still confuse with what we say.

The more present study about fluency adopting Lennon‟s (Jamatlou:

2011: p.11) that is fluency might be rapid, smooth, accurate, lucid, and

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efficient translation of thought or communicative intention into language

under the temporal constraints of on-line processing. This earlier concept of

fluency was acceptable by most of the teachers and researchers since they

have to realize that fluency is different in nature from other components of

oral proficiency such as range of vocabulary and complexity of syntax which

are associated with linguistic knowledge of accuracy.

2. Accuracy

Nunan (2003:55) states that accuracy happens when students speech

matches what people actually say when they use the target language

specifically, accuracy deals with the grammatical structures which cover some

aspects like part of speech, tense, phrase, sentence, etc. therefore, in order to

achieve the level of accuracy the students are demanded to use the correct

grammatical structures in their speech. Merriam-Webster (2020) Accuracy is

freedom from mistake or error : the quality or state of being

accurate : correctness or the ability to work or perform without making

mistakes. 1. Examples Each experiment is performed twice to

ensure accuracy. 2The police questioned the accuracy of his statement.3.He

could not say with any accuracy what he had seen 4.She shot free throws with

an accuracy of 80 percent. [=80 percent of her free throws were

accurate/successful] 5.Several managers have tried to increase the speed

and accuracy of the workers.

17

A focus on accuracy is a focus on the correctness of one‟s use of

grammar, vocabulary and pronunciation. Here are some examples:

1.Is the student using the right tense and right verb forms? (e.g. We

don‟t say „She has did it already,‟ we say „She has done it already.‟)

2.Are they choosing the right vocabulary to express what they need to

say? (e.g. We don‟t normally say „He is vast,‟ we say „He is fat/big.‟)

3.Do the collocations work? Are the right prepositions being used?

(e.g. We don‟t normally say 4.„I will make a photo on you,‟ we say „I will

take a photo of you.‟)

Is the word order correct? (e.g. We don‟t normally say „Always he

does this,‟ we say „He always does this.‟)

5. Is the student pronouncing the word correctly? Is the stress put in

the right place? (e.g. We don‟t normally say „badminton‟ but we say

„BADminton‟)

Many English language exams pay a lot of attention to accurate use of

language, and accuracy is no doubt important especially in written

communication, e.g. emails, reports, essays, etc., as lexico-grammatical

mistakes stand out more when written down. Inaccurate writing can cause

misunderstandings and be seen to reflect carelessness, a lack of attention to

detail, and general incompetence. Aside from grammar explanations, lexical

definitions, concept checks, and drills, teachers often use controlled practice

activities to help students work on their accuracy. These are activities that

18

enable repeated practice of the target language, with little variation and

minimum amount of free speaking. Teachers will correct mistakes made either

on the spot or after the activity. For example:

To practise using the present perfect to talk about experiences,

students are asked to work in pairs asking each other which countries they

have been to.

Student A: Which countries have you been to?

Student B: I‟ve been to Denmark. You have been to Denmark?

Teacher: Have you been to Denmark?

Student B: Have you been to Denmark?

Student A: No, I haven‟t. I‟ve been to Korea. Have you been to Korea?

Student B: No, I haven‟t. I‟ve been to Vietnam …

3. Pronunciation

Pronunciation is an essential thing in good communication because the

wrong pronunciation will lead to misunderstanding and negative impression

with the other person. According to Suwartono (2006: 41), Pronunciation is an

essential part in a language, for the nature of language is spoken.

Pronunciation is the most important and difficult problem that non-native

English speakers have to face when studying English. A common mistake

made by many international students who study English as a foreign language

is not paying attention to English pronunciation well. Most of students

underestimate the importance of pronunciation because they consider that the

19

pronunciation is less important than other English aspects such as grammar,

lexicology and vocabulary.

Many cases of understanding in communication were caused by the

mispronouncing of words or the improper intonation. Many words in English

that have pronunciation are almost same or may be the same but have

different meaning. Let‟s take a few example: if someone pronounces the

words shit, sheet, sit, seat; Dessert with Desert; Sent with Cent; Find with

fine; Ball with Bawl; Their with There; Beach with Bitch; Advise with

Advice. In addition, correct pronunciation can also give a plus value to those

who master it. What do you think which makes people get amazed of your

English language when their hear you speaking? Your grammar,

pronunciation or vocabulary? The answer is certainly pronunciation, because

it is the main aspect in speaking. Therefore, it has become more and more

obvious that pronunciation cannot be underestimated. It must become one‟s

priority while she/he is learning English. At least, they have to give the same

proportion of time and attention to pronunciation as well as they do to

grammar and vocabulary.

At the beginning level, the goal of teaching pronunciation.

Furthermore at the advance level the pronunciation goals can focus on

elements that enhance communication which will cover stress pattern,

intonation, voice quality, etc. However, Brown (2001: 284-285) states that

20

there are some factors within learner that effect pronunciation. They are

mentioned as follows:

a. Native language

It is clear enough that native language will become the most influential

factors affecting learners‟ pronunciation. Moreover, the native language inthis

case the learners‟ mother tongue usually brings a strong accent in their

pronunciation style.

b. Age

The ranges of age can influent the success of the pronunciation

mastery. Children under age of puberty will have an excellent chance

“sounding like native” if they continue living in authentic contexts. Beyond

the puberty, while they almost surely know a “foreign accent”, attribute of age

will have no longer advantage. Therefore, it just a myth about the belief that

“the younger, the better” in learning language.

c. Exposure

Having exposure in authentic context will encourage the learners to

have good pronunciation. It is because living in foreign country where the

native language spoken quite often will help to build learners having good

pronunciation practice.

d. Innate phonetic practice

There are some people that have a phonetic coding ability by using

their ear. Therefore, they believe they are easier to learn pronunciation well.

However, the teacher has to ensure their students who have naturally difficult

21

in pronunciation that with some effort and concentration they can improve

their competence.

e. Identity and language ego

If they want to be success to achieve goal of the study, learners need to

have positive attitude toward the people who speak the language they want to

acquire.

f. Motivation and concern for good pronunciation

Motivation will be the strongest factor that can bring the learners to the

success of study. If the motivation and concern are high, it will be a good start

for the learners to improve their pronunciation.

4. Vocabulary

Vocabulary can be defined as '' words we must know to communicate

effectively; words in speaking (expressive vocabulary) and words in listening

(receptive vocabulary)'' (Neuman&Dwyer, 2009, p. 385). Hornby

(1995)defines vocabulary as ''the total number of words in a language;

vocabulary is a list of words with their meanings While Ur (1998)states:

“Vocabulary can be defined, roughly, as the words we teach in the foreign

language. However, a new item of vocabulary may be more than just a single

word: for example, post office, and mother-in-law, which are made up of two

or three words but express a single idea.

22

Vocabulary becomes a very important part of language learning which

can use to determine students can speak fluently or not. They can generate

sentences in only by using words so it is impossible to speak fluently without

having vocabulary mastery. In fact, some students have only limited

vocabulary so they meet some difficulties when they want to speak.

