Problems of English Language Learning in Context (Based on some Studies in Manggarai).pdf

Penerbit:
PKBM SAMBI POLENG
Gabriel Fredi Daar, S.Pd.,M.Pd
PROBLEMS OF ENGLISH
LANGUAGE LEARNING
IN CONTEXT
(Based on some Studies in Manggarai)

PROBLEMS OF ENGLISH LANGUAGE
LEARNING IN CONTEXT
(Based on some Studies in Manggarai)
-Edisi Pertama-Ruteng; PKBM Sambi Poleng, 2020
vi + 115 hlm, ukuran: 15 x 23 cm
ISBN : -
Penulis : Gabriel Fredi Daar, S.Pd, M.Pd
Penata Letak : Yuris
Cetakan Pertama, April 2020
Hak Cipta © 2019 pada penulis,
Hak Cipta dilindungi undang-undang. Dilarang memperbanyak
atau memindahkan sebagian atau seluruh isi buku ini dalam
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lainnya, tanpa izin tertulis dari penerbit.
PKBM SAMBI POLENG
(Anggota IKAPI)
Sambi, Reok Barat, Manggarai-NTT, 86511
Telp/HP : 081291726807
E-Mail : pkbmsambipoleng@gmail.com

i
WISE WORDS
`
Success belongs to those who never give up struggling for their better lives,
moreover success belongs to those who give thanks for all they have gained
through dedicating to the weak
(Fredi Daar).

ii
DEDICATION
This book is dedicated to my lovely father and mother who
inspire and teach me how to manage this life, and my lovely wife
who is always by me in every obstacle.

iii
PREFACE
Now days English is an international language used by
almost half of the world’s populations. English is used in oral
and written communication in various formal and non-formal
activities. For that purpose, a person needs to master skills of
English including listening, reading, writing and speaking skills.
These skills are obtained through the learning process.
Learning English is conducted according to learning needs
and goals including the ability to communicate with native
speakers, the ability to use English in written communication,
passing exams, and English as a prerequisite to continue to
higher education.
Learning English in Indonesian context experiences
development in line with the discovery of various media and
learning support facilities. Students can use these facilities and
media to develop English language skills. In a formal context
at school or university, learning English can be facilitated by
teachers or other people who are considered to have English
language knowledge and ability. In addition, independent
learning needs to be pursued so that learners can determine their
own goals, planning, implementation, and evaluation of learning
outcomes.
Although there are many media and learning support
facilities, English learners find obstacles to inhibit their journey
to learn English.

iv
This book is presented based on some of of authors’ study
results that have been published in several scientific journals
and presented in the seminar. This book presents some of the
problems or obstacles students encounter in learning English
and the solutions or recommendations that need to be taken
into account by English teachers so that learning process and
objectives are achieved.
The author realizes that this book does not yet represent
the complete substance and structure of knowledge. Therefore,
constructive suggestions for the development of knowledge
relatedtolearningEnglishinthefutureareaccepted.Suggestions
can be submitted through email: freddydaar@gmail.com.
Gabriel Fredi Daar, S.Pd, M.Pd

v
TABLE OF CONTENT
WISE WORDS.........................................................................i
DEDICATION ........................................................................ii
PREFACE...............................................................................iii
TABLE OF CONTENT.............................................................v
OBSTACLES IN LEARNING TO SPEAK ENGLISH
FACED BY NURSE STUDENTS OF STIKES
SANTU PAULUS RUTENG,FLORES
1-8
COMMUNICATIVE LANGUAGE TEACHING
(CLT) AND CLASSROOM INTERACTION:
IMPLICATION TO THE FOREIGN LANGUAGE
LEARNING ANDTEACHING
9-22
ENGLISH SPEAKING SKILL: IMPLICATION TO
THE PROFESSIONALNURSES
23-34
UTILIZING COMMUNICATIVE LANGUAGE
TEACHING APPROACH TO IMPROVE
LEARNERS’ SPEAKING SKILL
35-56

vi
THE IMPLEMENTATION OF SELF DIRECTED
LEARNING IN LEARNING ENGLISH FOR
SPECIFIC PURPOSE
(A STUDY AT NURSING STUDY PROGRAM
FACULTY OF HEALTH SCIENCE, UNIVERSITAS
KATOLIK INDONESIA SANTU PAULUS RUTENG,
FLORES)
57-76
LEARNING MOTIVATION AND ITS
IMPLICATIONSTOWARDS LEARNING ENGLISH
(A STUDY AT NURSING STUDY PROGRAM,
STIKES SANTU PAULUS RUTENG ACADEMIC
YEAR 2015/2016)
77-94
PERCEPTION AND SMOKING BEHAVIOR OF
HIGH SCHOOL STUDENTS IN REOK BARAT
DISTRICT,MANGGARAI REGENCY,NTT
95-115

1
OBSTACLES IN LEARNING TO
SPEAK ENGLISH;
Learning English for Specific Purpose1
Introduction
Nowdays, the ability to speak in English is seen as a need
for contributing to the complexity of the world. It’s a view by
which all its proponents agree that speaking ability delivers
them to the survival of competitions which put English as one
of the prerequisites to be fulfilled. It is obvious that learning to
speak English becomes a trend to keep up with this situation.
The learning activity is done for certain reasons; fulfilling
the curriculum demand, moving to the target language
community, fulfilling the requirement of specific purpose, and
perceiving great of being able to speak the language. Whatever
reasons, the purpose learners have for learning will have an effect
upon what it is they want and need to learn, and its result will
influence what are taught (Harmer, 2007:11).
In Indonesia context, English is considered as a foreign
language. It’s acceptable since Indonesian people use English
in certain occasions. Richard and Renandya (2002:204) states
that learning to speak a foreign language requires more than
knowing its grammatical and semantic rules. Learners must
also learn how native speakers use the language in the context
of structured interpersonal exchange, in which many factors
interact. As English is a foreign language, it’s a must to carry out
a careful application of learning to practice for the learners.
1
This article has been published in Jurnal WawasanKesehatan STIKES Santu Paulus Ruteng,
Flores Vol.2 No 1 2017,https://stikessantupaulus.e-journal.id/JWK/issue/view/1

2
Different experts proposed different ways of language
learning theory. According to behaviorism, language learning
is essentially the formation of habit through repeated
reinforcement. It proposed three stages of learning which were
known as presentation, practice and production (Thornbury,
2005:38). This process is aimed at developing automatic habits,
structuring the language skills including speaking through
classroom practice and interaction, modeling, and repetition.
On the other hand, cognitivist views learning as a complex
skill. The application of behaviorism is considered as the first
stage to reach the autonomy. The cognitivist model prioritizes
mental function over the social one. Learning is mediated
through social and cultural activity, and to achieve autonomy in
a skill, the learners first need to experience “other regulation”,
that is, parent, peer or teacher ((Thornbury, ibid).
Different theory of language learning doesn’t become a
problem for language learners as it is seen as the initial stage
to facilitate language learning. It then ought to know learning
strategiesthatareeffectivelyimplementedtoenhancethelearners
learning achievement. Oxford (1990 in Richard and Renandya,
2002:121) differentiates learning strategies into some categories:
(1) cognitive strategy. It involves the identification, retention,
and retrieval of language elements. In learning a language,
students use a memory that makes them easy to remember and
comprehend the language they are learning. It usually uses the
“key word method” to help them remember new words. (2)
Metacognitive strategy. It deals with planning, monitoring, and
evaluation of language learning activities. It can be undertaken
by language teachers or students themselves by monitoring the
progression of their learning achievement and comparing to the

3
course goals outlined in the curriculum. (3) Affective strategy. It is
undergone by those who serve to regulate motivation, emotion
and attitudes when learning a language. Affection is put forward
to enhance the learners intention to learn a language.
Learning a language is aimed at being able to speak the
target language, and the strategies mentioned help learners
facilitate learning achievement. However, speaking a language
is especially difficult for foreign language learners because
effective oral communication requires the ability to use the
language appropriately in social interaction. In the process of
learning to speak, Richard and Renandya (2002:205) stated
some factors affecting learners’ oral communication ability; (1)
age or maturational constraints. Age is one of the determinant
factors of success or failure in learning English. There is a great
differences of retrieving language proficiency between a child
and an adult. It is affirmed by Krashen, et.al (1982) in Richard
and Renandy (ibid), those who begin learning a second and a
foreign language in early childhood through natural exposure
gain better proficiency than those begin learning at adult phase.
Many adults fail to achieve language proficiency. This proves
that learners’ age affect the ability of pronouncing the target
languagefluentlyandnaturally.(2)Socioculturalfactorisonethe
factors affecting learners’ oral communication ability. Pragmatic
perspective defines that since linguistic communication occurs
in structured social context, language seen as a form of social
action. Thus, to speak a language, one must know how the
language is used in certain social context. In addition, the oral
communication applied, involves a nonverbal communication
system, which sometimes contradicts the message conveyed
through verbal listening channel. (3) The affective factor is

4
also affecting the learners’ oral communication ability. It is
related to emotion, self-esteem, empathy, anxiety, attitude, and
motivation. Brown (1994) in Richard and Renandy (ibid) states
that learning a second or a foreign language is a complex task. It
is associated with feeling of uneasiness, frustration, self-doubt,
and apprehension.
It is obvious that English is used in many sectors. To
be applied in real life context, English should be learned and
practiced in accordance with the work demands. Learning
English for the purposes or objectives of work demands in
certain field commonly called as ESP. Learning ESP is not an
easy task, However. There are many problems that inhibit
learners to achieve their learning objectives. And for the purpose
of edescribing language learning obstacles in learning ESP, the
writer uses the context of obstacles encountered by nursing
students or professional nurses in learning English.
Obstacles in Learning to Speak English (Learning
ESP)
In this part, the writer describes some obstacles found
by learners in learning ESP. These obstacles are based on the
writer’s study to Students of Nursing STIKES Santu Paulus
Ruteng in 20162
. Through the study, the obstacles found are the
following:
1. Having lack of interest in learning English
Students possess lack of interest in learning to speak
English. This factor makes them reluctant to learn. It as well
disturbs the students learning focus. When it appears the they
2
The study was conducted qualitatively to 10 students of Nursing Unika Santu
Paulus Ruteng in 2016

5
tend to change their attention to other subjects which are more
attractive according their concepts. The emergence of being
interested in learning certain subjects is determined by who are
in charge for teaching and how she or he teaches.
The study revealed that the students carry out certain
concept of learning to speak English. According their view,
English is difficult to learn. This view then influences their
learning style which is supposed to help them facilitate learning
success, and they are not interested in learning to speak English
for this reason.
2. Lack of learning motivation
The study presents a data that a majority of students are
less motivated to practice speaking in English out of the class.
One of the basic reasons is that the students have less time to
learn English, and it happens because they spend more time
learning other subjects given by other lecturers. Khan (2016:158)
through his study foud the absence of many required needs for
learning makes students look not to be motivated. It emphasizes
upon the need of creating motivation among students. Students
need a lot of things in learning. It is important to know what they
needandhowtofulfilltheirneeds.Gettingstudentstodovarious
kinds of homework, such as written exercise or composition is
one of the best way to encourage students’ autonomy. However,
it will reduce the students’ motivation if it is given at the same
time when they have to complete other tasks.
3. Having lack of basic knowledge and vocabulary mastery
Having lack of basic knowledge and vocabulary mastery
reduces the students learning motivation and interest. Since

6
they tend to focus on achieving main competency, they seem to
be careless to learn English. The intensity of learning changed
hinders the mastery of vocabulary that should be learned and
understood by the students. This factor causes further problem
is that students find difficulties to understand English materials
learnt. It deals with the complexity of English language either
its semantic aspect, pronunciation or its sentence structure.
4. Having lack of self confident to speak
Students have lack of self confident to speak English.
They seem to be under pressure and feeling nervous when they
try to practice speaking. It causes losing of time to practice and
being fear to speak. Leo (2013:206) says students lose their
self confident and will never try again if they feel embarrassed,
unappreciated, disappointed, frustrated, or being looked down
by others or even teachers. It will be worse if negative comments
are given. Students then are losing opportunities to try even
though they have a good intention to possess English speaking
ability.
Implication
Theseobstaclesshouldbeconsideredasgreatproblemsthat
hinder the nurse students success in learning to speak English.
Multiple solutions are addressed, including administrative
support, professional development, curriculum, textbooks,
media, and other literacy materials, home-school connections
and community support. Beyond these aspects, teachers as direct
instructors can also provide assistance in various ways such
as understanding nurse students learning needs and learning
goals, broadly cooperating with students to facilitate practices,

7
using technology to facilitate their learning success, and provide
bilingual or transitional instruction.
Summary
In summary, although students have applied various
leaning strategies and teachers have strived to conduct effective
and interesting teaching method to achieve speaking capability,
they keep facing obstacles in learning to speak English. It seems
that the obstacles are mostly intrinsically. The problems are
coming from the students themselves. Having lack of learning
motivation and interest, lack of basic knowledge and vocabulary
mastery, and lack of self-confident to speak. Having lack of
learning interest and motivation is caused by the unavailability
of good facilities, supporting learning circumstances, interesting
materials that fit learners need, beside putting forward negative
concept of learning to speak English. Having lack of basic
knowledge and vocabulary mastery makes the students find
difficulties to understand the materials studied, meanwhile
having lack of self-confident to speak makes the students fear to
involve in practice with their interlocutors.
References
Harmer, Jeremy. (2007). How to Teach English. England: Pearson
Education Limited
Leo, Sutanto. (2013). A Challenging Book to Practice Teaching in
English. Yogyakarta: Andi
Richard, Jack C. and Willy A. Renandya. (2002). Methodology in
Language Teaching:An onthology of current teaching. Cambridge:
Cambridge University Press

8
Thorn]burry, Scott. (2005). How to Teach Speaking. England:
Pearson Education Limited
Khan. (2016). “Obstacles in Learning English as a Second
Language among Intermediate Students ofDistricts
Mianwali and Bhakkar, Pakistan”. Open Journal of Social
Sciences, Vol. 4, 154-162

9
COMMUNICATIVE LANGUAGE
TEACHING (CLT) AND CLASSROOM
INTERACTION: IMPLICATION TO THE
FOREIGN LANGUAGE LEARNING AND
TEACHING3
Introduction
Language learning and teaching is a trend of a global
education and its goal is to master the target language being
learnt. Many linguists have tried to do the research dealing with
methodologies and approaches of language teaching which is
used in the classroom. In the line with this, teachers as well have
tried to implement various approaches that meet the learners
need and problems. They are applied to help the instructors and
learners have the same vision dealing with the target language to
be mastered.
There are some approaches that can be applied, and
one of which is communicative language teaching (CLT). It is
indicated as external factor that can be conducted to develop
language ability particularly learners’ speaking skill. One of
the goals of CLT is to develop fluency in language use. Fluency
is natural language use occurring when a speaker engages
in meaningful interaction and maintain comprehensible
and ongoing communication (Richard, 2006:14). Fluency
is developed by creating meaningful activities in which
students negotiate meaning, use communication strategies,
3
This article has been published in Jurnal Pendidikan dan Kebudayaan Missio,
STKIP Santu Paulus Ruteng, Flores Vol. 8 No. 2 (2016) https://ejournal.
stkipsantupaulus.ac.id/index.php/jpkm/article/view/106

10
correct misunderstanding, and work to avoid communication
breakdown. In addition to get the accuracy, communicative
language teaching is conducted through practicing dialogue
with keeping great attention to the role of a teacher to monitor
and facilitate.
Communicative language teaching basically seeks to bring
students beyond grammatical competence to a point where they
are able not only to decode a language but also they can begin
to manipulate the language in a dialog. Interaction happens
within the dialogue represent the effort to gain the goal that
is communicative competence. It is not as easy as most people
think. For learners, It needs intention to attend the classroom
activities regularly while specifically following the rules applied.
Effort to increase the communicative competence should focus
on improving the opportunity to do dialogue, cooperating and
discussion. The students must primarily concern with achieving
success in the classroom, and they are more likely to do so in the
school and classroom that are organized to support them.
In the field of foreign language learning, interaction
has long been considered important in making the activities
meaningful leading the learners to a successful situation. It
requires, in the process of foreign language learning, the presence
of two or more learners who collaborate in practcing dialogues,
doing infromation gap activities, and achieving communication.
Interaction is a way of learning in general and developing
the language skills in particular. Classroom interaction then
emphasizes on the effectiveness of the students to go to
participate actively in the dialogue, understanding the subject
matter and improving language competency.
The use of communicative language teaching (CLT)
and classroom interaction collaboratively facilitate language