Therefore, the teacher needs to make more effort to enrich the students‟

vocabulary.

Vocabulary is essential for successful second language use because

without an extensive vocabulary, it will be unable to use the structure and

function that have learnt for comprehensible communicative. It can be said

that one key the success in communicative, which is the power of words.

Vocabulary means the appropriate diction or the most important thing in a

language especially in speaking; Furthermore, knowing many vocabularies

makes easier to express ideas, feeling and thoughts both in oral or written

form (Christopher Turk, 2003).

Vocabulary is a basic building block of language learning. Students

need to know words, their meanings, how they are spelt and how they are

pronounced. Thus, when teaching vocabulary, the teachers have to make sure

that they explain the meaning as well as the spelling and pronunciation.

Vocabulary is the knowledge of meanings of words. What complicates this

definition is the fact that words come in at least two forms: oral and written.

Oral vocabulary is the set of words for which we know the meanings when we

23

speak or read orally. Written vocabulary consists of those words for which the

meaning is known when we write or read silently. These are important

distinctions because the set of words that beginning readers know are mainly

oral representations. As they learn to read, written vocabulary comes to play

an increasingly larger role in literacy than does the oral vocabulary (Hiebert &

Kamil, 2005)

3. Types of Speaking

There are some types of language that we have to know as the teacher

of English. According to Brown (2001:250), language teaching is devoted to

instruction in mastering English conversation. He divided oral language into

two types:

1. Monologue

a. Planned

b. Unplanned

2. Dialogue

a. Interpersonal

b. Transactional

The meaning of Monologue is the oral language involves only one

people in it. There is only one person who speaks as in lectures, news casting,

radio broadcast, etc. monologue can be divided into two types, planned

monologue and unplanned monologue. The meaning of planned monologue is

the person who speaks use monologue has prepared a note or text to help him

24

or her to speak fluently. The meaning of unplanned monologue is the person

who speaks in monologue does not use any notes or texts. All words spoken

emerge from the speaker‟s mind naturally and spontaneously.

The meaning of dialogue is the oral language involves two or more

speaker in it. Based on the function dialogue can be divided into two types,

interpersonal and transactional. Interpersonal dialogue is functioned to

promote social relationship meanwhile the transactional dialogue is aimed to

convey proportional or factual information. In this research, researcher will

focus on interpersonal dialogue because it is suitable with the purpose of role

play as a simulator for learners in experiencing real atmosphere of daily

speaking in society.

4. The Importance of Speaking

Although English has 4 skills, speaking may be the most important

skills of English. Mai (cited in Pattison) confirms that when people know or

learn a language, they mean being able to speak the language. It means that

when someone is acquiring a language, the proof that people want to confirm

is when that person can speak the language well, it also happens for English.

Besides, Ur stated that of all the four skills (listening, speaking, reading and

writing), speaking seems intuitively the most important. It may be true

because speaking involve a lot of ability within, such as pronunciation,

vocabulary, grammar and even accent. In-order to become a well rounded

communicator one needs to be proficient in each of the four language skills;

25

listening, speaking, reading and writing, but the ability to speak skillfully,

provides the speaker with several distinct advantages. Syatriana, E.,

Ardiansyah, A., & Orem, R. (2018) Speaking plays an essential role in the

production of a variety of languages, it can be in the form of discussions,

speeches, debates, argumentation, conversation, storytelling and retelling”

even in interactive Task-Based Learning for EFL students where The study

concludes that although the participants have shown their ability to speak

using task- based learning improvement is needed to increase fluency,

accuracy, flexibility, comprehensibility appropriately and effectively to make

theirs speaking better.

The capacity to express one‟s thoughts, opinions and feelings, in the

form of words put together in a meaningful way, provides the speaker with

these advantages Therefore, any gap in commutation results in

misunderstandings and problems with the person to communicate with

because that person does not understand the message uttered by the speaker.

Efrizal (2012) Pourhosein Gilakjani (2016) expressed that speaking is

of great significance for the people interaction where they speak everywhere

and every day. Speaking is the way of communicating ideas and messages

orally. If we want to encourage students to communicate in English, we

should use the language in real communication and ask them to do the same

process. Richards and Rodgers (2001) stated that in the traditional methods,

the speaking skill was ignored in the classrooms where the emphasis was on

reading and writing skills. For example, in The Grammar-Translation method,

26

reading and writing were the important skills and speaking and listening skills

were not of great significance. According to Ur (2000), of all the four

language skills called listening, speaking, reading, and writing, speaking is the

most important one that is very necessary for the effective communication.

The significance of speaking is indicated with the integration of the

other language skills. Speaking helps learners develop their vocabulary and

grammar skills and then better their writing skill. Students can express their

emotions, ideas; say stories; request; talk, discuss, and show the various

functions of language. Speaking is of vital importance outside the classroom.

Therefore, language speakers have more opportunities to find jobs in different

organizations and companies. These statements have been supported by Baker

and Westrup (2003) who said that learners who speak English very well can

have greater chance for better education, finding good jobs, and getting

promotion

According to Bueno, Madrid, and Mclaren (2006: 321), “Speaking is

one of the most difficult skills language learners have to face. Speaking is

considered the most important of the four language skills of English. Even the

learners learn the language for so many years; they find it difficult to speak in

real time situations when it is demanded. There are many reasons to overcome

this. First of all, the ELLs should understand the importance of speaking skills

and try to acquire them as they need them to compete in this competitive

world.

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Among the four basic skills of the English language, speaking seems

to be difficult because the speakers have to produce sentences on the spur of

the moment. It is quite difficult for foreign or second language learners to

produce sentences without learning the grammatical structures and having

proper knowledge of adequate vocabulary. Therefore, the English language

learners of EFL/ESL face many problems in speaking grammatical sentences

in English. Since speaking skills play a dominant role in communication,

people try to learn these skills in order to communicate well with the entire

community all around the world.

Moreover, these speaking skills are also useful for learners when they

have to settle down well in their professions. In the modern world, it has

become quite common to prove the candidates‟ talents at the time of their job

interviews and many of the selections are based on the performance of the

interview. The job aspirants have to participate and prove themselves in

debates and group discussions where the performance or oral communication

skills of the candidates are primarily measured. Besides, the professionals

have to give oral presentations as they have to promote the products or their

companies or give training to the other colleagues. Furthermore, an effective

speaker can inspire the audience a lot and gain the complete attention of the

audience and maintain the same tempo until the end of his/her speech. So the

audience involves completely in the speaker‟s speech and they sometimes

forget the real world and put their complete concentration on the speech. So,

28

speaking skills play a vital role as everything depends on the way how people

communicate their messages with others. Rao, Parupalli. (2019) found the

importance of speaking as follow as;

1.Interviews 4. Public Speeches

9.Presentations

2.Debates 5. Career Development

3.Group Discussions 6. Sound Business Relationship

7. Higher Confidence Levels 8. Better Job Opportunities

Speaking skills are the most essential skills for all the learners who

wish to learn English to enhance their career, improve business, build

confidence levels, get better job opportunities, make public speeches, attend

interviews, participate in debates and group discussions, give presentations

and so on. In the present modern world, everything is linked with speaking

skills. One who has good talent in speaking can conquer the whole world.

Having good communication is the passport to get better employment

opportunities. In the modern interviews, the real talent of the job aspirants is

tested through their performance in group discussions, debates, presentation

skills and so on. Therefore, job seekers have to acquire good oral

communication skills in order to grab better opportunities. Once the learners

practice these speaking skills in their EFL/ESL classrooms, they get the

mastery of these skills and perform well in the activities in and outside their

29

classrooms. Let us discuss the purpose of teaching speaking skills in English

classrooms.

a. Private Speech

1. Definition of Private Speech

Lantolf (2000) defined private speech as “speech that has social

origins in the speech of others but that takes on a private or cognitive

function” p.15. In other words, it is a speech that is not for communication;

however, it is originally social.

Lantolf and Thorne (2006) described private speech as an utterance in

which the child attempts to self-regulate in the face of complex process of

learning. Ohta (2001) defines private speech as “audible speech not adapted to

an addressee”.

(Lantolf 2000, p.15). The issue of private speech, as an important

phenomenon in language learning and development is an under researched

area (Ehrich 2006, p.20). Private speechis defined as “an audible conversation

or speech of a child with himself which is neither addressed to another person

nor received as such” (Gibrau, 2007 p.42).

From experts statements above the researcher can get a conclusion that

private speech is a spoken out loud or process of people to practice then

produce the language direct by the self.

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2. Characteristics of Private Speech

The fact that private speech is the internalization of social speech turns

it into the most complicated form of speech (Lantolf & Frawley, 1984, cited in

Centeno-Cortes & Jimenez Jimenez, 2004). The nature of private speech,

contrary to what it seems, is dialogic rather than monologic (Centeno-Cortes

& Jimenez Jimenez, 2004). In the private speech, as argued by Centeno-

Cortes and Jimenez Jimenez (2004), not all the information becomes explicit,

and words do not need to be fully pronounced, because of the fact that they

can be understood by the intention to utter them.

This form reduction is compensatedby semantic richness (Centeno-

Cortes & Jimenez Jimenez, 2004). Vygotsky (1986, cited in Centeno-Cortes

& Jimenez Jimenez (2004) distinguishes between the sense of a word and its

meaning. Meaning is deco textual while sense is put in the context where the

word is produced, “to the extent that the new senses are created every time the

word is uttered” (p. 10). “In private speech, sense predominates over meaning,

and type deeper underground private speech goes, the more predominance

sense has” (Vygotsky, 1986, cited in Centeno-Cortes & Jimenez Jimenez,

2004, p. 10), thus allowing for concluding that in extreme cases, private

speech becomes pure sense and, as a consequence, it is situated in a way that

if it were to be heard by a person not conversant with that particular situation,

it could be completely incomprehensible.

Gholami, Morteza & Salehi, Naser & Azizi, Esmaeel & Fazli,

Behtash. (2016) Found that characteristic Private speech among adults It is

31

obvious that if one averages over numerous young children, a wide range of

settings, and various tasks, one understands that preschool-age children are

more inclined to show spontaneous, obvious private speech than older ones.

However, it is also obvious that private is not just limited to younger children.

While engaging in challenging issues and problem solving activities older

children [31], as well as adolescents [32], and even adults [33] use overt self-

talk. Researchers who examined self-talk among adults also found the same

micro genetic patterns of internalization during repetition and increased

application of private speech in performing more difficult tasks as well as

particular tasks over others [33]. The above observations, application of

private speech among children, and the similar relationship available between

speech and task difficulty among adults and children have raised the question

that what these findings mean for Vygotsky‟s theoretical notions of

developmental course and the particular contribution of private speech in early

childhood. The findings of the research on the role of private speech among

young children are consistent with this hypothesis. However, recent data

demonstrate that older children as well as adults use private speech

periodically in some situations and under some certain tasks. The

development strategy show that it is clear that all people use various tools and

strategies in cognitive development during problem-solving tasks in which

some of these strategies are use more frequently than the others[34]. In

addition, a decline of frequency of use of a strategy during completing a task

that is probable to occur for a particular activity does not reflect the fact that a

32

strategy or behavior would not be appeared in accomplishing a different task

[34-36]. Ferny though features the phenomenon of private speech among

adults as required as “re-externalization” which depends on contextual,

personal stresses, or cognitive challenges [37]. Furrow D.[1992] found that

categorizes private speech into 12 functional categories including:

• Instrumental: An utterance that indicates desire or is in the form of a

whine; (e.g., “I want it”).

• Regulatory: Referring to an imminent future event. The utterance is

directing another person‟s

actions; (e.g., “Go there.”).

• Self-regulatory: Referring to an imminent future event. The child is

directing his/her own actions;

(“I put that there.”).

• Attentional: Referring to an ongoing sensory event or a sensory event

that is eminent; (e.g.,

“Look”).

• Interactional: Talking to someone else or offering a greeting; (e.g.,

“Hi.”).

• Expressive: Describing an internal state or affect, offering an

opinion, or expressing a feeling;

(e.g., “I love you.”).

33

• Referential: Talking about an object in the immediate surroundings

or referring to an event

occurring in the present; (e.g., “That.”).

• Description of one‟s own activity: The utterance refers to an event

that is ongoing or an event

that occurred right before the utterance. The event is one in which the

child took part; (e.g., “Putting it.”).

• Questions: The syntax of the utterance is in the form of a question or

the child‟s inflection

indicates a question; (e.g., “What that?”).

• Imaginary: The utterance is sung, a word play or the child

labels/describes an object using

pretend words; (e.g., “That hat.”- referring to a block the child placed

on his/her head).

• Informative: Referring to an object or event not in immediate

surroundings; (e.g., “Daddy at

work.”).

• Incomprehensible: Utterances that were inaudible [43].

Therefore characteristics of private speech are:

1. The people do interction by theirself to produce language, this

means when

34

Interaction between themselves or with other people which when it

repeated every time will produce a new word for examples;

First example

Student A: going to the right?

Student B: yeah ... three centimeters long

Student A: exactly right?

Student B: yes

Second example

Student A: now ... now ... our maps are not the same/...but they're

almost the same

Student B: almost same/ and .... there are some .... uh ... there isn't ....

something

... in ... in ... my map ... which

Student A: which is in my map

Even when the interaction does not explicitly follow the question-

answer format, the utterances show a sense of shared knowledge and

responsibility between the interlocutors and then produce new words

2. Private speech is monologic, it means only one person,

monologic refers to task in which learners are asked to externalized their

thingking as they attempt to understand concepts of order of indexcality,- self

presentation in the absence of teacher. Example: Satria was given the task of

presenting diagrams to improve the English ability of Cambridge University

35

students. Notes (during the assignments a teacher leaves the classroom and

also leaving a video camera digital audio recorder on to record the

verbalizations. with the aim that students can externalize their mental activity

so they can think broadly critically and feel comfortable).