11
competence. The application of CLT leads the learners to
communicative competence while the involvement of classroom
interaction naturally or deliberately leads the learners to
language competence in general including language skills and
language components.
In foreign language teaching and learning, the application
of CLT by the instructors are basicaly needed as it helps learners
master the target language. Instructors are required to find out
the effective techniques to represent CLT in the classroom. The
presence of CLT automaticaly create the classroom interaction
which complement each other. The application of conventional
teaching method such as question and answer method,
discussion and lecture method should be aovoided as they are
considered carrying more disadvantages than the benefits. They
affect the learners’ self-confidence which is at the later stage
influencing the students’ awareness of involving themselves
in interacting both with their friends and with the teachers.
Thus, CLT and classroom interaction are two prominent factors
determining the achievment of foreign language learning and
teaching. Teaching approach (CLT) applied is as the external
factor, interaction between learner and teacher, and interaction
among the students themselves as the representation of internal
factor. Each factor plays important roles in increasing English
language competence.
Communicative Language Teaching (CLT)
The communicative approach in foreign language teaching
starts from a theory of language as communication. Hymes
(1972) in (Richard J.C and Rodger T.S 2001:159 ) states that the
goal of language teaching is for communicative competence. It
is the definition of what a speaker needs to know in order to

12
be communicatively competent in a speech community. Hymes
adds that a person who acquires communicative competence
acquires both knowledge and ability for language use.
Hymes theory is affirmed by Halliday (1970:145) in
(RichardJ.CandRodgerT.S,ibid).Hallidayfocusesonfunctional
account of language use. “linguistics is concerned with the
description of speech acts or texts, since only through the study
of language in use are all the functions of language, and therefore
all components of meaning, brought into focus “.
In Reference to the language function mentioned, Halliday
elaborates language functions which complement Hymes’s view
of communicative competence. He describes basic functions of
language as (1)The instrumental function : using language to get
things, (2) Regulatory function : using language to control the
behaviorofothers,(3)Theinteractionalfunction:usinglanguage
to create interaction with others, (4) The personal function :
using language to express personal feelings and meanings, (5)
The heuristic function : using language to learn and discover.
Another theorist which pays great attention to
communicative nature of language is Hendry Widowson. He
presented a view of the relationship between linguistic system
and communicative values in text and discourse. He focused on
thecommunicativeactsunderlyingtheabilitytouselanguagefor
different purposes. Canale and swain ( 1980 ) in ( Richard J.C and
Rodger T.S 2001:160 ) described the analysis of communicative
competence. They identified four competencies which refer
to grammatical competence, sociolinguistics competence,
discourse competence, and strategic competence.

13
Richard J.C (2006:2) states that Communicative language
teaching can be understood as a set of principles about the goals
of language teaching, how learners learn a language, the kinds of
classroom activities that best facilitate learning, and the roles of
teachers and learners in the classroom.
CLT Objectives
In stating the objectives of CLT, Piepo (1981) in Richard
and Rodger (2001:162) describes some levels of objectives in
a communicative approach : (1) An integrative and content
level ( language as a means of expression, ) (2) A linguistic and
instrumental level ( language as semiotic system and an object
of learning, (3) An affective level of interpersonal relationship
and conduct ( language as a means of expressing values and
judgments about oneself and others ), (4) A level of individual
learning needs ( remedial learning according to an error analysis
), (5) A general educational level of extra-linguistic goals (
language learning within the school curriculum )
Richard (2006:3) adds that Communicative language
teaching sets as its goal the teaching of communicative
competence. Competence refers to the knowledge we have of
a language that accounts for our ability to produce sentences
in a language. It refers to knowledge of the building blocks
of sentences (e.g., parts of speech, tenses, phrases, clauses,
sentence patterns) and how sentences are formed. Grammatical
competence is an important dimension of language learning,
it is clearly not all that is involved in learning a language since
one can master the rules of sentence formation in a language
and still not be very successful at being able to use the language
for meaningful communication. It is the latter capacity which
is understood by the term communicative competence which

14
includesaspectsoflanguageknowledgesuchas(1)Knowinghow
to use language for a range of different purposes and functions
, (2) Knowing how to vary our use of language according to the
setting and the participants (e.g., knowing when to use formal
and informal speech or when to use language appropriately for
written as opposed to spoken communication), (3) Knowing
how to produce and understand different types of texts (e.g.,
narratives, reports, interviews, conversations), and (4) Knowing
how to maintain communication despite having limitations in
one’s language knowledge (e.g., through using different kinds of
communication strategies).
Classroom Interaction
Interactions have been defined as “reciprocal events that
require at least two objects and two actions and they occur
when these objects and events mutually influence each other”
(Wagner, 1994: 8 in D. Rossi, et al., 2013:24).
Interaction in a classroom does not only involve the
teacher, it involves all participants. According to Tsui (1995:6)
in Raga (2010:6) classroom interaction is a co-operative effort
among participants in which each participant contributes
in determining the direction and outcome of the interaction.
Allwright and Bailey (1991: 18-19 as quoted by Tsui, 1995:7)
further points out, “ interaction, in class or anywhere, has to
be managed, as it goes along, no matter how much has gone
into it beforehand. It has to be managed by everyone taking
part, not just by the teacher, because interaction is obviously
not something you just do to people, but something people do
together, collectively.
Although interaction is a co-operative effort of all
participants in a classroom, there are some aspects controlled

15
or managed by the teacher and one of these aspects is the input
provided. It is affirmed by Wagner (1994:8) that Interactions do
not occur only from one side, there must be mutual influence
through giving and receiving messages in order to achieve
communication. Wagner adds that “reciprocal events require at
least two objects and two actions. Interaction occurs when these
objects and events naturally influence one another ”. It actually
refers to the communicative process which involves interaction
at least between two people who share a list of signs.
This can be achieved through various ways: by
implementing different student and teacher roles, by exposing
students to a varied classroom organization, by employing a
variety of activities, by helping students to express themselves
and by encouraging their use of communication strategies. If
the two implications are joined, we gain a pleasant classroom
atmosphere in which students are trying to communicate in the
foreign language.
it can be concluded that classroom interactions occur
when all components have an awareness to participate in every
kind of classroom activity. The participants are encouraged to
manipulate all activities which address themselves to a goal that
hasbeensetupisthatagoodatmosphereoflearningcircumtances.
It then requires teachers and learners who involve directly to the
interaction to pay great attention to the implication is that the
achievement of teaching and learning process.
Types of Classroom Interaction
Existing research on interaction tends to focus on three
main types as significant in the realisation of learning outcomes
in classroom interaction (Bernard et al., 2009; Miyazoe &
Anderson, 2010; Rhode, 2009; Swan, 2003 in D. Rossi, et all,

16
2013:24). These types of interaction are: Learner–content
interaction, Learner–learner interaction, and Learner–teacher
interaction. In this writing, we shall focus only on two main
types.
1. Teacher-Learner Interaction
Scrivener (2005:85) states that during teacher-learner
interaction, the students seek to demonstrate their speaking and
listening skills in front of their teachers that is why latter should
consider this way of interacting which is very crucial in learning
and teaching. Harmer (2009) adds that teachers should focus
on three things when they talk with their students. Firstly, they
must pay attention to the kind of the language the students are
able to understand, i.e. teachers should provide an output that
is comprehensible for the level of all the students. Secondly, the
teachers must think about what they will say to their students,
hence the teacher speech is as a resource for learners. Finally,
teachers also have to identify the ways in which they will speak
such as the voice, tone and intonation.
2. Learner-Learner Interaction
Learner–learner interaction, within this writing,
was identified as a social activity, one which involved two-
way communication between two or more students within
the learning context, with the purpose of completing an
instructional task or contributing towards the development of
social relationships. This is affirmed by Scrivener (2005:86) that
knowledge is actively constructed and skills improved through
interactions between learners. If learner-learner interaction is
well structured and managed, then it can be an important factor
of cognitive development, educational achievement of students
and emerging social competencies. It can also develop the

17
learners‟ capacities through collaborative works. So, learners
willestablishsocialrelationshipthroughthiskindofinteraction,
wherethesenseoflearningcommunityispromotedandisolation
is reduced in the classroom. The teachers, then must encourage
such type of interaction between learners because it is the fastest
and the best way, it makes learners active rather than passive
participants.
The Implication to the Foreign Language Learning
and Teaching
As educational and political institutions in many
countries become sensitive to the urgency of communicative
purposes(notonlyforfulfillingcertainrequirements;passingthe
test), it’s better to acomplish the goal of communicative language
teaching. The tasks are in the teachers and learners hand to
manage class activities. By having CLT competence, teachers are
able to apply certain CLT techniques through the effectivenes
of the concept of language learning as learning to communicate
(Brown, 2000:43). Language techniques are designed to engage
learners in the pragmatic, authentic, functional use of language
formeaningfulpurposes.Therolesofteachersaretofacilitateand
guide, and learners are encouraged to use language productively
and receptively, in unrehearsed context outside the classroom.
They are given opportunity to focus on their learning process
through an understanding of their own learning styles and the
development of their strategies for an autonomous learners. In
this context, fluency and accuracy are seen as complementary
principles underlying communicative techniques. Learners are
provided the opportunity to manipulate learning situation,
managing speaking task, and facilitating language competence.

18
Vonxay (2013:69) through his research in Lao higher
educational institution stated that teachers have an interest in
teaching using CLT because they felt that it could motivate their
learners to use English in the class which could improve their
communicative competence. He noticed that teachers’ English
proficiency is an important aspect in determining the success
of CLT implementation. So, adequate teaching skill should be
possessed by the teachers as it is the basic factor of being able to
integratie CLT into the classroom.
Social interaction is another key element for learning a
new language. It can motivate learners to pay more attention to
communicative classroom activities because they have a target
to use it outside the classroom. On the other hand, learning
English in the EFL settings, learnes posses lack motivation
to communicate as they have less chance to use it outside the
classroom. CLT and classroom interactions play a crucial
role in this context provided that the teachers have better
knowledge and competencies in conductig and managing class
activities. The teachers knowledge and oral skill determine their
success. By having such capability, teachers are able to present
the teacher-learners interaction well and class activities are
facilitating language competence as set up prior to the teaching
and learning occurs. Learners are able to take part in active
learner-learner interactions and learner-materials interactions
which have effects upon language competency. Thus, teachers
should gain the CLT training before being appointed for CLT
teaching position, textbook and teaching approaches should
be regularly eveluated to know the strenghts and weaknesses,
and to see the students improvement of learning, CLT class size
should be reduced to make the learning effective, and teachers
should improve language oral skill.

19
As CLT occurs in the classroom, teachers pay great
attention to the involvement of interactions within the learning
process.Byfocusingonthesuccessfultecniquessuchasrole-play,
dilogue, discussion, game, debating and other communicative
activities, teachers as well pay attention to learners responses to
the interaction created in the classroom. In the teacher-learners
interaction, teachers play their main roles in making association,
giving stimulus, and responding to the problems encountered by
the learners. Teachers have to pay attention to language used by
the learners and think of what they are going to say. They have
to be able to be the model of speech that can be followed by the
learners. Meanwhile, in learner-learner interaction, teachers are
to guide and facilitate learner’s activity while learners are asked
to forward the awareness to take part actively in managing time
and activity for eastablishing autonomous learning.
Summary
In summary, communicative language teaching is one of
the approcahes used to facilitate commuinicative competence. It
is conducted through the applications of techniqes of role-play,
discussion, debate, game, story-telling and other communicative
activitiesthathelpachievelearners’goalsoflanguagecompetence.
In order to obtain communicative competence, a teacher who
is appointed for CLT position should have enough skills and
knowledge to be implemented in the classroom. Moreover,
educational system needs transforming such as class size should
be reduced, teacher training should be done regularly and the
improvement of teacher’s language skill should be evaluated.
Classroom interaction is a reciplocal activity that is
created within class activities. It is taken part by all participants;
teachers, learners and materials learnt. Consequently, they have

20
to encourage themselves to an awareness growth that learning
objectives are gained through a learning community established
in the class. Communicative language teaching is applied in
the classroom. It is a demand for teacher to pay great attention
to interaction; teacher-learners interaction, learner-learner
interaction and learner-materials occur during the teaching and
learning process.
Language taeching and learning is an activity of
managing the capability to have language competence. The
competencies that could be obtained including the the four
language skills; speaking, listening, writing and reading and
language components; vocabulary, grammar and pronunciation.
CLT and classroom interaction are implemented concurrently
through suitable techniques which enable learners achieve
learning objectives.
Referencies
Brown, H. Douglas. 2000. Teaching by Principles an Interactive
Approach to language Pedagogy(2nd Ed.). New York: Pearson
Education Company
D. Rossi, et. al. 2013. Learning interactions: A cross-institutional multi-
disciplinary analysis of learner-learner and learner-teacher and
learner-content interactions in online learning contexts. National
Library of Australia in Publication Data.
Harmer, J. 2009. How to Teach English. London: Longman
Preston, Liz Raga. 2009. A Glimpse Into Classroom Interaction: Thesis
for
Master’s Degree. Published Master’s Thesis.
Honkham Vonxay . 2013. The Implementation of CLT in English
Department in A lao Higher Educational Institution: A Case Study.
New Zeland: University of New Zeland

21
Richards.J.C. 2006. Communicative Language Teaching Today.
Cambridge: Cambridge university press.
Richard. J.C and Rodger T.S .2001. Approaches And Methods In
Language Teaching. Cambridge : cambridge university press.
Richard and Renandya. 2002. Methology In Language Teaching:
An Onthology Of Current Practice.Cambridge : cambridge
university press.
Scrinvener, J. (2006). 2005. Learning Teaching. UK: Macmillan
Education.

23
ENGLISH SPEAKING SKILL:
IMPLICATION TO THE
PROFESSIONAL NURSES4
Introduction
The Language used among members of professional field is
usually different from ones used in other fields. Jendra (2012:58)
statesthatthesedifferences mightbeusedfordifferentpurposes.
For instance, the words mouse, surfing, virus refer to different
things when used in the computer and internet bussiness.
Likewise, the words epidemics, prescription and contagion are
used in medical field.
Medical field is a sector that undertakes medical services.
It is done by doctors, nurses, dentist and other medical
professions that perform simillar task. The tasks that they carry
out are hoped to be in accordance with the official orientations
of the institutions where they work. This actually becomes a
great challenge for professional nurses who happen to involve
in contributing to the development of certain institutions
(hospitals).
The official orientations as mentioned, are the guidances
for the institutions (hospitals) to implement. They are able to
achieve if the main and supporting factors are available.
Professional nurses are those who have had great
competencies and skills that are able to use in medical services.
Medical services are undertaken through giving continuous
4
The original article has been published in Jurnal Wawasan Kesehatan STIKES
Santu Paulus Ruteng Vol. 1 No 1 (2016), https://stikessantupaulus.e-journal.
id/JWK/issue/view/2

24
treatment to patients. Treatment is not only delivered through
making diagnosis and giving prescriptions but also through the
verbal and non verbal communications that occur during the
treatment delivered.
In the context of language field, verbal communication
skill is known as “Speaking Skill”. Speaking skill is the ability of
expressing thought, idea or feeling to others. The ideas expressed
are functioned to get a response for certain purposes.
Current researches as conducted by Thornbury (2005) and
Brown (2007) proved that the effectiness of speaking skill affects
people’s competencies particularly dealing with the situations
where the needs of interacting necessarily applied. It is obvious
that speaking skill influences one’s self confidence in applying
direct communications and help managing the execution of
specific strategy to gain certain goals such as expressing ideas
and feelings.
Prefessional nureses nowdays encounter the accessible
world. The complexity of the world is gradually reduced, and
it is considered as a great challenge. It is necessary to prepare
enough sourses dealing with primary competency when doing
the intervention and English speaking skill as the secondary
competency applied during the interaction with patients,
and it is used in the context of delivering good treatment and
undertaking good communication with the collegues at the
workplace. As it is, good English speaking skill is needed and
very important for the professional nurses.
Learning to Speak English
Learning is a life-time process. Learning is a process of
obtaining knowledge through study or experience something. It

25
is in the line with the learning theory stated by Brown (2007:7) “
acquiring or getting of knowledge of a subject or a skill by study,
experience, or instruction”. Leo (2013:9) confirmed that young
learners learn faster than adults but adults have better strategies.
Over all, Knowldge of a subject gained is a final result after a long
process and great efforts.
Learning to speak English is a process of achieving the
ability of communicating in English. Many people have a great
desire to have it, however, they tend to quit learning when they
are to encounter challenges. The challenges are in the form of
having less confident in using English in certain situations,
or appearing some jugdments that are oriented to discourage
motivation. Other challenges are being reluctant to learn and
resistant to changes. It is because they think it is not important.
Leo, ibid states that the resistance happens since they believe
that they still have sufficient knowledge and it’s better than
what they are going to learn.
These days, English is viewed as language which gives
people access to the world. This insight arouses motivation
to master it. As it is, challenges are not seen as obstacles, but
opportunities. The efforts to find way out are done. One of the
efforts is how to conduct certain strategies to make the learning
meaningful. Thornbury (2005:90) states that challenge is one
of the conditions to be conducted in maximizing speaking
opportunity and increase the chance to experience autonomous
language use. Thornbury emphasizes the mechanical way to use
the challenge as an opportunity to make someone speak English.
Likewise, autonomouse learning is actaully useful in this way.
Challenge is then seen as a moment when someone develops his/
her speaking ability by maximizing the sources around him/her.