3. Private speech use simple word when talking about something

but the information are informative. The Informative Referring to an object or

event not in immediate surroundings for example : “daddy at work”

3. Functions of Private Speech

In a study examining private speech acts in intermediate and advanced

Spanish learners, Frawley and Lantolf (1985) found an inverse correlation

between communicative proficiency and private speech. The less private

speech learners used, the greater their communicative competence because a

decrease in the need for an interlocutor to facilitate understanding. Speech

utterances can be divided into two classes: social speech and private speech

(Winsler et al., 2005). While social speech is used for speech acts between

individuals, private speech is language, “we use when we are talking to

ourselves, not expecting anyone to hear or respond” (Lightbown & Spada,

2006, p. 203). There is a straightforward set of criterion that teachers and

researchers can apply when determining the classification of a speech act as

either social or private.

36

It is argued by Lantolf (2006) that private speech is responsible for

both regulating mental ability in complex tasks and facilitating internalization

of mental ability. Winsler et al (2005) further report the following three

functions of private speech identified by Furrow (1992):

1. Self-regulatory

In self regulatory, the learner can organize what they want to say in

social environment. For example in classroom when the students learn about

dialog transactional so the learner can control theirself to talk only about the

topic.

2. information seeking

In this case the learner looking for references to get the information

about what the learner want to say. So when the learner speak, they can speak

very well with accurate information.

3. Informative

In this case when the learner speak, the content by the learner give

benefits or new knowledge for other studets..

4. Types of Private Speech

Ohta (2001, cited in Mitchell & Myles, 2004) identifies three types of

private speech:

37

a. Repetation

The first type of private speech is repetation. In repetation, the learners

privately repeat what teacher and another students said. In this case must do

repetation in second language. This type of practice is argued by Mitchell and

Myles (2004) to be the most common practice with the newly lexical items

being taught in the second language or with sentences that are the focus of

class attention.

b. Vicarious Responses

The second type of private speech is vicarious responses. In vicarious

responses the learners privately respond to questions from teacher or

utterance by someone which is repaired or completed.

c. Manipulation

The third type of private speech is manipulation. In manipulation the

learners privately construct their own language utterance, “manipulating

sentence structure, building up and breaking down word, and engaging in

sound play” (p. 205).

Centeno-Cortes and Jimenez Jimenez (2004) also introduce private

verbal thinking (PVT) as a type of private speech. They define private verbal

thinking as “a particular type of private speech that surfaces during the

reasoning process as a tool used in resolution of problem-solving tasks‟ (p. 8).

38

B. Conceptual Framework

Referring from all previous statements above which related to The

Analysis of private speech on students‟ speaking skills in speaking class,

below is presenting conceptual framework. This part gives explanation about

the scheme of this research. It is described by the following Figure 2.1:

Figure 2.1: The Conceptual Framework

The figure 2.1 above describe about aims of this research. In this case

the researcher want to get the analysis how the students‟ english vocabulary

achievement in using private speech in speaking class at the third semester of

Unismuh Makassar and what are the students‟ reasons in using private speech

on students speaking skills in terms of accuracy in speaking class at the third

semester of Unismuh Makassar.

Accuracy

(vocabulary)

Private Speech Speaking

Skills

Students‟ English

accuracy in vocabulary

Achievement

Students‟ reasons in using

Private Speech

39

CHAPTER III

RESEARCH METHOD

A. Research Design

In this study the researcher got the information about “The Analysis

of Private Speech in Speaking Class at third Semester of Unismuh Makassar".

In this case the researcher used the design descriptive method. According to

Sugiono (2005) the descriptive method is a method that is used to describe or

analyze research results but is not used to broader.

This research includes the type of case study used descriptive

quantitative method. (Gay, Mills, & Airasian 2009) stated that quantitative is

relies on the collection and analysis of numerical data to describe, explain,

predict or control variables and phenomena of interest

B. Research Subject

Research subject of the research were the students of Unismuh Makassar,

English Education Department in C class at the third semester. The population

were 25 students. To determine the subject in this research, the researcher

apply purposive sampling the sample as reason were the students had

experience previously about private speech because the class is more than

excellent in speaking it easiness to get the data. The sample of this research

were 10 students in C class at the third semester of English Education

Department.

40

C. Research Instrument

The researcher also used interview instrument by asking questions

to the students. The researcher used interview after the students answer

the questionare The interview technique is one way of collecting data

in a qualitative study. The researcher may prepare a list of questions but

does not necessarily ask them all, or touch on them in any particular

order, using them instead to guide the conversation., (Sulistyo-Basuki,

2006: 171).

To measure the students‟ speaking skills in terms of accuracy the

researcher used speaking assessment in scoring the performance of the

students speaking skill in accuracy.

D. Data Collection Technique

The data of the research collect through interviewed. The procedure of

collect the data in this research describe below.

1. First, the researcher got permission from speaking subject

lecturer

2. Second, the researcher prepare the list of questions for

interviewing at the third semester of English Education

Department.

3. Third, The researcher command to the students to learn first

about the list of the questions and the answer

41

4. Four, the researcher conducted an interview with each of the

sample and record the entire conversation use voice record

5. Fifth, the researcher made transcript of the voice record

6. The last step of data analysis is to find out The Analysisof private

speech and speaking skills in terms of accuracy

The interview is conducted to get the addition of information in

response to interesting or important answer that arises unexpectedly

from the planed questions (cited in Haris, 2007).

E.Techniques of Data Analysis

Data analysis is the next process after the data collection. The process of

analysis were continually as long as the research is conducted. The data

analysis in quantiative research involves three things, namely; the data

reduction, data display, and the conclusion drawing/verification (Sugiyono,

2016: 337).

a. Data Reduction

The data obtained from the field is quite a lot, it needs to be

recorded carefully and in detail. As stated, the longer the researcher

is spacious, the greater the amount of data, complex and

complicated. For this reason it is necessary to analyze the data

through data reduction. Reducing data means summarizing,

choosing key things, focusing on important things to look for

themes and patterns. Thus the data that has been reduced will

provide a clear view, and make it easier for researchers to conduct

42

further data collection, looking for when needed. Data reduction can

be assisted with electronic equipment such as mini-computers, by

giving codes to certain aspects (Sugiyono, 2012: 247).

b. Data Display (data presentation)

After the data reduction, the next step is to display the data. In

qualitative research, the presentation of data can be do in the form

of brief descriptions, charts, relationships between categories,

flowcharts, etc. The most frequently used to present data in

qualitative research is with narrative text (Sugiyono, 2012: 249).

By displaying data, it will be easier to understand what is

happening, plan the next work based on what has been understood.

Furthermore, it is suggested, in displaying data, in addition to

narrative text, it can also be in the form of, graphics, matrices,

networks (work networks) and charts (Sugiyono, 2012: 249).

c. Conclusion Drawing / verification

The third step in qualitative data analysis according to Miles

and Huberman is drawing conclusions and verification. The initial

conclusions raised are still temporary, and will change if there are

no strong supporting evidence at the next data collection stage. But

if the conclusions raised at the initial stage, supported by valid and

consistent evidence when the researcher returns to the field to

collect data, the conclusions expressed are credible conclusions

(Sugiyono, 2012: 252)

43

Thus the conclusions in qualitative research may be able to

answer the formulation of the problem formulated from the

beginning, but maybe not, because as stated that the problems and

formulation of the problem in qualitative research are still

temporary and will develop after the research in the field

(Sugiyono, 2012: 252).

Conclusions in quantitative research are new findings that have

never existed before. Findings can be a description or description of

an object that is previously still not clear but after being examined it

becomes clear, it can be a causal or interactive relationship,

hypothesis or theory (Sugiyono, 2012: 253).

In assessing the students‟ english vocabulary achievement in using

private speech, the researcher gave a speaking assessment in scoring the

performance of the students speaking skill in terms of vocabulary.

44

Table. 3.1: Accuracy in Vocabulary

Classification Score Criteria

Excellent 5 Use of vocabulary or idioms is virtually that of a native speaker

Very good 4 Sometimes uses inappropriate terms or

must rephrase ideas because of lexical Inadequacies

Good 3 Frequently uses the wrong words, conversation somewhat limited vocabulary

Average 2 Misuse of words and very limited vocabulary make comprehension quite

difficult

Poor 1 Vocabulary limitations so extreme as to make conversation virtually impossible

(Hughes in Annas,2017)

To calculate the scores, the researcher used the following formla:

Scores = Obtained Score

× 100

Maximun Score

(Depdiknas, 2006)

45

After collecting the data of the students, the researcher classified

the scores into the following criteria:

0

Interval

Classifications

81-100

Excellent

61-80

Good

41-60

Fairly Good

21-40

Fair

0-20

Poor

(Depdiknas,2006)

46

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter deals with the findings of the research and discussion of

the result of the data analysis.

A. Findings

The findings of the research the students‟ English vocabulary achievement in

using private speech in speaking class at the third semester of Unismuh

Makassar and what are the students‟ reason in using private speech on

students speaking skills in terms of accuracy in speaking class and the

discussion concerned with description and explanation of the finding. To find

the the students‟ English vocabulary achievement in using private speech and

the students‟ reason in using private speech on students‟ speaking skills on

terms of accuracy applied by the third semester students studying at

Muhammadiyah University of Makassar, the researcher analyzed the data

based on the keywords and which defined by the students‟ reasons in using

private speech The Analysis of private speech in speaking skills in terms of

accuracy related on the theories of private speech in the chapter two.

47

1. The Analysis of Private Speech in speaking skills in terms of accuracy

in students’ vocabulary achievement

a. Students‟ vocabulary achievement

In assessing The Students‟ vocabulary achievement the researcher

gave a speaking assessment in scoring the performance of the

students speaking skill in accuracy in vocabulary achievement.

Classification Score Crieria

Excellent 5 Use of vocabulary or idioms is virtually that of a native speaker

Very good 4 Sometimes uses inappropriate

terms or must rephrase ideas

because of lexical Inadequacies

Good 3 Frequently uses the wrong words, conversation somewhat limited

vocabulary

Average 2 Misuse of words and very limited vocabulary make comprehension quite

difficult

Poor 1 Vocabulary limitations so extreme alto make conversation virtually impossible

(Hughesin Annas,2017)

To calculate the scores, the researcher used the following formla:

Scores = Obtained Score

× 100

Maximum Score

(Depdiknas, 2006)

48

After collecting the data of the students, the researcher classified

the scores into the following criteria. 81-100 (Excellent) 61-80

(Good) 41-60 (Fairly good) 21-40 (fairly) 0-20 (Poor). (Depdiknas,

2006).

Table 4.2 The students‟ speaking skills in terms of accuracy in

vocabulary achievement.

Speaking Skills

ACCURACY

No

Respondents

Vocabulary

Classification

1 SHJ 84 Excellent

2 NHU 79 Good

3 SA 77 Good

4 NU 79 Excellent

5 AHA 83 Excellent

6 ASAPA 85 Excellent

7 SRN 80 Good

8 NA 83 Excellent

9 KS 79 Good

10 NF 79 Good

Total 808 Good

The table 4.2 showed that the classifications of students‟ accuracy in

vocabulary in interviewed results were 5 students got excellent scores (50%)

and 5 students got good scores (50%) and the total scores overall were 808

and it was classification as good. Based on the results it can be concluded the

students‟ speaking skills in terms of accuracy in vocabulary achievement had

significantly helped the students‟ speaking skills in vocabulary achievement.

49

2. The Students’ reasons in using Private Speech in speaking class in

terms of accuracy

The interview was conducted at the third semester at Muhammadiyah

University of Makassar. It was aimed at obtaining the data about the Students‟

reasons in using private speech and The Analysis of speaking skills in terms

of accuracy in vocabulary achievement at English Department of

Muhammadiyah University of Makassar. The researcher interviewed the

students at the third semester.

The Semi-structured interview was given to the informants. From this

interview, it can be known that the students‟ reasons in using private speech

Therefore, based on the interviewed, that conducted in Muhammadiyah

University of Makassar the researcher found that there were 4 reasons

conveyed by the students in using private speech

Table 4.1 Students reasons in using Private Speech in speaking skills in terms

of accuracy in vocabulary achievement.

No Indicators Students’ Opinion

1. Improving Self

Confidence more confident in speaking in front of class

ease the nervousness of being in public

perform well

makes more relaxed and confident

2 Improving

Speaking Skills a good method to improve speaking skills

can give good language skills enrich

vocabulary

can correct what is wrong before perform

very helpful

50

to improve speaking skills

is one of the best way to improve my

speaking skills

3 Improving

Pronunciation able to practiced how to pronounce words.

constantly practice make the

pronunciation get better

very helpful

to improve pronunciation skills

4 Arrange the sentence with a good grammar

can practice and review the material and

make arrange sentence with a good

grammar

Automatically Improve grammar

especially in arrange the sentence

Are able to organize sentences and

grammar for the better

Are able to adapt the structure of sentence

arrangement in speech

From table 4.1, shows that there are four indicators that carried out by the

researcher in term the students reasons in using private speech.

In term of Improving Self Confidence, the students more confidence,

ease the nervousness being in public and perform well and makes the student

relaxed.

In terms of Improving Speaking Skills, the students have a good

method to improve their speaking skills, can give a good language skills,

enrich vocabulary, can correct what is wrong before perform, very helpful to

improve speaking skills and one of the best way to improve speaking skills.

In terms of Improving Pronunciation, the students are able to practice how to

pronounce words, constantly practice make the pronunciation get better and

very helpful to improve pronunciation skills.