26
Learning strategies are the ways learners do to obtain
certain objectives they have set prior to the time they start
learning. Brown (2007:137) states that learning strategy deals
with receptive domain of intake, memory, storage and recall.
Language is a habit. Language competencies, especially speaking
skill is achieved through continuous practice. Moreover, it’s
obtained through experiencing directly the situation where
English is spoken though it is not in English speaking countries.
The knowledge that has been put in the memory will be recalled
when it is used repeatedly. Creating a habit might be hard to
conduct, but a habit always leads the learners to a meaningful
result. It will be obtained satisfactorily when they pay great
attention to what Thornbury (2005:35-37) called as “genre
Knowledge” such as speech acts, register, discourse, grammar,
vocabulary and phonology.
English Speaking Skill
One of the basic features of speaking is that it takes
place in real time (Thornbury, 2005:2). That is why speaking
is sometimes considered difficult. It is how someone adapts the
context and manage linguistic and paralinguistic competencies
that can represent the feelings and ideas that he /she is going to
express. Speaking has many different aspects including accuracy
and fluency. Accuracy refers to the correct use of grammar,
vocabulary, and pronunciation, meanwhile fluency refers to
the ability to manage the speech to be going well without any
pausing. Richard and Renandya (2002:204) adds that in effective
oral communication, the ability to use language correctly is
required especially in social interaction.

27
There are some activities to promote speaking skill. The
activities can be done either by the learners themselves or
by the instructors. When it depens on the learners, it needs
self negotiation and responsibility to lead them to successful
communicator. Moreover, it requires self awareness. This
concept then leads the learners to always learn and experience
learning situations that make them speak. When there is an
instructor, he/she can apply many activities to support the
learners’ intention to speak. The ones commonly practised are
information gap activity, cooperative activity, storytelling, role
play, discussion and debate.
1. Information gap activities
Harmer, Jeremy (2008:129) states that information gap is
an activity of sharing . different information among the students.
This activity is one of the concepts that promote intrinsic
motivation. Information gap activities are goal-driven activities
where one or more learners are given information which the
others do not possess.
Hubbard,etal.(2000:199)addsthattheessentialingredient
of communicative activity is the element of unpredictability.
Students do not know how their partnerts or other students are
going to react to what they say and do. There are four types of
activities that are going to share among learners: (1) All learners
havethesameinformation(acooperatingarrangement),(2)Each
learner has different essential information (a split information
arrangement), (3) One learner has all the information that the
others need (a superior or inferior arrangement), (4) All the
learners see the same information but each one has a different
task.

28
2. Cooperative activities
Bruffee (1993) in Leo (2013:96) states that cooperative
learning activity is a systematic teaching and learning strategy
that encourages small group of students to work together to
achieve the common goal. It means Cooperating arrangement
or cooperative activities are such in which all learners have the
same information to complete a task. An example of this can be
ranking tasks. In a ranking task, learners are given a list of items
and are asked to rank the items according to a certain criterion.
Ranking activities can also be based on a visual input where
learners are asked to rank their preferences. In order to make
the task more competitive, one idea is to tell learners to try and
persuade each other about their points.
3. Storytelling and retelling
Storytelling is one of the techniques that can be employed
with learners at any level to increase their fluency. Thornbury
(2005:95)statesthatstorytellingisuniversalfunctionoflanguage
and one of the main ingredients of causal conversation. Through
the story learners not only practise an essential skill but they
can also get to know one an other. That is why storytelling has
always become one of the main means of practising speaking.
This is because stories are a good opportunity for learners to
practise longer stretches of discourse. The techniques that can be
involvedaretellingstoriesbasedonthelearnersownexperiences,
childhood memories, classical tales, jokes, anecdotes or retell
stories based on an input such as a text. For the sake fostering
creative thinking, learners are given a set of words to create their
own stories. This is a good way of recycling vocabulary from the
previous lessons.

29
4. Simulations and Role plays
Harmer (2008:125) states that in simulation, students act
as if they are in real life situation. Simulations are a kind of role
play with the only difference that learners use realia, that is real
objects which teachers and/or learners bring into the class to
make the situation more realistic. A typical simulation activity
can be “ seeing a doctor “ where learners are divided into two
groups. A patien and a doctor. The items which can be used are
medical instruments. Learners are given time to play the role of
a doctor and a patient, presenting the patient who is telling his
problem to the doctor, and diagnosis is given by the doctor.
Role plays are often designed for pairs but can also involve
more people. if there is a special focus on functional language
such as making complaints, making apologies and negotiating
to reach an agreement the activity practises all dimensions
of communicative competence including sociocultural and
discourse competences.
5. Discussions and debates
Discussions give learners an opportunity to share their
views and are a useful means of training pragmatic and strategic
competence and fluency in general. Discussion and debates can
touch upon up-to-date issues such as technology and culture.
To instigate a productive debate, it is desirable to allow learners
enough thinking time to generate their thoughts. That is why
Harmer (2008:128 ) states that most teachers would like to
organize discussion sesion in more formal basis. This can be
done through brainstorming in pairs. Learners discusse their
ideas and become more confident about what they have to say.
While learners participate in debates in their groups, a teacher

30
monitors their discussions and provides further stimuli where
necessary. During a feedback stage, learners can report the main
points of their discussion to the class and receive feedback from
their teacher.
6. Games
Leo (2013:143) states that games are useful to cheer up
the classroom atmosphere, to arouse students’ motivation and
attention, to relax a strenuous situation and to have some fun.
It means games can bring excitement in language teaching but
should be applied considerately. A meaningful game is such that
fulfils the conditions of a meaningful task.
Games can involve competitions, quizzes, forming two
lines competing against each other, miming, guessing, board
games, etc.
Implication to the Professional Nurses
Professional nurses are those who have been prepared for
working in the health sector. Main competencies are required,
but additional competecies are better to be owned. English
communication skill or English speaking skill is one of the
additional competencies and supporting factors that should
be considered as a great need to put at risk if is not fulfilled. It
is required for the nurses to communicate effectively with the
patients.
Current situation demands all professionals including
professional nurses to always prepare sufficient sources that
make them able to compete. The competition will be partcipated
by many countries with different capabilities. In addition to
competing with other countries is a great challenge for the

31
professional nurses. It is obvious that they are left behind if they
are not ready.
As the access to the world is opened and the media used
in this context is English, the professional nurses should now
on learn to have a good English speaking skill. It is actually the
basic element of their interaction that allows them to establish,
maintain and improve contact with others (Harrysingh, et. al.,
2004:34). Harrysingh, et. al., adds that Without knowing the
patient’sneeds,anurseisunabletoeffectivelydiagnose,response
to illness and initiate actions. Through therapeutic relationship,
the nurse develops a working, functional relationship with
patients and fulfil purpose of nursing process. The activities
that can be undergone to support the therapeutic relationship
are social interaction and developing a helping relationship. In
social interaction, nurses are hoped to help create a comfortable
situation through verbal communication that enables patients to
share attitudes and feeling. Meanwhile, in developing a helping
relationship, nurse and patient face an immediate problems that
needs treatment, help the patients discover the ways to encouter
the problems. In this case, interpersonal communication is
forwarded so the patient owns positive growth.
English speaking skill is an important component of
nursing practice, and to communicate effectively with patients,
nurses must develop speaking skill techniques. Its urgency
can be identified through the emergence of social interaction
run between nurses and patients especially dealing with
interpersonal communication occurs during the nursing process.
Through communication a nurse establishes a relationship with
patients and families to help them acquire healthy behaviour.
As English speaking skill is a part of communication that is
promoted in the nursing practice, and a nurse faces the patients

32
who need certain ways to get healthy behaviour, consequently,
it is a need for them to learn to speak English. The ability of using
English in appropiate way enable them to design and contribute
well to therapeutic relationship established between nurse and
patient. The materials learnt are in accordance with the needs of
specific purposes implemented in the nursing communication.
In the process of learning to speak, they have to pay attention
to techniques that can help them speak and it requires the
participation of instructors to guide and give meaningful
feedback.
Summary
In summary, English speaking skill refers to the ability of
using grammar, vocabulary and pronunciation in appropriate
way and managing the speech to be running well without any
pausing. It can be achieved through some activities promoted by
the instructors and learners themselves such as discussion, story
telling, debating, role-play and other activities that facilitate
speaking skill. The techniques guide the teachers in making
their learners reach the goals they have set up before taking the
class. The techniques mentioned needed to be applied well in
accordance with the class characteristics.
Professional nurses are those who work in heaIth-care
sector performing nursing practices through therapeutic
communication occurs during the treatment. In conducting
nursing practices, professional nurses are supported by
main competency and supporting competency in the form of
language as a media used for making diagnosis and undertaking
appropriate treatment.
It is obvious that proffessional nurses have to be able to
speak English particularly dealing with the needs of therapeutic

33
communication during the treatment. The main things they have
to undergo are learning to speak and paying a great attention to
the techniques that can be applied for an effective interaction
with patients. So, it is a demand for learning English by focusing
on the specific materials used for nursing practices.
References
Brown, H. Douglas. 2007. Principles of Language Learning and
Teaching. New York: Pearson Education
Harmer, J. 2009. How to Teach English. London: Longman.
Harrysingh, et. al.. 2004. Nursing. First Edition. Tamilnadu:
Government of Tamilnadu First Edition
Jendra. 2012. Sociolinguistics; The Study of Societie’s Language.
Yogyakarta: Graha Ilmu
Leo, Sutanto. 2013. A Challenging Book to Practice Teaching in English.
Yogyakarta: Andi
Richard and Renandya. 2002. Methology in Language Teaching;
An Onthology of Current Practice. Cambridge : Cambrige
University Press.
Thornbury. 2005. How to Teach Speaking. Harlow: Longman

35
UTILIZING COMMUNICATIVE
LANGUAGE TEACHING APPROACH
TO IMPROVE LEARNERS’ SPEAKING
SKILL
Introduction
One of the skills that is supposed to achieve by the learners
at the end of the course is speaking skill. It not only referes to
the ability of uttering single word or phrase but also states the
ability of conveying what is in mind to others. Speaking skills
deal with the capability of communicating idea or opinion or
feeling to others in sistematic way.
In learning to gain speaking skills, teachers as facilitator
and counselor must pay great attention to their own roles and
learners roles. English teachers should have the capability
to implement teaching approach that can lead learners to
be autonomous learners. One of the approaches that can be
undergone is Communicative language teaching (CLT).
Communicative language teaching (CLT) is a teaching
approachthatisorientedtoleadstudentstohavecommunicative
competence. One of the goals of CLT is to develop fluency in
language use. Fluency is natural language use occurring when
a speaker engages in meaningful interaction and maintain
comprehensibleandongoingcommunication(Richard,2006:14).
Fluency is developed by creating meaningful activities in which
students negotiate meaning, use communication strategies,
correct misunderstanding, and work to avoid communication

36
breakdown. In addition to get the accuracy, communicative
language teaching is conducted through practicing dialogue
with keeping great attention to the role of a teacher to monitor
and facilitate.
Communicative language teaching basically seeks to bring
students beyond grammatical competence to a point where they
are able not only to decode a language but also they can begin
to manipulate the language in a dialog. Interaction happens
within the dialogue represent the effort to gain the goal that
is communicative competence. It is not as easy as most people
think. For learners, It needs intention to attend the classroom
activities regularly while specifically following the rules applied.
Effort to increase the communicative competence should focus
on improving the opportunity to do dialogue, cooperating and
discussion. The students must primarily concern with achieving
success in the classroom, and they are more likely to do so in the
school and classroom that are organized to support them.
Current studies revealed that many students don’t achieve
speaking skills although they have learnt English for years.
Argawati(2014)throughherstudyinWijayaKusumavocational
high school found that speaking is the most difficult skill to
master. It requires not only knowledge, in terms of mastering
vocabulary and grammar, but also a desire and confidence in
speaking English because it has to be practiced not only learnt.
The problem appears in the desire of the students in practicing
to speak in English. Most of them do not have any willingness
to speak. It’s affirmed by Nirmawati (2015). She stated the
problmes found in the learning speaking, 1) Students had less
chance to engange with varied activities, such as games, students
project, delivering speech, presentation, discussing some issues,
outside classroom activities, even listening activities which
are actually expected by the students, 2) Students had less

37
English materials since they depended on the materials given
by the teacher. Theydid not try to find materials themselves to
accommodatetheirownneedsinlearningEnglish,3)Theteacher
did not provide models for the students in speaking activities. It
caused the students unable to express ideas in their mind using
appropriate language expressions.
In reeference to the studies, it’s important to explore and
elaborate how CLT implemented for the purpose of increasing
learners speaking skill, the procedures used, and kinds of
tecniques and methods that can be applied in the teaching and
learning activity to cope with the students’ needs and objectives
in learning English.
Communicative Language Teaching
The origins of Communicative language teaching (CLT)
are to be found in the changes in the British language teaching
tradition dating from the late 1960s. Situational language
teaching represented the major British approach to teaching
English as a foreignn language. In situational language teaching,
languagewastaughtbypracticingbasicstructuresinmeaningful
situation-based activities. This was partly a response to criticize
Chomsky (1975) which had demonstrated that the current
standard structure theories of language were incapable of
accounting for the fundamental characteristic of language, the
creativity and uniqueness of individual sentence (Richard and
Rodger,2001:153). British emphasizes another fundamental
dimension of language that inadequately address in approach
to language teaching. They saw the need to focus in language
teaching on communicative proficiency rather than on mere
mastery of structure.