51

The last is arrange the sentence with a good grammar, the students can

practice and review the material and make a sentence with a good grammar

for the better, automatically improve grammar especially in arrange the

sentence, able to recognize and grammar for the better and are able to adapt

the structure of sentence arrangement in speech.

A. Improving Self Confidence

1). More Confidence

Based on the interview result, some of the research subjects admitted

that they used to Private Speech to enhance their confidence. It is indicated

from their answer to words question “Do you have high self-confidence when

use private speech in speaking class and why?” Below are the extract from

the dialogue.

Extract I

1. Yeah. I think it's because when I do private speech before speak directly.

It's like like I was practicing and with that I have prepared well what I will

say so that it can increase my self-confidence.(Student 1)

2. Yes I do, because I feel relaxed so I can be confident. (Student 5)

3. Sometimes, because at certain times I am very confident when I do

private speech.(Student 6)

4. Yes, of course, Eee as I said when using this private speech method it will

make me more competent .and become a transition towards the beginning

To be communicative and more confident than when i didn't do a

private speech. (Student 8)

The data shows the students do Private Speech because they more have self

confidence especially in speaking skill.

52

B. Improving Speaking Skills

1. Improving Speaking Skills

Based on the interview result, some of the research subjects admitted

that they used to Private Speech to enhance their speaking skills. It is

indicated from their answer to words question “Do you use private speech to

improving your speaking skills and why?” Below are the extract from the

dialogue.

Extract 2

1. Yeah, I use private speech to improve my speaking skills because I

think private speech is one of the best way to improve my speaking skills.

When I use private speech my speaking skills is way better.(Student 1)

2. Yes i do, because private speech its a good method to improve

speaking skills. (Student 2)

3. Yes I do, this is one of the suggestions from the English teacher by doing

a private speech to in order to improve my speaking skills and after I

did it, it was eee proven.(Student 5)

4. Yes, I always do it to improve my speaking skills because it helps me

quite a bit even though sometimes I need people to know whether my

pronunciations are good or not. (Student 6)

The data shows the students do Private Speech because they can improve their

speaking skills.

53

D. Improving Pronunciation

1. Pronunciation more better

Based on the interview result, some of the research subjects admitted that

they used to Private Speech to enhance their pronunciation. It is indicated

from their answer to words question “Does the private speech make your

pronunciation better and why?” Below are the extract from the dialogue.

Extract 3

1. Yeah private speech make my pronunciation better because when I use

private speech I practiced how to pronounce words and made myself

better at conveying them in speak directly.(Student 1)

2. I think yes. Because when we constantly practice, of course, our

pronunciation of the word gets even better. (Student 2)

3. Yes, doing private speech makes my pronunciation better because I

often say it over and over again if there is something wrong in my

pronunciation.(Student 5)

4. Eee I think yes, because we will often talk and because we are used to it,

of course it trains us to make our pronunciation better. (Student 6)

5. yes, that's very true, because before giving a speech, I definitely practice

hard so that my pronunciation is good and that makes my

pronunciation better (Student 7)

6. Yes, because when we do private speech we will often repeat the

sentences to be delivered so that our pronunciation will get better.

(Student 8)

The data shows the students do Private Speech because they can improve their

pronunciation.

54

E. Grammar

3. Arrange the sentence with a good grammar

Based on the interview result, some of the research subjects admitted that

they used to Private Speech to enhance their grammar. It is indicated from

their answer to words question “Do you believe the private speech can

arrange the sentence with a good grammar and why?” Below are the extract

from the dialogue.

Extract 4

1. Yeah. Eee Probably, cause with private speech we can practice and review

the material and make arrange sentence with a good grammar.(Student

5)

2. Yes i do, because private speech its a good method to improve

grammar. (Student 5)

3. Sometimes, because not everything can be done directly with practice it

takes theory too, so I think we have to know theory and do practice to be

able to organize sentences and grammar for the better.(Student 6)

The data shows the students do Private Speech because they can arrange

sentence with a good grammar.

The information from interviews in table 4.1 showed that there were

almost students in using private speech because the Private Speech can

improve self confidence, improve speaking skills, improve pronunciation, and

improve grammar.

55

C. Discussion

As has been presented on findings, results in interview showed that

research subject had various answer towards the question of their reasons in

using the Private Speech and also showed the students‟ vocabulary

achievement in speaking skills in terms of accuracy. Below were details from

students‟ vocabulary achievement from all of the data subject.

1. The Analysis of Private Speech in speaking skills in terms of accuracy

in vocabulary achiehvement.

In terms of The Analysis of Private Speech in speaking skills in terms of

accuracy in vocabulary achivement, the result of the interviewed showed

significantly the use of Private Speech were help enhance the students‟

accuracy in vocabulary achievement were the table 4.2 showed that the total

scores of the students who were having Private Speech were classification as

good.

This support also by Martín, Conchi & Montero, Ignacio & Navarro, M. &

Biglia, Barbara. (2014). The development of referential communication:

Improving message accuracy by coordinating private speech with peer

questioning. They found that the number of modified messages, the mean

frequency of private speech in the messages, and the number of peer's

questions all increase with age. Only in the case of the modified messages by

the speaker did we find a triple interaction among age, use of private speech,

and the presence of peer's questions. At 8.5 years, the presence of peer's

questions and subsequent use of private speech appeared together for the

56

majority of the modified messages. This was not the case at the ages 4.5 or

6.5. In line with Vygotsky's theses, private speech would play an important

role to allow communicators to reflect on the quality of their communicative

utterances, and to modify and improve them accordingly. In this process, the

capacity to improve message accuracy by coordinating private speech with

peer questioning clearly emerges with age. Therefore the conclusion of the

use of private speech were improved the accuracy speakers, this related with

the result of the research that Private speech influence or even improved the

accuracy of the speakers.

Based on the results above, the researcher concludes that the students

reasons in using Private Speech because to help the students‟ self confidence,

speaking skills, pronunciation, and grammar to be better. In addition in terms

of The Analysis of Private Speech in terms of accuracy in vocabulary

achievement showed that significantly help the students‟ speaking skills in

terms of accuracy and classified as good in speaking assessment.

In terms of enhancing self confidence, most correspondents reasons in

using Private Speech were the students more confidence, ease the nervousness

being in public, avoid an appearance of nervousness and perform well and

makes the student relaxed.

In addition, the theories related to the findings of students‟ Private Speech

to enhance self confidence Fernyhough (1997) points out that the direction of

effect is unclear. Mature, self-regulatory private speech might be the product

57

of increased metalizing skills, or private speech may lead to increased

metalizing skills; both causal directions may be in place simultaneously, or

both may be caused by other mechanisms. This means improve the self

confidence

When it came to the Private Speech to enhance speaking skills, most

correspondents‟ opinion were the students have a good method to improve

their speaking skills, can give a good language skills, enrich vocabulary, can

correct what is wrong before perform, very helpful and one of the best way to

improve speaking skills.