38
In applying Communicative Language Teaching, Howatt
(1984) in (Richard and Rodger, 2001:155) distinguishes between
strong and weak version. The weak version which has become
more or less standard practice in the last ten years, stresses the
importance of providing learners with opportunity to use their
English for communicative purposes and characteristically,
attempts to integrate such activities into a wider program of
language teaching. On the other hand, the strong version of
communicative teaching advances the claim that language is
acquired through communication, so it is not merely a question
of activating an existing but inert knowledge of the language,
but of stimulating the development of the language system itself.
If the former could be described as learning to use English, the
latter entails using English to learn it.
The communicative approach in language teaching starts
from a theory of language as communication. Hymes (1972) in
(Richard and Rodger, 2001:159) states that the goal of language
teaching is for communicative competence. It is the definition of
what a speaker needs to know in order to be communicatively
competent in a speech community. Hymes adds that a person
who acquires communicative competence acquires both
knowledge and ability for language use. Hymes theory is
affirmed by Halliday (1970: 145) in (Richard and Rodger, 2001:
ibid). Halliday focuses on functional account of language use. “
linguistics ... is concerned... with the description of speech acts or texts, since
only through the study of language in use are all the functions of language,
and therefore all components of meaning, brought into focus “.
Referring to the language function mentioned, Halliday
elaborates language functions which complement Hymes’s
view of communicative competence. He describes some basic

39
functions of language as the following:1) Using language to
get things named instrumental function, 2) Using language to
controlthebehaviorofotherscalledregulatoryfunction,3)Using
language to create interaction with others called interactional
function, 4) Using language to express personal feelings and
meanings called personal function, 5) Using language to learn
and discover called heuristic function
Another theorist which pays great attention to
communicative nature of language is Hendry Widowson. He
presented a view of the relationship between linguistic system
and communicative values in text and discourse. He focused on
the communicative acts underlying the ability to use language
for different purposes. Canale and swain (1980) in (Richard
and Rodger, 2001:160) described the analysis of communicative
competence. They identified four competencies which refer
to grammatical competence, sociolinguistics competence,
discourse competence, and strategic competence. Richard
(2006:2) adds that Communicative language teaching can be
understood as a set of principles about the goals of language
teaching, how learners learn a language, the kinds of classroom
activities that best facilitate learning, and the roles of teachers
and learners in the classroom.
Based on the above theories, it can be concluded
thatCommunicative language teaching (CLT)is one of the
approaches applied by language teachers which is aimed at
leading the students to have communicative competence. This
competency is related to the ability of using language in daily
interaction.The communicative competence mentioned is not
only referring to the language comprehension but also using it
for the variety of purposes such as obtaining speaking skill.

40
Communicative Language Teaching Objectives
In stating the objectives of CLT, Piepo (1981) in Richard
and Rodger (2001:162) describes some levels of objectives in a
communicative approach:
a. An integrative and content level (language as a means of
expression)
b. A linguistic and instrumental level (language as semiotic
system and an object of learning).
c. An affective level of interpersonal relationship and conduct
(language as ameans of expressing values and judgments
about oneself and others)
d. A level of individual learning needs (remedial learning
according to an error analysis).
e. A general educational level of extra-linguistic goals (language
learning within the school curriculum)
Richard (2006:3) adds that the goal of Communicative
language teachingis to obtain communicative competence.
Competence refers to the knowledge the learners have of a
language that accounts forthe ability to produce sentences
in a language. It refers to knowledge of thebuilding blocks
of sentences (e.g., parts of speech, tenses, phrases, clauses,
sentencepatterns) and how sentences are formed. Grammatical
competence is thefocus of many grammar practice books, which
typically present a rule of grammaron one page, and provide
exercises to practice using the rule on the otherpage. The
unit of analysis and practice is typically the sentence. While
grammaticalcompetence is an important dimension of language
learning, it is clearlynot all that is involved in learning a language
since one can master the rules ofsentence formation in a language

41
and still not be very successful at being able touse the language
for meaningful communication. It is the latter capacity whichis
understood by the term communicative competence.
Communicative competence includes the following
aspects of language knowledge:
a. Knowing how to use language for a range of different
purposes and functions
b. Knowing how to vary our use of language according to the
settingandtheparticipants(e.g.,knowingwhentouseformal
and informal speech or when to use language appropriately
for written as opposed to spoken communication)
c. Knowing how to produce and understand different types of
texts (e.g., narratives, reports, interviews, conversations)
d. Knowing how to maintain communication despite having
limitations in one’slanguage knowledge (e.g., through using
different kinds of communication strategies).
Teacher and Learner roles in CLT
Learner Roles
Communicative Language Teaching stresses the processes
of communication, rather than mastery of language forms,
leads todifferent roles for learners from those found in more
traditional second language classrooms. Breen and Candlin
in Richard and Rodger (2001: 97) describe the learner’s role
within CLT in the following terms: The role of learner in CLT
is as negotiator-between the self in the learning process, and
the object of learning-emerges from and interacts with the role
of joint negotiator within the group and within the classroom
procedures and activities which the group undertakes. The

42
implication for the learner is that he should contribute as much
as he gains, and thereby learner learns in an interdependent way
(Breen and Candlin, 1980: 110).
InsomeaccountsofCLTthatlearnersbringpreconceptions
of what teaching and learning should be like. These constitute
a “set” for learning which when unrealized can lead to learner
confusion and resentment. Students are expected to interact
primarily with each other rather than with the teacher,
and correction of errors may be absent or infrequent. CLT
methodologists consequently recommend that learners learn to
seethatfailedcommunicationisajointresponsibilityandnotthe
fault of speaker or listener. Similarly, successful communication
is an accomplishment jointly achieved and acknowledged.
Teacher roles
Breen and Candlin in Richard and Rodger (2001:98)
describe teacher roles in the following terms: The teacher has
two main roles: the first role is to facilitate the communication
process between al1 participants in the classroom, and between
these participants and the various activities and texts. The
second role is to act as an independent participant within the
learning-teaching group. The latter role is closely related to the
objectives of the first role and arises from it. These roles simply
a set of secondary roles for the teacher; first, as an organizer of
resources and as a resource himself, second as a guide within the
classroom procedures and activities, third, role for the teacher is
that of researcher and learner, with much to contribute in terms
of appropriate knowledge and abilities. Other roles assumed
for teachers are needs analyst, counselor, and group process
manager.

43
Procedures in Applying CLT
Different writers have suggested different set of prosedure
and different writers have emphasized different aspects and
skills of language. To eangange with CLT classroom procedure,
the writer selects The procedure suggested by Finocchiaro and
Brumfit as follows (Richard and Rodger, 1986:81 in setiyadi
Bambang, 2006:154):
1. Presentationofabriefdialogorseveralmini-dialogs,preceded
by a motivation ( relating to the dialog situation to the
learners’ probable community experiences) and a discussion
of the function and situation-people, roles, setting, topic,
and the informality and formality of the language which the
function and situation demand.
2. Oral practice of each utterance of the dialog segment to be
presented that (entire class repetion, half class, groups, and
individuals) generally preceded by teacher’s model. If mini-
dialogs are used, enggage in similar practice.
3. Questions and answers are based on the dialogue topic and
situation itself. (inverted wh, or questions).
4. Questions and answers related to students’ personal
experiences but centered around the dialog theme.
5. Study one of the communicative expressions in the dialog
or one of the structures which exemplifies the function. The
teacher will wish to give several additional examples of the
communicative use of the expression structure with familiar
vocabulary in unambiguous utterances or mini-dialogs (
using pictures, simple real objects, or dramatization) to
clarify the meaning of the expression or structure.
6. Learner’s discovery of generalizations or rule underlying the
functional expression or structure. This should include at

44
least four points, e.g. “ How about + Verb + ing?”; its position
in the utterance; its formality or informality in the utterance;
and in the case of a structure, its grammatical function and
meaning.
7. Oral recognition, interpretative activities ( two to five
depending on the learning level, language knowledge of the
students, and related factors).
8. Oral production activities-proceeding the guided to freer
communication activities.
9. Copying of the dialog or mini-dialogs or module if they are
not in the class text.
10. Sampling of written homework assigment, if given.
11. Evaluation of learning (oral only).
Speaking Skill
Speaking is used for many different purposes, and each
purpose has different skills (Richard and Renandya, 2002: 201).
Each of these purposes implies knowledge of the rules that
account for how spoken language reflects the context in which
the speech occurs, it is to state how speaker uses a language
appropriately in different situations and clarified the complex
nature of what is involved in developing spoken fluency in
second or foreign language.
One of the basic features of speaking is that it takes place
in real time. Due to the time constraints that allow speakers
only limited planning time, speech production requires real-
time processing (Thornbury 2005: 2). This is one of the main
reasons why language learners, and this is not only restricted to
true beginners, tend to find speaking difficult. Strategies used to

45
“ buy planning-time” (Thornbury and Slade, 2007) significantly
shape the nature of speaking and distinguish it from writing.
Brown (2001: 267) cites that when someone can speak a
language it means that he can carry on a conversation reasonably
competently. In addition, he states that the benchmark
of successful acquisition of language is almost always the
demonstration of an ability to accomplish pragmatic goals
through an interactive discourse with other language speakers.
Further more Richards and Renandya (2002: 204) state
that effective oral communication requires the ability to use
the language appropriately in social interactions that involves
not only verbal communication but also paralinguistic elements
of speech such as pitch, stress, and intonation. Moreover,
nonlinguistic elements such as gestures, body language, and
expressions are needed in conveying messages directly without
any accompanying speech. It is then more clearly stated by
Brown (2007: 237) that social contact in interactive language
functions is a key importance and in which it is not what you
say that counts but how you say it, what you convey with;
body language, gestures, eye contact, physical distance and
other nonverbal messages.Moreover, he states that the teacher
can apply the bottom-up-top-down approach to speaking. The
bottom-up approach to speaking means that the learners begin
with the smallest units of language, i.e. individual sounds, and
move through the mastery of words and sentences to discourse.
Brown(2001:271)addsthatinteachingoralcommunication,
microskillsareveryimportant.Oneimplicationistheimportance
of focusing on both the forms of language and the functions of
the language.

46
From the theories above,it can be concluded that
speaking is always related to communication. Speaking is the
capability to articulate sound express and deliver thought,
opinion, and wish. In daily life, speaking is an activity to
express thought and feeling orally. It means that speaking is the
fundamental media to convey messages, knowledge, emotions,
feelings, ideas and opinions directly to others. So, speaking is
the activity of delivering language and communicating ideas and
thought orally.
The Nature of speaking skill
Speaking has many different aspects including two major
categories ; accuracy, involving the correct use of vocabulary,
grammar and pronunciation practised through controlled and
guided activities; and fluency, considered to be ‘the ability to
keep going when speaking spontaneously’. Thornbury (2005: 90
) states that there are some conditions to be conducted in order
to maximize speaking opportunity and increase the chance to
experience autonomous language use; they are productivity,
purposefulness, interactivity, challenge, safety, and authenticity.
Language knowledge and skill in using these are considered two
fundamental elements of an effective communication. Among
the elements the following are the necessary elements of an
effective communication.
Connected Speech : Effective learners of English need to
be not only to produce the individual phonemes of English (as
in saying I would have come) but also to use fluent ‘ connected
speech’ as in ( I’d ‘ve come). In connected speech, sounds are
modified, omitted, added or weakened.

47
Expressive Devices: Native speakers of English change
the pitch and stress of particular parts of utterances, vary volume
and speed, and show by other physical and non-verbal means
how they are feeling.
Lexical and Grammar: Spontaneous speech is marked by
the use of number of common lexical phrases, especially in the
performance of certain language functions.
Negotiation and Language: Effective speaking benefits
from the negotiatory language we use to seek clarification and to
show the structure of what we are saying.
Nunan in Bipin Bihari Dash (2013) stated“ Speaking
is a productive aural/ oral skill and it consists of producing
systematic verbal utterances to convey meaning. Related to
Nunan’s theory, Bygate (1987) inVilimec, Erik (2006:10) states
that in order to achieve a communicative goal through speaking,
there are two aspects to be considered – knowledge of the
language and skill in using this knowledge. They are production
skill and interactional skill. It is not enough to possess a certain
amount of knowledge, but a speaker of the language should be
able to use this knowledge in different situations.
1. Production skills
Production skill refers to the processing conditions
(time pressure) in certain ways limit or modify the oral
production. For that reason, speakers are forced to use
devices which help them make the oral production possible
or easier through ‘facilitation’, or enable them to change
words they use in order to avoid or replace the difficult ones
by means of ‘compensation’. Bygate (1987:14) in Vilimec,
Erik (2006:11) states thatthere are four elementary ways of
facilitating it. Bygate classified it into: simplifying structures,

48
elipsis, formula expressions, and using fillers and hesitation
devices. On the other hand, when a speaker needs to alter,
correct or change what he or she has said, they will need to
make use of compensation devices. These include tools such
as substitution, rephrasing, reformulating, self-correction,
false starts, and repetition andhesitation.
2. Interactional skills
At this level of skill, Bygate (1987:22) in Vilimec, Erik
(2006 : 12) states that both speakers and listeners, besides
being good at processing spoken words should be ‘good
communicators’, which means ‘good at saying what they
wantto sayin awaywhichthe listener finds understandable’.
In applying interaction skill, communication should be
meaningful.Itactuallydependsontwokindsofskill:routines,
and negotiation skills. Routines are the typical patterns in
which speakers organize what they have to communicate.
Negotiation skills are obtained through the management of
interaction and negotiation of meaning.
Speaking skill is the ability to use the language accurately
to express ideas, feeling and meanings carried inside in order to
transfer or to get knowledge and information from other people
in the whole life situation. Speaking skill refers to competency to
perform the knowledge that the learners have gained throughout
the learning process. In this context, speaking skillexplicitly
states its high importance of undertaking its role in learners’
lives.
In the process of achieving speaking skill, production skill
falls prior to the interaction skill. Production skill is the gate
of associating with interaction skill. The use of facilitations

49
are encouraged to gain a good skill of production. When these
things such as structure, elipsis, formulaic expression, etc are
applied well, at the latter stage, interaction skill can be obtained
successfully. The language user can organize what she/he wants
to convey to others fluently, as the result the messages that are
being delivered are understandable.
Utilizing Communicative Language Teaching to
Improve Learners’ Speaking Skill
Communicative Language Teaching is an approach
that encourages the learners to be active in classroom activity
through dialogue or personal communication. Students are
provided a great chance to participate actively in any activities
that lead them to a communicative competence. When learnerss
are active, they are actually involved in the efforts of developing
their speaking skill.
Since Communicative Language Teaching (CLT) mostly
provides a great opportunity to communicate, it then can be
considered that speaking skill can be obtained through using
the opportunity wisely while practising using the language in
daily interaction. In other words, by applying communicative
language teaching, teachers can facilitate learners the
communicative activity. It means learners are encouraged to get
involved in the communication process which can improve the
learners’ speaking skill. Practically, to promote speaking skill,
there are some activities that should be applied by teachers who
are appointed for teaching English as the implementation of
Communicative Language Teaching.

50
1. Information gap activities
Harmer (2008:129) states information gap as an
activity of sharingdifferent information among the students.
This activity is one of the concepts that promote intrinsic
motivation. Information gap activities are goal-driven
activities where one or more learners are given information
which the others do not possess.
Hubbard, et al. (2000:199) adds that the essential
ingredient of communicative activity is the element of
unpredictability. Students do not know how their partnerts
or other students are going to react to what they say and
do. On the whole, they distinguish between four types of
activities according to how the information needed in the
activity is distributed among learners: 1) All learners have
the same information (a cooperating arrangement), 2) Each
learnerhasdifferentessentialinformation(asplitinformation
arrangement), 3) One learner has all the information that
the others need (a superior or inferior arrangement), 4)
The learners all see the same information but each one has a
different task. The significance of information gap activities
can be supported to produce bigger output for language
development than other tasks.
2. Cooperative activities
Bruffee ( 1993 ) in Leo (2013:96) states that cooperative
learning activity is a systematic teaching and learning
strategy that encourages small group of students to work
together to achieve the common goal. It means cooperating
arrangement or cooperative activities are such in which all
learners have the same information to complete a task. An

51
example of this can be ranking tasks. In a ranking task,
learners are given a list of items and are asked to rank the
items according to a certain criterion. Ranking activities
can also be based on a visual input where learners are asked
to rank their preferences of restaurants according to the
photographs they can see. Learners might also be asked to
reachacompromisingsolution.Inordertomakethetaskmore
competitive, one idea to tell learners to try and persuade each
other about their points. Once again, this activity provides a
good opportunity to pre-teach functional language.
3. Storytelling and retelling
Storytelling is one of the techniques that can be
employed with learners at any level to increase their fluency.
Thornbury (2005: 95) states that storytelling is universal
function of language and one of the main ingredients of causal
conversation. Through the story learners not only practise an
essential skill but they can also get to know one an other.
That is why storytelling has always become one of the main
means of practising speaking. This is because stories are a
good opportunity for learners to practise longer stretches of
discourse.
Thereisavarietyoftechniquesthatinvolvestorytelling.
Learners can tell stories based on their own experience,
childhood memories, classical tales, jokes, anecdotes or
retell stories based on an input such as a text. In a different
storytelling activity, which is likely to foster their creative
thinking, learners are given a set of words to create their own
stories. This is a good way of recycling vocabulary from the
previous lessons.

52
4. Simulations and Role plays
Harmer (2008:125) states that in simulation, students
act as if they are in real life situation. Simulations are a kind
of role play with the only difference that learners use reality,
that is real objects which teachers and/or learners bring
into the class to make the situation more realistic. A typical
simulation activity can be “ ordering food in a restaurant
“ where learners are divided into two groups. waiters and
customers. The items which can be used are menus, knives
and forks, etc. Learners are given prompts describing their
roles (e.g. you are a difficult customer who complains about
random things all the time) and act out the situation of
ordering and having a meal in a restaurant.
Role plays are another way of promoting speaking.
Learners pretend to be in various social contexts and have
various social roles. Role plays are often designed for pairs
but can also involve more people. If there is a special focus
on functional language such as making complaints, making
apologies and negotiating to reach an agreement the activity
practises all dimensions of communicative competence
including sociocultural and discourse competences.
5. Discussions and debates
Discussions give learners an opportunity to share
their views and are a useful means of training pragmatic and
strategic competence and fluency in general. Discussion and
debates can touch upon up-to-date issues such as technology
and culture. To instigate a productive debate, it is desirable
to allow learners enough thinking time to generate their
thoughts. That is why Harmer (2008: 128) states that most

53
teachers would like to organize discussion sesion in more
formalbasis.Thiscanbedonethroughbrainstorminginpairs.
Learnersdiscusstheirideasandbecomemoreconfidentabout
what they have to say. While learners participate in debates
in their groups, a teacher monitors their discussions and
provides further stimuliwhere necessary. During a feedback
stage, learners can report the main points of their discussion
to the class and receive feedback from their teacher. It is
appropriate for teachers to include a short segment, in which
learners’ errors are treated. It is also advisable to pre-teach
useful language, especially functions (expressing agreement/
disagreement, giving one’s opinion, making suggestions,
structuring one’s speech, etc ).
6. Games
Leo (2013:143) states that games are useful to cheer up
the classroom atmosphere, to arouse students’ motivation
and attention, to relax a strenuous situation and to have
some fun. It means games can bring excitement in LT but
should be applied considerately. A meaningful game is such
that fulfils the conditions of a meaningful task.
Games can involve competitions, quizzes, forming two
lines competing against each other, miming, guessing, board
games, etc. Some of the games that are popular with learners
are board games. LT board games usually ask learners to
speak on a topic or answer a question talking for a certain
period of time when they land on it after throwing a die.
Teachers can prepare their own board games which cover
the subject matter they want their learners to practise.

54
Speaking skill can be promoted through applying some
techniques. The techniques guide the teachers in making their
students reach the goals they have set up before taking the
class. The techniques mentioned needed to be applied well in
accordance with the class characteristics. For the teachers who
prefer to teach speaking class, it’s suggested to make a good
preaparation beforehand in order to guid the class well too.
Summary
In summary, speaking is the capability to articulate sound,
express and deliver thought, opinion, and wish. In daily life,
speaking is an activity to express thought and feeling orally.
Speaking skill is language skill that should be gained after
utilizing communicative language teaching. It is conducted
through the applications of techniques of role-play, discussion,
debate, game, story-telling and other communicative activities
that help achieve learners’ goals of speaking skill. By applying
communicative language teaching, teachers can facilitate
learners the communicative activity. It means learners are
encouraged to get involved in the communication process which
can improve the learners’ speaking skill.In order to obtain the
objective, a teacher who is appointed for CLT position should
have enough skills and knowledge to be implemented in the
classroom. Moreover, a teacher should pay attention to his or her
role as facilitator of communication process and independent
participant within the learning-teaching group, and learners
role as negotiator-between the self in the learning process.

55
Refrences
Argawati, Ningtyas Orilina. (2014). Improving Students’ Speaking
Skill Using Group Discussion (Experimental study on the First
Grade Students of Senior High School). ELTIN Journal, Volume
2/II, October 2014. Retrieved from http://e-journal.
stkipsiliwangi.ac.id/index.php/eltin/article/view/46, 26
Februari 2020.
Bipin Bihari Dash. (2013). VSRD International Journal of Technical &
Non-Technical Research, Vol. 4 No. 4 VSRD International Journals.
Brown, H. Douglas. (2001). Principles of Language Learning . New
York: A pearson Education Company.
Erik, Vilímec. (2006.). Developing Speaking Skills.University of
PardubiceFaculty of Arts and Philosophy Department of English
And American Studies. Published thesis. Page 10-12,
Harmer, Jeremy. (2008). How to teach English. Oxford: Ocelot.
New edition
Hubbard, et all. (2000). A Training Course for TEFL. Oxford
University Press
Leo, Sutanto. (2013). A challenging book to practice teaching in English.
Yogyakarta: Andi Yogyakarta.
Nirmawati, Lia Amalia. (2015). Improving Students’ Speaking
Skills Through Speaking Board Games Of Grade Viii Of Smp N
13 Yogyakarta In The Academic Year Of 2013/2014.Published
Thesis. Yogyakarta: UNY. Retrieved from https://eprints.
uny.ac.id/17185/1/Skripsi%20Lia.pdf, 25 February 2020.
Richard. J.C and Rodger T.S. (. 2001). Approaches and methods in
language teaching. Cambridge : Cambridge university press.
Richard and Renandya. (2002). Methodology in language teaching;
an Ontology of current practice. Cambridge: Cambridge
university press.

56
Richards.J.C. (2006). Communicative Language Teaching Today.
Cambridge: Cambridge university press.
Setyadi, Bambang. (2006). Teaching English As Foreign Language.
Yogyakarta: Graha Ilmu.
Thornbury, S. (2005). How to Teach Speaking. Harlow: Longman.

57
THE IMPLEMENTATION OF SELF
DIRECTED LEARNING IN LEARNING
ENGLISH FOR SPECIFIC PURPOSE
Introduction
Learning English isn’t limited by any professions. For
the purposes of applying in the context of certain profession
or career demand, learning English is a need namely English
for Specific Purposes (ESP). It has been applied for years, and
most learners learn English in order to be able to communicate
with others in the workplace. The ability of communicating in
English is demanded in the current competitive era. It is used to
transfer ideas, feeling, opinions even knowledge.
To deal with the implementation of SDL in learning ESP,
the writer took Nursing Students who deliberately learn English
for the purpose of being able to use English in medical field as the
data samples to describe SDL implementation in learning ESP.
In the nursing practice, communication is an important
component that should be owned. To communicate effectively
with patients, nurses are supposed to develop comunication
skills. It’s necessary to know the patients problems and needs.
By knowing the patient’s needs, a nurse is able to make effective
diagnosis, response to illness and initiate actions. In this context,
a nurse apply therapeutic relationship, develop a working,
and fulfill the purpose of nursing process (Harrysingh, et. al,
2004:34).

58
For this purpose, learning English is not a choice but a
need. It is very important for professional nurses to learn and
understand English. By comprehending and being able to use
English in interaction, professional nurses are as well able to
apply therapeutic relationship between nurse and patients. In
this context nurses are able to communicate with patients, make
diagnosis and deliver a good treatment to overcome the patients
problem .
There are some ways or methods that can be applied by
which English language learners apply in learning to have the
capability of communicating in English. In daily life, it can be
observed the implementation of guided learning such as learning
English in the classroom under teacher’s guide, taking English
course, and taking English private class under a tutor’s guide. A
part from it, self directed learning is one of which that should be
taken into account. Radial & Volet (2009) in (Turan and Koç,
2018:99) proposed the definition of self-directed learning as
“learning how to learn”. Malcolm Knowles (1975) in (Turan and
Koç, 2018: Ibid) stated that in applying self-directed learning
individuals take the initiative without the help of others.
Individuals make diagnosis of their learning needs, formulate
learning goals, identify learning resources, and evaluate learning
outcomes. Knowles highlighted self awareness of learning as
the key point of achieving learning objectives. By having self
awareness, learners set up plan, practice learning based on the
plan, evaluate what has been learnt, and finally achieve learning
objectives.
Current studies revealed the effect and effectiveness
of implementing self directed learning. A study on The
Implementation of Self-directed Learning Model conducted by

59
Suardana (2012) through action research found that (1) there is
an improvement of students’ activities by 9.8%, and they were
in good category; (2) the students’ scores were about A and B
improved by 47.1%; and (3) the scores of students who have
high and very high self-directed learning improved by 29.4%,
respectively from the first to the second cycle. Turan and Koç
(2018) in the other study found that there is an effect of applying
self directed learning towards learners critical thinking and self
efficacy.
SELF DIRECTED LEARNING
Blumberg (2000) in Deur and Harvey (2005:167) stated
that in applying SDL, students are supposed to possess the
ability to assess their own learning needs in order to able to look
for the things they want to know. Gibbons (2002:2) furthermore
stated that it’s important for the students to deal with SDL since
it makes them able to use their approach to the learning tasks,
combine the skills and character development, and prepare a
long learning through their lives.
Other theorist stated that Self-Directed Learning (SDL)
concept was seen as an adult education characteristic. Self-
directed learning is viewed as an art and science to help adults
learn. This concept viewed that the opportunity and experience
to choose their own method to learn arouse adult learners to
have motivation to learn (Lindemann and Knowles; Carson,
2012 in Malison, 2018:2). Moreover, Self-directed learning
simply is defined as “learning how to learn”. It is the way adult
learners obtain new information, ideas, abilities, attitudes and
experiences (Radial & Volet, 2009; Murray, 2015; in Turan and
Koc, 2018:99). It’s added by Fisher that learners who posses the

60
tendency, abilities and personality characteristics are ready to
apply SDL, and it’s then needed for learners to develop SDL skills
in the personal, social and political dimensions and contexts.
From many concepts or definitions of Self Directed
Learning, they come to the common concept that SDL is a study
process conducted by the students through taking initiative
with or without the help of others. In this context, students
assess their own learning needs, formulate goals, implemente
appropriate strategies and evaluate learning outcome (Knowles,
1989 in Malison, 2018:3). Students become the key of improving
themselves without motivation coming from others. It means
students play an important role in making themselves achieve
their own learning goals.
In applying Self Directed Learning Gibbons (2002:11)
stated five elements that should be taken into account by
learners;
1. Learners Control Their Own Learning Experience
The major shift from TDL to SDL is students take
a main role to control their own activity. It represents a
shift from outer control to inner control. Students begin
to develop themselves as individuals separate from their
childhood dependencies. It this phase, students start to
formulate their own opinions and ideas. Moreover, making
decisions, choosing activities, taking responsibility are made
by students themselves.
2. Skill Development
Developing skills and processes are more emphasized
in Self Directed Learning. It leads the learners to a productive

61
activity. In this phase, learners learn to obtain learning goals
by thinking independently, making plan, and executing
their own activities. Learners need to prepare and make
negotiation with the teacher. It’s undergone to enable the
students identify their interest in learning.
3. Students’ learning to challenge themselves to their best
possible performance
It’s a need to accomplish Self-direction with challenge.
It’s firstly given by the teachers and then by the students
themselves. Giving challenge means taking risk of obtaining
certain level of performance of familiar field into a new field
of interest. To deal with this element, students need to set
the standard of achievement a step higher than one can
readily achieve.
4. Students self-management
Students self-management is students ability to
manage themselves and their learning activities. In SDL
students learn to control their own activities by finding out
the solution of difficulties that they may face and making a
commitment to do self learning based on personal interests
and aspirations. In this process, students are required to
determine what they will do and what they will become.
Students need to have self confident, self motivation, and self
determination in order to able to cope with the difficulties
and problems while maintaining their productive activity.
5. Self-motivation and self-assessment
Self motivation is conducted and maintained when
students are in the pursuit of their own high-interest goals. In

62
applying self motivation, students set up important goals for
themselves, arrange for feedback on their work, and achieve
success, and finally they learn to inspire their own efforts. In
the next phase, students make up self evaluation by doing an
agreement with the teachers about the materials they learn
and the description of standards they will try to obtain.
To be able to implement such elements as stated earlier,
learners should apply SDL by following some steps as proposed
by the theorists. According to Long (2007 in Moradi, 2018:60),
there two major areas of SDL skills including general skills
(cognitive and information processing skills) and personal
characteristics. To cope with this context, learners should be
able to determine their learning objectives, recognize suitable
resources for learning, apply appropriate learning strategies,
controle and assess the learning outcomes. This concepts then
can be assumed as steps that should be followed by learners in
applying Self Directed Learning. 1) Assessing readiness to learn;
In applying such activity, it’s a need for learners to possess skills
and attitudes on learning for successful self study by conducting
a self-evaluation of their current situation, study habits, family
situation, and support network both at school and at home.
Moreover, learners involve themselves in the evaluation of past
experienceswithindependentlearning,2)Settinglearninggoals;
Learners should be able to create their own learning objectives
while consulting to the teachers the activities that are supposed
to be undertaken to attain those objectives. Communication of
learning goals between a student and the teacher is necessary. It
helps the learners identify and find out earlier the difficulties that
may happen in implementing SDL, 3) Engaging in the learning
process; Students need to understand themselves the activities
they have to undergo as the implementation of self-directed

63
learning. By understanding what they have to do, learners posses
the will to find out the solution for the difficulties the may
encounter. Learners know how develop and increase their ability
through learning or engaging the materials they are interested
in. In this phase, learners learn more than is required for unit
completion, achieve the highest possible grades, learn what is
required to pass exams, and spend time practicing materials they
have got in the class, 4) evaluate learning; In this phase, what
the learners do is making self-reflection and self-evaluation on
study materials, learning progress and learning goals. In order to
achieve learning objectives, learners should take time to consult
with the teacher, seek feedback, and do the reflection on their
learning achievements.
The Implementation Of Self Directed Learning In
Learning English For Specific Purpose
In order to describe how SDL is impelemented in learning
English for Specific Purpose (ESP), the writer uses the data of
SDL implementation obtained from the writer’s study to 32
Students of Nursing Unika Santu Paulus Ruteng in February
2020.5
The quantitative data are presented in the form of chart,
and then elaborated qualitatively to support the argumentation
of quantitative data.
1 The overall data of students Self Directed Learning
In general, Self Directed Learning Implemented by
Students of Nursing Unika Santu Paulus Ruteng can be seen
in the following.
5
It’s mixed method study combining the use of quantitative and qualitative
study. For the questionare, 32 students were taken using total sampling, and
for the interview, 6 students taken purposively.