Moreover, the theories related to the findings of students‟ Private Speech

to enhance speaking skills, speaking skill is one‟s important skill to improve

English proficiency from the very beginning of language learning. Speaking is

one of the most important language skills. This skill can be developed and

enhanced as an effective means of communication (Morozova, 2013).

Therefore this speaking skills are very essential to improved, and one of the

best way to improve it by doing Private Speech.

2. The Students’ reasons in using Private Speech in speaking class in

terms of accuracy.

In terms of the students‟ reasons in using Private Speech in speaking class in

terms of accuracy the result of the interviewed showed were the students had

four reasons in using Private Speech those were to make their pronunciation

better, most correspondents‟ opinion were the students are able to practice

58

how to pronounce words, constantly practice make the pronunciation get

better and very helpful.

Furthermore, the theories related to the findings of students‟ Private

Speech to enhance pronunciation refers to According to Kristina, Diah, et al

(cited in Pratiwi, 2012; p. 12), pronunciation is the act or manner of

pronouncing words; utterance of speech. In other words, it can also be said

that it is a way of speaking a word, especially a way that is accepted or

generally understood. It is an essential component not only of learning a

language but also of using that language (Bilash, 2009). Without proper

pronunciation, people will be misunderstood by others and they will be judged

as incompetent, uneducated or lacking in knowledge. By doing Private, the

students pronunciation has improved based on the result of the data.

Therefore, the use of private speech in improving pronunciation is

recommended by the researcher

Next when it came to the Private Speech to enhance grammar most

correspondents‟ opinion were the students can practice and review the

material and make a sentence with a good grammar for the better,

automatically improve grammar, able to recognize and grammar for the better

and are able to adapt the structure of sentence arrangement in speech.

Moreover, the theories related to the findings of students‟ Private

Speech to enhance Grammar refers O'Reilly, Erin. (2013). Private Speech for

Action Research in the Language Classroom. The use of private speech as a

59

way to measure a learner‟s ability to process language and use self-regulatory

behaviors. As a dialogic meditational tool, learners use private speech to

reorganize thoughts, plan, and problem solve particularly in grammar class.

The use of Private Speech also has helped the students to finish or engage

individual task of the students. It refers to The role of private speech in

language acquisition has its roots in the Vygotskian socio-constructivist

perspective which presupposes that learning occurs when an individual can

engage successfully with material at a higher level than his or her own

individual performance would allow, termed the zone of proximal

development (ZPD) (Vygotsky, 1978). Therefore the conclusion is that the

use of Private Speech help the students problem especially in grammar class

and also engage the students individual performance.

60

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Considering the data analysis and the discussions in the

previous chapter, the researcher puts forward the following

conclusions:

1. Students‟ reasons in using private speech in fact they used private

speech in order to help them make their self confidence, speaking

skills, prnounciaiton and grammar to be better.

2. The Analysis of speaking skills in terms of accuracy in vocabulary

achievement has shown that significantly helped the students to

enhance their speaking skills in terms of accuracy in vocabulary

achievement.

B. Suggestions

Based on the conclusion above, the researcher proposes the

following suggestions:

1. In speaking, the students need to use private speech so it will help students

to have good skill in speaking, self confidence, pronounciation and

grammar.

2. The lecturer need to apply private speech when teaching in classrom so the

students have motivate to use private speech in learning English.

61

3. The students must always do private speech to improving the students skill

in English especially in speaking.

62

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Appendix 1

69

Interview

NO Questions

1 What do you know about private speech

2 Do you always do private speech in speaking class before perform and

why

3 What problem do you always face if you do private speech

4 Do you have high self-confidence when use private speech in speaking

class and why

5 Do you speak English fluently without private speech and why

6 Do you use private speech to improving your speaking skills and why

7 Do you use private speech only in speaking subject and why

8 Does the private speech only waste your time to speak directly and

why

9 Does the private speech make your pronunciation better and why

10 Do you believe the private speech can arrange the sentence with a good

grammar and why

Appendix II

Trancript interviewed results

70

1. St Harnita Jufri

1. Private speech or self talk is speech spoken to oneself for communication or

self-guidance.

2. Yes, I usually. Because private speech make me more confident in speaking in

front of class.

3. Yeah, sometimes private speech waste my time to speak directly.

4. Yeah. I think it's because when I do private speech before speak directly. It's

like Like I was practicing and with that I have prepared well what I will say so

that it can increase my self-confidence.

5. No. I don't. To be honest. Eee bcause my English-speaking is still bad with or

without private speech. Hahah

6. Yeah, I use private speech to improve my speaking skills because I think

private speech is one of the best way to improve my speaking skills. When I use

private speech my speaking skills is way better.

7. Mmmm No. I usually use private speech in another subject like reading and

writing. Because it has become my habit.

8. Yeah. Sometimes. When I use private speech it's make me Thinking and doing

it too long and waste my time to speak directly.

9. Yeah private speech make my pronunciation better because when I use private

speech I practiced how to pronounce words and made myself better at conveying

them in speak directly

10. Yeah. Eee Probably, cause with private speech we can practice and review

the material and make arrange

sentence with a good grammar.

2. Nurul Hasanah Usman

1.In my opinioin Private speech is communication by two means, internally

speaking silently and silently, and externally speaking in voice.

2. Sometimes, to ease the nervousness of being in public

3. A problem I have always faced is that when the wording and expression of it

are inconsistent with the text.

4. Sometimes, when I've known what to say and also mastered the stage

5. Seldom, because everything requires process and mastery

6. Yes i do, because private speech its a good method to improve speaking skills

7. Not really, for I also usually use private conversation in every given condition

8. In my opinion. It's not wasting my time. It can make my speech even better in

the future

9. I think yes. Because when we constantly practice, of course, our pronunciation

of the word gets even better

71

10. A ctuaally yes, but sometimes we need a theory so that when we want to

practice, it's even better

3. Samriani

1 Eee I think private speeches are practicing how someone speaks by improving

their pronunciation and using standard language.

2. yes, I usually do

3. Nervous, because I don't know much of the vocabulary and forms of

pronunciation correctly.

4. No, i don't

5. Maybe because we are too free to speak without paying attention to the

vocabulary we are going to use.

6. Eee Yes because it can help us

7. Yes, i always have

8. No, i don't

9. Yes, this is very helpful

10.Eee Yes, because in private speech we can improve our pronunciation and use

standard words.

4. Nurfadillah

1. Eee I think a personal speech to practice how a person increases their

enunciation to express himself or illustrate a matter

2. Yes, it is usually to smooth out our speaking properly in order to avoid an

appearance of nervousness and to perform well

3. Insecure, nervous and frightened of speech because I didn't really know much

about proper vocabulary and pronunciation..

4. No i don't

5. Maybe because we are used to speaking in English and have paid attention to

the vocabulary that we will use.

6. Yes Because I think private speech can be very helpful.

7. Yes always

8. I didn't think so

9. Yes, and it really help me

10. Because in our language we can correct and improve our pronunciation

5. Al Husna Almira

1. Mmm As far as I know, private speech is the activity of speaking to yourself

either in a voice or in your heart before making a speech.