64
Table 1.1
The overall data of students Self Directed Learning
No. Statement Mean
Standard
Deviation
SLD
Category
1 I study English of my own free will 3.3750 .65991 High
2
I always learn English if I am instructed
by my parents or teacher
1.8125 .89578 Low
3
I made a study schedule including
studying English at home / hostel /
boarding house
2.2500 .91581 Medium
4
I study English according to the schedule
I made
2.3125 1.09065 medium
5
I prepare English study material for the
next meeting
2.5000 1.01600 Medium
6
I study English in order to master the
material
2.7813 .90641 Medium
7
I do English exercises in order to know
my skills.
3.0625 .80071 High
8
I consult with lecturers or people who
are considered to understand English in
order to master the material
2.5000 1.31982 Medium
9
I study the material that I got in English
class
2.4063 .66524 Medium
10
I am lazy to study at home / boarding
house because I don’t have friends to
involve in the discussion
2.2188 .83219 Medium
11
I am looking for reference material in
other sources when I am not in class
2.1250 .90696 Medium
12
I am confident with my own ability that I
would get good grades
2.9063 1.08834 Medium
13 I did the test on my own 3.9688 .17678 High
14
I am confident with my own answer even
though my answer is different from the
others
3.8438 .51490 High
15
I am more sure to take other people’s
opinions than my own
2.0313 .82244 Medium

65
No. Statement Mean
Standard
Deviation
SLD
Category
16
I am motivated by friends who have high
English learning achievements
2.9688 .99950 Medium
17
Even though my test scores were good, I
still studied
3.2188 .79248 High
18
If there is English material that I don’t
understand, I look for books in libraries
or other sources to study more
2.2813 .77186 Medium
19
If there is a difficult task, I stop working
on it and expect the work of my friend
1.9688 .96668 Low
20
I do not copy the results of a friend’s
work when doing assignment
2.4375 1.18967 Medium
21 I do not cheat when I have a test or exam. 2.8438 1.43930 Medium
Table1.1showstheoveralldataofeachitemusedtodescribe
students self directed learning, then will be used as reference
data when describing the self directed learning processes.
1. SDL Implementation in Learning ESP
Table 1.2 Self Directed Learning Implemented by the
Students
Students’ Self Directed Learning
Frequency Percent
Valid
Percent
Cumulative
Percent
Valid
Low 1 3.1 3.1 3.1
Medium 23 71.9 71.9 75.0
High 8 25.0 25.0 100.0
Total 32 100.0 100.0

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Table 1.2 shows that most students of Nursing Unika
Santu Paulus Ruteng 23 (71.9%) have medium Self-Directed-
Learning in learning English for Specific Purpose (ESP).
The quantitative data were supported by data of interview
that are elaborated based on Self Directed Learning processes
namely 1) self learning awareness, 2) plan to learn, 3) learning
goal, 4) discipline to learn, 5) self confident, 6) hard working to
learn, 7) originality.
2. Self Learning Awareness
Self learning awareness is proved by performing learning
English by the learners’ own will. It is not influenced by teacher
or classmate or environment motivation. Learners learn English
since they know that it is a need for future career demand. And
based on the data analyses, it’s found that self learning awareness
of students shown in item number 1 (mean 3.37) categorized as

67
high self directed learning. It’s supported by qualitative data
appeared in the interview result that student learns English
because of her own will. She learns English since she has an
ambition to work abroad, though her parents don’t support her.
The study finding was in line with what Güven & Kürüm
(2004) in Turan & Koç (2018:99) stated that learning success
can be achieved by the individuals if they are aware of their
cognitive processes. Those who become aware of their own
learning can also be successful in academic and daily life. By
having self awareness, learners are motivated to learn English.
They are active to find out certain media and sources to make
learning meaningful and achievable. In the guided learning,
they participate actively in any activities facilitated by the
teachers. It’s to affirm Knowles’s theory of adult education as
stated in Malison (2018:5), that adult learners who possess high
motivation are more successful in learning. It’s obtained through
the willingness of participating in learning process and engaging
in practical learning content. Knowles also stated that adult
learners prefer to learn in informal settings. In addition, they
need opportunities to practice their new skills and immediate
feedback on their learning process.
The study finding also highlighted other goal of being
aware of learning English. Learning English is conducted
for the purpose of being able to use it in daily interaction in
particular when the student has been working in the country
where English is used in daily communication. It is called as an
instrumental motivation of learning a language as proposed by
Gardner & Lambert (1959) in Magfirah & Arridha (2019:76).
The motivation to find out learners’ own learning opportunities
and engage with the language on their own interest is a common

68
theme seen in studies of identified “Good Language Learners”
(Griffiths, 2008 in Thornton, 2010:158).
3. Planning to learn
Planning to learn includes providing a study schedule
including studying English at home / hostel / boarding house,
studying English based on the schedule made and preparing the
materials for the next meeting. Planning to learn is the initial
stage that should be made so the learners are able to manage
time and activity.
Based on the quantitative data, it was found that from
the three item included in the planning to learn, all is in the
category of medium Self Directed Learning (making a study
schedule including studying English at home / hostel / boarding
house gains mean 2.25, studying English based on the schedule
made gains mean 2.3 and preparing the materials for the next
meeting gains mean 2.5). The finding was confirmed through the
interview result that the student doesn’t have her own schedule
to learn English as the implementation self directed learning.
She studies English based on the schedule made by campus.
Other subject doesn’t have her own schedule to learn
English at home since she lives in a community where all
community members are obliged to use English in daily
interaction. In this context she learns English because of the
rules in her community, and not by her own will.
According to Thornton (2010:162), learners need to create
kinds of formal record of their plans. The records could be more
detailed plan such as weekly goals, materials, study activity, and
a learning contract signed by both the learner and teacher. The

69
plan and contact contain the learners’ statement of being able to
engage in a certain kind of study for a set of time each week or
month. Learning plan is needed for the learners to set up earlier
the activities they are going to do in the future.
The study finding shows that, learner doesn’t study based
on the plan (schedule) made herself. She studies based on the
plan (schedule) made by her campus and or by her community.
To this extent, the student doesn’t implement the process of
self directed learning maximally. Knowles (1989) in Malison
(2018:3) said that, in applying SDL, student take initiative to
make a plan, do and evaluate her own activity. In order learning
objectives to achieve, Students of Nursing Unika Santu Paulus
Ruteng need to make their own schedule to read and practice
speaking English out f the class room.
4. Learning Goal
One of the processes that is supposed to be conducted by
learners in applying Self Directed Learning is setting up learning
goals by the learners themselves. It should be taken into account
since learning objectives are the final destination to achieve at
the end of the learning processes. And based on the quantitative
data,it’sfoundthatstudyingEnglishforthepurposeofmastering
the material (item number 6) gains mean 2.78, and is categorized
as medium self directed learning. It’s confirmed through the data
of interview data that student studies English for the purpose
of understanding English material and being able to speak in
English well.
Moreover, it’s found that students do the exercises to
know their skill of English (item number 7) gains the mean 3.06,
and is categorized as high Self Directed Learning. It’s confirmed

70
through the data of interview that student does English practices
in order to know English more, be able to communicate with
foreigners and be able to help others when they find difficulties
in learning English.
The study finding shows that students of Nursing Unika
Santu Paulus Ruteng set up the goal of learning English. They
learn English in order to know more and understand English.
Moreover, they learn English in order to be able to communicate
with foreigners, and be able to help others who find it difficult to
learn English.
Dickinson (1987) in Thornton (2010:159) stated that self-
directed learning is a study process in which learners take full
control, make a decision of their own learning activities and are
responsible for it. It’s possible for learners to look for expert’s
help and advice. It includes the responsibility for setting up
learning goals to be achieved at the end of the learning processes.
That’s why O’Shea (2003), Boyer and Kelly (2005) in Moradi
(2018:6) stated that learners who are able to control their
learning activities and experiences will be able to convey what
they have studied. It’s because of the learners skills and ability
to cope with regulation, have intrinsic and extrinsic motivation,
control and monitor their learning activities.
5. Being discipline to learn
Being discipline means keeping consistent with process,
activity and goals of doing certain tasks, and having an effort
to find out the solution when finding difficulties. Based on the
quantitative data, it’s found that from the four items included in
the “being discipline to learn” as a part of Self Directed Learning
processes, all is categorized as medium Self Directed Learning
(consulting with lecturers or people who are considered to

71
understand English in order to master the material gains mean
2.5, studying the material that I got in English class gain the
mean 2.4, studying at home by learner’s own schedule gains
the mean 2.2, looking for reference material in other sources
when he/she is not in class gain the mean 2.1). The findings
were supported by the qualitative data that student sometimes
watches English video on you tube, reads English books, and
taking English course.
Koc (2007) in moradi (2018:2) stated that there are some
characteristics that should be owned by SDL learners including
a good impression of taking responsibilities for their learning,
eagerness for engaging in continuous learning, being capable of
understanding how to learn, how to read for comprehension,
written and as well as communication skills, competence about
information technologies, knowledge of strategies for efficient
learning, and high capacity of thinking skills.
The study finding shows that students of Nursing Unika
Santu Paulus Ruteng sometimes have an eager to engage in
continuous learning through watching English videos on you
tube, reading English books, listening to English songs, and
even taking English private class. In this context students are
responsible for their own learning activity by conducting certain
learning strategies which is believed to carry advantages for
the students themselves. Moreover, students use information
technologyasthemediaforimplementingSelfDirectedLearning.
6. Self confident
Self confidence is a one of the keys determining the success
of learning a language. It is required to make the learners achieve

72
the learning objectives is that the ability of using the language
learnt in daily interaction. Based on the quantitative data, it’s
found that students are confident with their own ability that
they would get good grades (item number 12), gain mean 2.9, and
is categorized as medium self directed learning. It’s confirmed
through the qualitative data that student gets the results after
learning English. She gets the improvement of her English
comprehension.
Moreover, students have a good self confident of doing the
test. They answer the questions on their own, and be confident
that they answer the questions correctly, proved by the result
of quantitative data that students do the test on their own
(item number 13) gains mean 3.9 and is categorized as high Self
Directed Learning. It’s confirmed through the qualitative data
that by having good self confident, student can answer the all
questions well during the test.
The finding indicated that student is confident her English
has improved after learning English. Moreover, she is confident
of her ability to answer the questions well during the test. It’s
possible since she always studies before taking the test. The
finding was in line with what Long (2007) in Moradi (2018:60)
stated, learners apply SDL through engaging in the learning
process by understanding themselves the activities they have
to undergo. By understanding what they have to do, learners
posses the will to find out the solution for the difficulties the may
encounter. In this context, students know what they have to do
for themselves, apply knowledge to new situations, and learn
more than what they have learnt, and achieve high grades. In
addition, Gibbons (2002:11) stated that in applying SDL, it’s a

73
need for students to challenge themselves. It’s conducted for the
purpose of achieving a new level of performance. Challenge takes
risk for the students that they have to be able to reach a step
higher than others do. Challenge is encountered by the students
through taking the test and getting successful grades.
7. Hard Working to Learn
Hard working is needed to maximize the results of
learning objectives. Learners who study hard during the process
achieve better performance than those who don’t. Based on the
quantitative data, it’s found that students of Nursing Unika
Santu Paulus Ruteng look for books in the library or other
sources when facing the materials they don’t understand (item
number 18), gain mean 2.28), and is categorized as medium self
directed learning. It’s confirmed through the qualitative data
that student likes to watch English videos on You Tube when
she doesn’t understand the materials she is studying.
The study finding indicated that student applies self
directed learning by looking for variety of learning sources such
as reading books in the library and watching English videos on
you tube when she finds difficulties in learning English. Student
doesn’t give up easily to solve her own problem and difficulties.
She knows her learning goals, what she has to, and find out the
way out on her own. The finding is to affirm what Costa and
Kallick (2004) in Shahrouri (2016:37) described that being
Self-directed Learners means having a free will to undertake
activities. Moreover, learners are aware of their, learning load,
the information they need, and learning results they will achieve.

74
8. Originality
Originality means working on their own to complete
certain task. Based on the quatitative data, it’s found that from
the two items included in “originality” as the part of Self Directed
Learning processes, all is categorized as medium SDL (I don’t
copy the results of a friend work when doing assignment gains
mean 2.43, and I don’t cheat when I have a test or exam gains
mean 2.84). It’s confirmed through the qualitative data that
student doesn’t cheat when taking a test since she makes a good
preparation before entering the class.
The finding indicated that student of Nursing applied
SDL by doing the test on her own without asking help of her
classmates. It can be undertaken since she always make good
preparation before taking the test through once more studying
the materials have been obtained and watching English videos.
The study finding was in line with what Merriam, Caferella
& Baumgartner (2007) in Turan & Koç (2018:99) stated the
students who apply self-directed learning have a will to make
or implement plans with the help of an expert or on their own,
and supervise their own learning. In this context, students
know what to do before the test, and they have a will to do so,
consequently they are able to do the test on their own.
Summary
In summary, there are five elements that should be taken
into account when the students are learning English for Specific
Purposes namely Self Directed Learning processes including 1)
self learning awareness, 2) planning to learn, 3) learning goal, 4)
being discipline to learn, 5) self confident, 6) hard working to
learn, and 7) originality.

75
These wpuld be the suggestions for school authorities
in particular English teacher to plan for applying Self Directed
Learning in learning English for Specific Purpose. By knowing
earlier the concept and how to apply SDL, students have a free
will to implement it in learning English.
References
Deur, Penny Van and Rosalind Murray-Harvey. (2005). The
inquirynatureof primaryschoolsandstudents’self-directedlearning
knowledge. International Education Journal, ERC2004
Special Issue, 5(5), 166-177. Retrieved March 27, 2020 from
https://files.eric.ed.gov/fulltext/EJ903897.pdf, .
Gibons, Maurice. (2002). The Self Directed Learning. Retrived
February 18, 2020 from http://staff.uny.ac.id/sites/
default/files/pendidikan/poerwanti-hadi-pratiwi-spd-
msi/maurice-gibbons-self-directed-learning-handbook-
challenging-adolescent-students-excel-jossey-bass-20.
pdf
Harrysingh, et.al. (2004). Nursing; Textbook Coorporation.
Taminaldu: Government of Taminaldu
Magfirah, Titing & Riyadh Arridha. (2019). Students’ Motivation
towards English In State Polytechnic Of Fakfak West Papua. The
Journal of English Literacy Education, Vol. 6, Number 2,
74-80.
Malison, Kutida. (2018). An Exploratory Study of Self-Directed
Learning: The Differences between It and Non-It Employees In
Thailand. Journal of Entrepreneurship Education Volume
21, Issue 3, 1-16. Retrieved March 26, 2020 from https://
www.questia.com/library/journal/1P4-2125189440/an-
exploratory-study-of-self-directed-learning-the
Moradi, Hamzeh. (2018). Self-directedLearninginLanguageTeaching-
learning Processes. Modern Journal of Language Teaching
Methods (MJLTM), 8 (6), 59-64 Retrieved March 23,
2020 from www.mjltm.org

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Shahrouri, Emad. (2016).”The Impact of Garrison’s Model Of Self-
Directed Learning on Improving Academic Self- Concept For
Undergraduate Students” “Aue As a Model”. International
Journal of Education, Learning and Development Vol.4,
No.10, pp.36-45.
Suardana, I Kade. (2012). Implementasi Model Belajar Mandiri
untuk Meningkatkan Aktivitas, Hasil, dan Kemandirian Belajar
Mahasiswa. Jurnal Pendidikan dan Pengajaran, Jilid
45, Nomor 1, hlm.56-65. Diakses 26 Maret 2020 dari
http://ejournal.undiksha.ac.id/index.php/JPP/article/
viewFile/1785/1560. Retrieved 27 March 2020.
Thornton, Katherine. (2010). Supporting Self-Directed Learning: A
Framework for Teachers. Language Education in Asia, 1(1),
158-170, Retrieved March 20, 2020. from http://www.leia.
org/LEiA/LEiA%20VOLUMES/Download/LEiA_V1_2010/
LEiA_V1_14_Thornton_Supporting_Self_Directed_
Learning_A_Framework_for_Teachers.pdf
Turan, Mehmet Behzat & Kenan Koç. (2018). The Impact of Self-
Directed Learning Readiness on Critical Thinking and Self-Efficacy
among the Students of the School of Physical Education and Sports.
International Journal of Higher Education Vol. 7, No. 6,
Retrieved March 19, 2020 from http://ijhe.sciedupress.
com.

77
LEARNING MOTIVATION;
THE IMPLICATIONS TOWARDS
LEARNING ENGLISH FOR SPECIFIC
PURPOSE6
Introduction
Motivation to learn English should be owned by any one
who deliberately learns English. It’s one of the key points than
determines the success of learning English. In this part, the
writer describe and elaborates learning motivation owned by
students in learning ESP, and the field taken for the purpose of
data samples is nursing field.
Nusring is one of the stdudy major or field at Health
colleges or Faculties of Health. This major is an agent tasked
with producing health workers (professional nurses) who are
able to work locally, nationally and internationally. In order
to fit the needs of work, the authorities designe curriculum
appropriately and wisely through the application of English as
one of the subjects studied by nursing students. The English
material designed is material that refers to English specifically
for prospective nurses (ESP) who are educated and prepared to
work in the health service sector.
6
The original article was in Bahasa Indonesia, and published in Jurnal
Wawasan Kesehatan STIKES Santu Paulus Ruteng, Vol. 1 No. 1 (2016), https://
stikessantupaulus.e-journal.id/JWK/issue/archive

78
There are four main competencies that need to be mastered
by students after going through the process of learning English
whichincludefourlanguageskillsandlanguageelementsnamely
speaking skills, reading skills, listening skills, and writing skills.
In order to obtain the four skills of English, students must
possess motivation to learn. The word motivation comes from
the Latin word “movere” which means “drive or driving force”.
Motivation emphasizes how to encourage one’s work passion
to strive hard by providing all the abilities and skills to realize
certain goals (Hasibuan, 2001: 92). Furthermore Moslowd in
Siagan (2002: 103) emphasizes motivation on satisfying various
human needs. Moslow states that humans have a number of
needs that are divided into five levels or hierarchy (hierarchy of
needs) including; physiological needs, needs for security, social
needs, needs that reflect self-esteem, and self-actualization
needs. Moslow stressed social needs and self-actualization is
considered as a need that makes human beings who strive to
gain opportunities to draw on new knowledge and skills. This
is obtained through additional education and training as well as
intense social interaction with others.
Dimyati and Mudjiono (2002: 85) stated that motivation
is very important for students in the learning process, namely:
(1) Awareness of the position at the beginning, the process and
learning outcomes, (2) Informing about the strength of learning
effort compared to peers, (3) Directing learning activities, (4)
Increasinglearningenthusiasm,and(5)Beawareoftheexistence
of a learning journey and then work.
Dimyati and Mudjino (ibid) added that as instructors, it
is very important for teachers to know their students’ learning

79
motivation. This knowledge helps them (1) Generate, improve
and maintain student enthusiasm for achieving success, (2)
Determine appropriate learning strategies in accordance with
student motivation and enthusiasm, (3) Increase and make
teachers aware of choosing one of the various roles of the
teacher as advisors, facilitators, instructors, discussion partners,
motivator, and educators.
Motivation
1. Etymology
The word motivation comes from the Latin word
“movere” which means “drive or driving force”. Motivation
emphasizes how to encourage one’s work passion to strive
hard by providing all the abilities and skills to realize certain
goals (Hasibuan, 2001: 92).
2. According to Theoriests
a. Bernard Barelson and Gray A. Steiner
“A motive is an inner state that energizes, activates
or moves and that directs or channels behavior towards
a goal” (Steiner in Hasibuan, 2001: 95). Motivation is a
condition within oneself that energizes, activates and
or moves certain behaviors towards a goal. Bernard and
Gray emphasize the elements that originate from within
humans as individuals. Motivation is placed in the first
position as a driver that directs the individual to the
achievement of a predetermined plan.
b. Motivation theory according to Moslow
Moslow’s motivation theory is associated with
satisfying various human needs. Moslow in Siagan (2002:

80
103) states that humans have a number of needs that
are divided into five levels or hierarchy (hierarchy of
needs) including; physiological needs, needs for security,
social needs, needs that reflect self-esteem, and self-
actualization needs. Moslow stressed that physiological
needs never stop at a certain point and hence their
satisfaction is never complete. Besides that, social needs
and self-actualization are considered as needs that make
human beings who strive to gain opportunities to gain
new knowledge and skills. This is obtained through
education and additional training as well as intense social
interaction with others. The needs are met in the desire
of humans as individuals to carry out tasks better and
update their knowledge and skills to suit the demands of
future situations.
c. Motivation Theory According to Mc. Clelland
Mc. Clelland in Sukanto and Handoko (1996: 85)
suggested another important concept of motivational
theory based on the strengths that exist in humans is that
achievement motivation. Someone is considered to have
motivation if he has the desire to perform better than
others in many situations. Mc. Clelland reinforces three
needs, namely: first, the need for achievement is reflected
in the desire to take on a task that can be personally
accounted for his actions. He set reasonable goals to take
risks into account and try to do something creatively and
innovatively. Second, the need for affiliation, this need
is demonstrated by the desire to be loved, willingness
to work together, friendly climate, and mutual support
within the organization. Third, the need for power,
this need is reflected in someone who wants to have
influence over others. He is sensitive to the structure of

81
interpersonal influence and he tries to dominate others
by regulating his behavior and impressing others, and
maintaining his position and reputation.
d. R.M. Steers and L.W. Porter
R, M. Steers and L.W. Porter in Siagan (2002: 112)
suggests the theory of reinforcement. The approach used
in this theory is the attitude approach. Person’s behavior
is a function of the consequences of that behavior. Thus
what is considered is the immediate consequences of a
particular response and whether the consequences result
in a tendency to repeat certain behaviors or not.
There are four methods in shaping behavior
namely positive reinforcement, negative reinforcement,
punishment, and extinction. The four methods have the
intensity and quality in accordance with the method
applied.
a. Victor Vroom
Vroom in Siagan (2002: 116) emphasizes “hope”
as a determinant of the strong tendency to behave. The
behavior will be followed by a certain output and by the
strength of the attraction of that output to the person
concerned. In its application, a student will be willing
to make a greater effort if he believes that the effort will
result in greater achievement and assessment.
Types of motivation in learning
In learning behavior, there is learning motivation that
affects the achievement of learning objectives which include
intrinsicmotivationandextrinsicmotivation.Thesemotivations

82
are reinforced by the teacher’s role as a motivator and facilitator
in learning.
1. Intrinsic Motivation
Deci (1975) in Budiawan (2008: 51) says that the behavior
that arises by intrinsic motivation is behavior related to feeling
able to do the task and make their own decisions. Intrinsic
motivation is reduced if the feeling of being able to do the task
and make their own decisions is diminished. Deci believes that
someone will be able to make their own decisions if he masters
the optimal challenges for himself. Intrinsic motivation also
appears strongly from within as a reaction to experience and the
environment as stated by Leo (2013: 204) “intrinsic motivation
is an internal individual motivation which is normally derived
from involvement with previous learning activities and people
around them”. Intrinsic motivation is motivation that arises
from within an individual that is obtained from the involvement
of the individual with previous experience and those around
him. This definition is in line with what is expressed by Udjo
Ngalagena in Leo that to generate intrinsic motivation requires
awareness within the individual. Among these awareness, who
we are, what jobs have been chosen, and do the work well.
Keller (1983) in Budiawan (2008: 53) says there are four
main factors that influence motivation to learn in class, namely:
interest, relevance, expectations and satisfaction. Interest refers
tohighcuriositytogettoknowthemselvesandtheirenvironment
better. Relevance refers to the level of students feeling that the
instructions and assignments given are relevant to their needs
and goals. Hope refers to the likelihood of success that will be
felt related to self-confidence and ability. Satisfaction refers to

83
the results obtained in accordance with the expectations and
objectives set.
2. Extrinsic Motivation
Brown (1994) in Budiawan (2008: 54) says extrinsic
motivation is influenced by external factors such as parents,
teachers and social environment. This view is emphasized by Leo
(2013: 206) who said that “Extrinsic motivation is an external
individual motivation coming from teachers, classmates, people
around them or the environment”. Extrinsic motivation is
motivation that arises from outside the individual self which
usually comes from the teacher, classmates and the environment
and that effective learning is very dependent on the ability of the
teacher.
Elements that influence learning motivation
Dimyati and Mudjiono (2002: 97-100) suggested the
elements that influence student’s motivation, including:
1. The ideals or aspirations of students
The ideal is related to the willingness of students
to get something. The ideals appear accompanied by the
development of reason, morals, language and values
of life.
The ideals that have been instilled in students affect the
motivation to carry out effective learning patterns that can
realize these ideals.
2. Students ability
Willingness to achieve achievement must be
accompanied by ability to achieve it. The ability encourages
students to get certain achievements. The ability makes them

84
overcome obstacles, and it adds motivation to keep trying to
get more achievements.
3. Student conditions
Students’ conditions including physical and spiritual
conditions affect learning motivation. Students who
are healthy, cheerful and happy will easily understand
the learning material. On the other hand, students who
experience physical, emotional and mental disabilities
experience learning difficulties.
4. Environmental conditions
Students’ environment is in the form of natural
conditions, the environment of residence, peer relations and
social life. A supportive environment can motivate students
to learn through environmental stimuli in the form of words,
actions, and positive examples. Dynamic environmental
conditions also affect changes in student motivation in
the form of feelings, attention, willingness, memory, and
thoughts.
5. Teacher’s efforts in teaching students
Teachers’effortsinlearningstudentsoccurinformaland
non-formal environments. Efforts in the formal environment
include (1) Organizing school discipline, fostering discipline
of learning, (3) Fostering social discipline, and (4) Fostering
orderly environment. In addition to general efforts, the
teacher also makes individual learning efforts such as (1)
Providing an understanding of students in relation to orderly
learning, and (2) Encouraging students to increase their
interest in learning.

85
Classification of Motivation
Classification of motivation is the division of motivation
based on the level of motivation that affects a person doing
something. Irwanto (2000) classified motivation into three
classes, namely strong motivation, moderate motivation and
weak motivation:
1. Strong Motivation
This type of motivation arises when a person has
positive expectations, sets high goals, and has a strong belief
that he is able to complete his responsibilities and achieve
satisfying achievements.
2. Medium Motivation
Motivation is emerging when humans have positive
desires, have high expectations, but have low confidence that
they can socialize and are able to solve the problems at hand.
3. Weak Motivation
Weak motivation arises when within humans have
low hopes and beliefs, that he can achieve.
Learning Motivation; The Implications towards
Learning English for Specific Purpose
The description of students’ learning motivation in
learning ESP is taken from the writer’s study to 14 students of
Nursing Unika Santu Paulus Ruteng in 2016.7
The following is
decribed students’ motivation in learning English, supporting
factors and inhbiting factors of motivation in learning ESP.
7
The study was conducted by using qualitative method.

86
1. Description of motivation to learn English
Students have a moderate motivation to learn English.
The students were not diligent in carrying out English
assignments. They are not serious to attending lectures, and they
do assignments not because of their own awareness but more
because of lecturer instructions. Although there are students
who are happy with showing enthusiasm when answering
English questions, but it is still not good because it is only done
by certain students.
Students are less tenacious to face difficulties. They are
easily discouraged, confused, feeling unenthusiastic, and giving
up when facing difficult problem. They know and realize that
learningEnglishisveryimportanttodevelopthemselves,broaden
the knowledge, and improve communication skills which are
useful when they work, but it’s obvious that learning English
of their own will isn’t done well. They learn only because of the
institutional curriculum and lecturer instructions. They only
haveawarenessattheconceptuallevelandstilllackinapplicative
awareness. There have been attempts to practice English even in
simple sentences, but these efforts are weakening when dealing
with those who do not like English and are psimistic.
At the time they took an English class, they felt bored
with a long period of study. Boredom is not due to monotonous
and mechanical activities but because of difficulties related
to learning material, dislike of English and teaching methods
of lecturers which are less uplifting for students’ learning
enthusiasm.
Students are only able to express and maintain their ideas
in the level of Bahasa Indonesia communication. In the level of
English, they still lack of the courage to express their ideas in the
form of discussion and debate.

87
2. Supporting Factors of motivation in Learning English
Supporting Factors of motivation in learning English
are first, English lecturers applied teaching methods that are
able to make students speak English. The lecturers used many
techniques such as the application of role playing techniques,
dialogues, reading aloud, listening, watching English videos
related to nursing, and the application of vocabulary learning
used in the health field. Second, Lecturers use a variety of ways
to provide motivation both in the form of words and in the form
of action. Third, knowing students abilities is a supporting
factor that helps teachers in determining the appropriate
teaching methods and techniques. This knowledge is obtained
through the daily teaching and learning process and the results
of the midterm and final semester exams. Fourth, the English
modules that have been prepared by teachers can help students
study well in the classroom. Modules help students to review
material that has been learned in class through the application
of independent learning outside the classroom. Fifth, students
realize and know that by learning English they can develop
themselves, broaden their knowledge, and communicate in
English which in turn is used in the work field. This awareness
is the first step for students in directing their learning efforts to
take lectures seriously and do independent learning outside the
classroom by doing simple practices and finding solutions to the
problems they face.
3. Factors Inhibiting Motivation in Learning ESP
Inhibiting Factors of motivation in Learning English
are; First, students have minimal basic knowledge of English.
This causes students to find difficulties in learning more

88
complex materials related to reading, making sentences and
speaking. As a result there are also other problems such as
indifference, boredom and laziness. Second, students have
negative concepts about learning English. English was viewed
as difficult subject. Difficulties are mainly in the spelling and
pronunciation, vocabulary mastery and use of English in the
context of communication. Students also consider English to be
less important, so it does not need to be studied seriously. The
emergence concepts then weaken their fighting power to attend
lectures and do independent learning. Third, students only get
the opportunity to practice speaking English in the classroom.
Outside the classroom they have very little opportunity to apply
English they have learned in class. This happens because the
environment does not support the creation of situations that
facilitate students to practice speaking. Fourth, students are
easy to give up in facing difficulties. Fifth, students have lack
of personal awareness and intention to carry out tasks. The
respondents said that they carried out lecture assignments
more because of lecturer instructions and regulations set by the
campus, not because of their own will. Sixth, Excessive use of
mother tongue by both students and lecturers results in a lack
of space for students to practice speak in English. Outside the
classroom they only communicate in Bahasa Indonesia and even
Bahasa Manggarai.
4. Implications to Learning English
Learning motivation has implications to;
a. Increasing teacher or lecturer competence
Lecturer teaching competence is one of the factors
that influence students’ motivation to learn English.

89
Lecturersareabletotransferknowledgewell,andstudents
as a recepient receive information well if the lecturers
have high teaching competence. High competence also
createsapleasantsituationandarousesstudents’learning
motivation because they are considered to be the model of
knowledge. Therefore English lecturers need to develop
knowledge and improve language competence through
the application of independent learning and attending
language teaching training, seminars and workshops.
b. Applying effective and fun learning methods
Effective and enjoyable learning conditions can
be a positive stimulus for students who lack motivation
to learn. Students with low learning motivation have
low confidence and expectations of their learning
achievement. Everything is considered difficult to do. The
presence of teaching staff in the classroom is expected
to reduce negative beliefs and expectations of student
achievement through the application of effective and
fun learning methods. Lecturers need to apply learning
techniques that provide a broad space for students to do
simple practices, listening, reading out loud, and using
games collaboratively.
c. Assessing students’ English learning styles
Each student in a nursing study program has a
different English learning style; audio, audio-visual,
visual, kinesthetic and tectile. Lecturers need to do an
assessment of student learning styles during the learning
process. By knowing each student’s learning style, the
lecturerisabletoincreasestudentmotivationthroughthe
implementation of learning methods that are appropriate
to his learning style.

90
d. Presenting English material that fits students’ needs and
learning objectives
English teaching materials are adjusted to the
student learning orientation, namely specific materials
related to field of study and practices (ESP). Presentation
of the material is varied based on language skills (reading,
writing, speaking and listening) and components English
(grammar, vocabulary and pronunciation) obtained at
the end of the learning process.
e. Availability of learning facilities
Adequatefacilitiesareoneofthefactorsthatsupport
and increase students’ motivation. The availability of
learning facilities helps students find needed references,
understand material that is considered difficult and foster
enthusiasm for learning. Facilities that are considered
important are the English language laboratory and its
instruments used to improve students’ listening skills.
Therefore, the institution should provide complete and
adequate facilities to support learning ESP.
Summary
1. Students are known to have medium motivation to learn ESP
since they are less serious to attend the English class, and
they do assignments because of the teachers’ instructions.
Althoughstudentsarehappywithshowingenthusiasmwhen
answering English questions, but it is only done by certain
students. Students are less tenacious in facing difficulties.
They are easily discouraged, confused, feeling unenthusiastic,
giving up when facing a very difficult problem.