2. Yes I do, because it makes me more relaxed and confident.

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3. If I do a private speech, it must be in a quiet place and it must be repeat many

times.

4. Yes I do, because I feel relaxed so I can be confident.

5. No, i don't think so, because consistently doing private speech is one of the

ways I speak fluently like a native.

6. Yes I do, this is one of the suggestions from the English teacher by doing a

private speech to in order to improve my speaking skills and after I did it, it was

eee proven.

7. No, I don't. I do private speech, not only speaking subjects, but to better

understand other materials such as grammar, especially to add vocabulary.

8. I don't think so, because this very helpful in my opinion.

9. Yes, doing private speech makes my pronunciation better because I often say it

over and over again if there is something wrong in my pronunciation.

10. Yes i do, because by consistently doing private speech, it can improve eee

grammar itself, we can see this look at real examples in every country that has a

language, people only speak every single day and automatically the grammar is

correct.

6. Andi Siti Ashila Putri Ananta

1. Eee Private speech is when we talk to ourselves, usually this is done to

increase our self-confidence

2. Yes, I always do private speech before performing because I feel if I do that I

can correct things that I don't need to say, so I can fix them before performing

3. Eee Sometimes I am confused whether what I am going to say is correct or not

because I am doing a private speech so people cannot correct me

4. Sometimes, because at certain times I am very confident when I do private

speech but at certain times I don't get my confidence, for example, when I have

to speak in front of people I don't know I will feel nervous and not confident

even though already doing a private speech

5. Sometimes, I speak fluently without private speech if I am in an environment

that is not is the first time I visit or everyone there is someone I already know and

familiar with

6. Yes, I always do it to improve my speaking skills because it helps me quite a

bit even though sometimes I need people to know whether my pronunciations are

good or not

7. Not really, I always do private speech in any situation, in other subjects I

sometimes use private speech to convince me

8. In my opinion, my private speech does not waste my time, because with

private speech I can sort out what I will convey and it can also help me improve

my speaking

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9. Eee I think yes, because we will often talk and because we are used to it, of

course it trains us to make our pronunciation better

10. Sometimes, because not everything can be done directly with practice it takes

theory too, so I think we have to know theory and do practice to be able to

organize sentences and grammar for the better

7. Sri Rahayu Nengsih

1. Eee Private speech of an activity carried out to give speeches in public in order

to express opinions. It is not just an opinion conveyed, but also the idea of an

individual against a matter or conditions that are developing today.

2. Yes because I think it can make it easier for me to make it running smoothly

and for more confident

3. Maybe in the preparation of words and how to make the speech to be

interesting

4. Yes because I think it's my own personal speech and certainly would be better

because I have been practicing before appearing

5. Mmm Sometimes because it's not my personal speech but I can learn and

practice better it will certainly be easy

6 Yes,. Because with personal speech it can give good language skills, multiply

vocabulary with many reading and writing. Search for vocabulary that is not yet

well known. The more we can express ourselves, the better our ability to

communicate.

7. No, because I think the ability to use my personal speech should be

empowered in thinking by doing activities or language skills, namely training

ourselves to be skilled eh skilled.

8. I don't think so because with private speech we can learn more about how to

structure words properly and be more confident

9. yes, that's very true, because before giving a speech, I definitely practice hard

so that my pronunciation is good and that makes my pronunciation better

10. I think yes because with our own thoughts it would be better but apart from

that I still adapt to the structure of sentence arrangement in speech

8. Nurul Azizah

1. Mmm As far as i know that private speech is an activity where someone will

talk to himself to train self-confidence and then performance before appearing in

public

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2. Yes I always, Eee because This method will make me more competent And

become a transition towards the beginning To be communicative and more

confident than when i didn't do a private speech.

3. Mmm The problem that I usually face when doing private speech is when I am

limited by the time when the class will start and I haven't finished the method

completely.

4. Yes, of course, Eee as I said when using this private speech method it will

make me more competent .and become a transition towards the beginning To be

communicative and more confident than when i didn't do a private speech

5. No, I don‟t. I think when I don't do private speech, when I speak in public it

won't be as good and smooth as when I do private speech because when I do

something I need good preparation.

6. Yes I do. Because with private speech, I can correct what is wrong and which

sentence I should use when speaking, so that it will keep me learning

7. No, I don't, I use this method not only in speaking class but when I want to

speak in public

8. No it doesn‟t. Private speech does not waste time but makes our appearance

better when speaking in public

9. Yes, because when we do private speech we will often repeat the sentences to

be delivered so that our pronunciation will get better

10. Yes, I do. Because the more we practice, we will know where the error is so

we can correct sentence that may not fit the grammar. So we will continue to

learn about.grammar again.

9. Karnila Sari

1.Eee I think eee private speech is a way for us to train ourselves to be able to

have a good dialogue with ourselves and other by developing the language used

to be better

2. Mmm, I think yes I usually

3. lack of confidence because the language and pronunciation of words are not

too good and fluent

4. No, I don‟t

5.Maybe because we feel free to speak differently from when doing private

speech which must be paid attention the use of words

6. Yes, because it‟s really help us to have a good dialogue and when we do

private speech we can get used to words that we may rarely use.

7. Yes, I always

8. Eee no, I don‟t

9. Yes, it is very helpful

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10. Yes, because during private speech, we certainly have to use good and

orderly language and must also have a serious manner

10. Nur Fadillah

1.Eee I think e personal speech to practice how a person increase their

pronounciation to express e himself or illustrate the matter

2. Eee yes, it is e usually to smooth out our speaking properly in order to avoid

an appearance of nervousness and to perform well

3. Eee not confidence, nervous nervous and afraid of miss pronounciation

because I don't really know much about vocabulary and correct pronunciation

form

4. No i don't

5. Maybe because we are used to a speaking in English and have paid attention to

the vocabulary that we will use.

6. Eee yes, because I think private speech can be very helpful.

7. Eee Yes always

8. If I didn't think so

9. Yes, and it really helped me

10. Yes Because in our language we can correct and improve our pronunciation

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CURRICULUM VITAE

ANDI SATRIANTO PATTAH is a student of

English Department in Muhammadiyah University of

Makassar. He was born on 30th

May 1997 in Makassar.

He is the first son of marriage between Drs. H. Abd.

Pattah and Hj Patmawati. He has 1 brother (Gordon Kirby

Pattah) and 1 sister (Nur Purnama Sari Patttah).

In 2002, He started in elementary school at SD Negeri Mannuruki Makassar,

graduated in 2009. Then He continued junior high school at SMP Negeri 26 Makassar

and graduated in 2012. After that he continued to senior high school at MAN 2

Makassar and graduated in 2015. In 2015, He was accepted in Muhammadiyah

University of Makassar as a student at English Department of Faculty of Teacher

Training and Education. At the end of his study, he could finished her thesis in 2020

entitle “The Analysisof Private Speech in Speaking Class at The Third Semester of

Muhammadiyah Umiversity of Makassar”.