91
Students realize that learning English is very
important to develop themselves, broaden knowledge,
and improve communication skills, but learning English
independently is hardly done. Students learn only
because of the institutional curriculum and teachers’
instructions. Students only have awareness at the
conceptual level and lack in applicative awareness. There
are attempts to practice speaking in English, but these
efforts are weakened when dealing with those who are
not appropriate, do not like English, and are pessimistic.
Students are only able to express and maintain their ideas
in the level of Bahasa Indonesia. In the level of English,
they still lack the courage to express their ideas in the
form of discussion and debate.
2. Supporting factors of motivation in learning English are
teachers’ teaching method, motivation directed during
the class, teachers’ knowledge on students ‘English
proficiency, availability of lecture modules, and students’
knowledge and awareness about the importance of
communication skills in English.
3. Factors inhibiting motivation in learning ESP are
having lack of basic knowledge of English, negative
concepts about English, partial English communication
applications, the absence of language laboratory, giving
up in facing difficulties, having lack of awareness and
personal intention to carry out tasks, and Excessive use
of mother tongue.
4. Implications of Students’ motivation on learning ESP
are an effort to increase English teachers’ competence,
application of effective and fun learning methods,

92
assessment of students’ English learning styles,
presentation of English material that is suitable to
the students’ learning needs and objectives, providing
motivation, and the availability of learning facilities.
Recommendation
1. In the learning process students are expected to instill
independent learning habits and interact well so that
students can provide valuable experience and knowledge
to each group member to work together, appreciate each
difference, take advantage of the strengths and fill the
weaknesses of each member.
2. English teachers should be more selective, creative and
innovative in choosing the most appropriate learning
methods and in accordance with the abilities and learning
styles of nursing students.
3. Lecturers who apply discussion learning methods (team
work and pair work) during the learning process are advised
to further enhance the activeness, motivation and interests
of students, so that learning objectives can be achieved
optimally.
4. Institutions should provide adequate facilities and
environments such as a library, English language laboratory,
and supportive English environment that supports the
development and improvement of students’ English learning
motivation such as English day and English discussion
groups (English clubs).

93
Reference
Budiawan. (2008). Pengaruh Sikap Bahasa Dan Motivasi Belajar
Bahasa Terhadap Prestasi Pada Mata Pelajaran Bahasa Indonesia
Dan Bahasa Inggris Siswa Se-SMA Bandar Lampung. Magister
tesis yang diterbitkan. Jakarta: Fakultas Ilmu Pengetahuan
Budaya UI
Dimyati dan Mudjiono. (2002). Belajar dan Pembelajaran.Jakarta:
Rineka Cipta
Hasibuan, malayu. S.P. (2001). Organisasi dan Motivasi. Jakarta:
Bumi Aksara.
Handoko, Hani T. dan Reksohadiprodjo Sukanto.(1996).
Organisasi Perusahaan. Edisi kedua. Yogyakarta : BPFE
Irwanto.(2000). Motivasi dan Pengukuran Perilaku. Jakarta: PT
Rineka Cipta
Leo, Sutanto. (2013). A Challenging Book to Practise Teaching in
English. Yogyakarta: Andi
Sardiman,A.M. (2006) . Interaksi dan Motivasi BelajarMengajar.
Jakarta:Grafindo
Siagan, Sondang P.. (2002). Kiat Meningkatkan Produktivitas Kerja.
Jakarta: Rineka Cipta

95
PERCEPTION AND SMOKING
BEHAVIOR OF HIGH SCHOOL
STUDENTS8
Introduction
Students are the nation’s assets that need to be educated
and nurtured to become qualified human beings physically and
spiritually. The progress of a nation dependens on the quality of
life of the next generation. The generation which has moral and
behavioral problem, can be sure that the nation is on the verge
of decline.
Moral and behavior problems have become big problems
recently.Behavioralproblemsalwaysdirecttheyounggeneration
to the deterioration of quality of life and reduce the positive
label on them as the next generation of the nation. One of the
behavioral problems that is very damaging to young people
today is smoking.
Smoking behavior is the act of sucking tobacco smoke
that is burned into the body then exhaling back out (Armstrong,
2000) in Widiansyah (2014: 17). However, the act of smoking
does not only have a negative impact on people who smoke
(active smokers) but also on those around them (passive
smokers). This is in line with what Levy (2004) in Widiansyah
(ibid) stated that smoking behavior is something that someone
8
The original article was written in Bahasa Indonesia, and published in Jurnal
Perennial Pedagogi Vol 1 No 1 (2019) https://perennial-pedagogi.e-journal.id/
JPP/article/view/27

96
does in the form of burning and sucking which cause the smoke
to be sucked by people around him.
According to Laventhal and Clearly in Fikriya and
Febrijanto (2012: 100) there are four stages in smoking behavior,
namely the Prepatory Stages, the Intination Stages (Stages of
Pioneering Smoking, namely the stage when someone starts
pioneering or trying to smoke and decides to continue or stop
smoking), Stage becoming a smoker (the stage of trying to smoke
more than one cigarette a day and have a tendency to smoke), and
the stage of maintaining of smoking (smoking behavior becomes
a lifestyle that causes pleasant psychological effects).
Aula (2010) in Fikriya and Febrijanto (2012: 101) added
that there are two main reasons that cause individuals to have
difficultystoppingsmoking,namelythedependenceoraddiction
factor on nicotine and psychological factors that feel the loss of a
certain activity if quitting smoking.
Many studies have shown that smoking behavior affects
the stimulation of mild depression, impaired comprehension,
mood, mind, behavior and psychomotor functions. In addition,
smoking can cause heart disease, high blood pressure, blocked
arteries, etc. Sarafino (1994) in Widiansyah (2014: 13) says that
the risk got by passive smokers is more dangerous than active
smokers because the resistance to harmful substances is very
low.
The Ministry of Health of Republic of Indonesia (2009)
reported that tobacco / cigarettes killed half of the life span
of smokers and half of smokers died at the age of 35-69 years.
Tobacco epidemic data in the world shows that tobacco kills
more than five million people each year. The Minister of Health

97
added, 6 out of 10 students (64.2%) surveyed were exposed to
cigarette smoke while they were at home. More than one third
(37.3%) smoked, even 3 out of 10 students or 30.9% first smoked
at the age of under 10 years.
Research results in 2013 published by the Indonesian
Anti-Cigarette Community (KARI) the number of teenagers
who smoke every year is increasing. There are 1.1 billion cigarette
smokers between the ages of 9 and 12 years and 45 percent are
students. Primadi (2017) says among adolescents aged 13-15
years, there are 20% of smokers, of which 41% are teenage boys
and 3.5% are teenage girls. The number even doubled in 2016 by
23.1% from 12.7% in 1995.
Thisfactisveryworryingforallparties,especiallystudents
as the next generation of the nation. The qualified generation
cannot be formed if students have been sedated by the negative
effects of smoking behavior.
Smoking Perception and Behavior
1. Perception
a. Definition of Perception
Chaplin (2002) in Desmita (2012: 117) argues that
perception is a process to understand and recognize an
object objectively by involving the senses. It was confirmed
by Kozier (1995) in Nurhidayat (2012: 8) who stated that
perception is the process of selecting, organizing and
interpreting a stimulus so that it is meaningful and related.
The interpretation process carried out involves the five
senses. Potter and Perry (1995) in Nurhidayat (ibid) added
that perception is someone’s opinion about an event.

98
Opinions or views are a direct reaction to stimuli involving
the five senses.
Fromsomeofthedefinitionsaboveitcanbeunderstood
that perception is a person’s perspective about something
done through the process of identification and analysis
involving the five senses.
b. Mechanism of Perception
Desmita (2012: 119) says that perception is a complex
cognitive process to arrive at a picture of an object or event.
Desmita put forward three components involved in these
complex interactions / processes, namely:
1) Selection is the process of screening or selection of stimuli
carried out by the senses. The cognitive structure in the
head selects and distinguishes data that is in accordance
withitsinterestsandneeds.Thisselectiondependsonthe
determinants of intensity, novelty, quality, suddenness,
movement, congruity, interests, needs, and the values
adopted.
2) Compilation is the process of reducing, organizing,
or simplifying complex information into a meaningful
pattern.
3) Interpretation is the process of translating or interpreting
information or stimulus in the form of behavior as a
response.
c. Factors affecting perception
According to Stuart and Sundeen (1995) in Nurhidayat
(2012:9) the factors that influence one’s perception are:

99
1) Selective attention
Information or stimulus that appears is not
responded to as a whole. The stimulus that is responded
toisstimulusorinformationthatisconsideredimportant,
useful and beneficial to the individual
2) Characteristics of stimulus / information
Perceptions that arise depend on the characteristics
of the stimulus that arises; whether big, small, fast,
contrast, or even longer.
3) Past experience
Past experience is used as a basic foundation in
respondingtostimulithatemergelater.Thetendencythat
arises is that the newly emerging stimulus is perceived
the same as the previous experience.
4) Needs and emotional factors
Needs encourage someone to do something,
while emotion influences someone in interpreting and
responding to stimuli, and different perceptions are
formed due to these two factors.
2. Behavior
a. Definition of behavior
Heri Purwanto (1999) in Widiansyah (2014:16) says
Behaviorisanactivitythatarisesfromastimulusandresponse,
and it can be observed. Characteristics of someone’s behavior
are open and some are closed. Open behavior is the behavior
that can be known by others without using tools. Whereas
closed behavior is behavior that can only be understood by

100
using certain tools or methods such as thinking, fantasizing,
dreaming, and being afraid.
b. Type of behavior
Sukmadinata (2003:40) says that individual behaviors
or activities are grouped into three categories, namely: first,
cognitive behavior is an activity related to the use of the
mind in recognizing, understanding, and solving problems
in daily life. Second, affective activities are activities that are
pleasing with appreciation of feelings, attitudes, morals and
values. Third, psychomotor behavior / activities are activities
related to motor movements that generally appear outward
and visible.
Sigmud Freud in Sukmadinata (ibid) said that humans
as individuals never stop behaving in their lives. Visible
behavior allows individuals to express their will consciously,
semi-consciously or unconsciously.
c. Factors affecting individual behavior
Therearetwofactorsthatinfluenceindividualbehavior,
namely internal factors and external factors. Internal factors
are factors that originate from within the individual himself,
andexternalfactorsarefactorsthatoriginatefromoutsidethe
individual which are generated by the interaction between
the individual and his environment. In detail Sukmadinata
(2003:44) suggests several factors that influence individual
behavior, including:
1) Hereditary factors
Individual behavior arises from the nature or
heredity which includes traits, potentials and abilities
that enable the individual to develop.

101
2) Environmental factors
The behavior exhibited by individuals is not
something done alone but always in interaction with the
surrounding environment. Therefore, the abilities and
traits of the individual are influenced and obtained from
the interaction with the environment.
3) The interaction between nature, environment and
maturity
Maturity factor is complements inheritance,
and environment is a factor that influences individual
behavior. The interaction between the three allows
individuals to develop dynamically in their lives.
3. Smoking Behavior
a. Definition of smoking behavior
Smoking behavior is the act of sucking tobacco
smoke that is burned into the body then exhaling back
out (Armstrong, 2000) in Widiansyah (2014: 17). The act
of smoking not only has a negative impact on people who
smoke (active smokers) but also on people around these
smokers (passive smokers). This is in line with what Levy
(2004) in Widiansyah (ibid) stated that smoking behavior
is something that someone does in the form of burning and
sucking the smoke that can cause it to be sucked by people
around him.
b. Stages of smoking behavior
According to Laventhal and Clearly in Fikriya and
Febrijanto, (2012:100) there are four stages in smoking
behavior, namely: Stages of Prepatory, Stages of Intination

102
(Stages of Pioneering Smoking: stages when someone starts
pioneering or trying to smoke and decides to continue or
stop smoking), The stage of becoming a smoker (the stage
of trying to smoke more than one cigarette a day and have a
tendency to smoke), and the stage of maintaining of smoking
(smoking behavior becomes a lifestyle that causes pleasant
psychological effects).
Aula (2010) in Fikriya and Febrijanto (2012:101) added
that there are two main reasons that cause individuals to
have difficulty stopping smoking, namely the dependence or
addiction factor on nicotine and psychological factors that
feel the loss of a certain activity if quitting smoking.
Perception and Smoking Behavior of High School
Students
To cope with smoking perception and behavior of high
school students, the writer uses the data based on the writer’s
studyto14highschoolstudentsinReokBaratDistric,Manggarai
in 20179
. The following is described high school students’
smoking perception, behavior and factors influencing students
smoking behavior.
1. Students’ perceptions about smoking behavior
a. Stimulation
There are two factors that determine the stimulation
of students ‘knowledge about the warning of the dangers of
smoking on cigarette packages and students’ understanding
of the meaning contained in the warning.
9
The study was conducted using qualitative method

103
1) Student’s knowledge about the existence of smoking
hazard warning labels on the packaging.
The emergence of a positive perception of smoking
behavior begins when students read the warning of the
dangers of smoking on cigarette packages. Explicitly
issued warnings allow students to easily understand the
message conveyed from the warning that smoking causes
certain diseases such as lung disease and cancer. Positive
stimuli arise when students try to correlate smoking
behavior with the effects that will occur due to smoking
behavior.
2) The meaning understood after reading information
The emergence of positive perceptions of smoking
behavior also begins when students understand the
meaning of warnings on cigarette packaging. The process
of identifying and determining the meaning of warning
involves thoughts and imagination so that students get
positive input. The input is a stimulus that drives positive
thinking so students avoid smoking behavior. Although
students understand the warnings of the dangers of
smoking on cigarette packages vary, however students
basically understand that the warnings on cigarette
packaging are persuasive statements that encourage
cigarette consumers not to smoke. Smoking can cause
diseases such as cancer, liver function disorders, and so
on. Therefore smoking activity must be avoided.
b. Organization:
1) Considering the smoking hazard label on the package.
Students are said to have positive perceptions
about smoking behavior when they consider warning

104
of the dangers of smoking before smoking behavior
occurs. When they want to smoke the subject thinks
and considers the dangers of smoking. But these
considerations only occur at the level of thought and have
not yet reached the applicative stage. Students know and
realize smoking behavior is harmful to students’ health
but students continue to smoke even it is difficult for
them to avoid it. This is in line with the results of study
by Salawati and Amalia (2010) who found that almost all
research subjects believed that smoking was dangerous
both to oneself and to others around him. However, some
subjects stated they would still smoke despite knowing
the adverse effects of smoking.
2) Reflection of individual behavior after being informed
Reflecting back on bad behavior that has been done
is a form of evaluation of individual behavior. Reflective
application can be done by reconsidering the negative
impact of behavior that has already occurred. Students
in general do not reflect back on the adverse effects of
smoking behavior.
Students tend to enjoy smoking and consider it
as an activity of relieving stress and fatigue due to many
schoolwork and love issues. The scope of the association
and other components that contribute to smoking
behavior cause the loss of the reflective action.
Thus it can be said that students basically have
negativeperceptionsofsmokingbehavior.Thisperception
continues to be built so that students have open space to
maintain smoking behavior. Other students and teachers

105
gave advice to stop smoking, but the advice does not
affect the subject’s reflective actions. The subject actually
found a different perspective on the behavior.
c. Interpretation (Individual knowledge about the label and
the message conveyed in the package)
The ability to interpret the meanings on the warning
labels on cigarette packages is one of the basic considerations
for students taking the decision to smoke. Subjects have
positive perceptions about smoking behavior. This is
evidenced by the subject’s knowledge about the message
conveyed by the label based on the interpretation that the
message on the label aims to encourage readers to avoid
smoking behavior. For students, smoking is a behavior that
shouldbeavoidedinadditiontobeingcontrarytoschoolrules.
It also has a negative impact on students’ health conditions
since they are in the age of growth and development.
d. Memory (the effect felt by an individual after knowing the
label and smoking)
Studentsknowthatsmokingcancausecertaindiseases.
The knowledge was obtained from labels on the packaging
and information conveyed by parents and teachers when
students were caught smoking.
Students have positive perceptions about smoking
behavior. It is because students have the intention and
willingness to stop smoking after knowing the label on the
packaging and the information conveyed by the teacher,
parents and friends, even some of them have started to stop
smoking.
Intention and will are the first step that needs to be
possesed in order to achieve certain goals, likewise smoking

106
behavior that basically has a negative impact on the students
biological and psychological development. Students who
have the intention to stop smoking in turn, after going
through a process and challenge will stop smoking by
themselves. This intention and will is strengthened by the
social control of classmates, as well as advice and punishment
given by teachers.
e. Recall (Assumption about smoking after reading warnings
and smoking)
Students have positive views about smoking behavior.
Students argue that smoking is harmful to health and
destroys their future. Smoking is a negative behavior
that is counterproductive to school regulations and even
inappropriate behavior for students who are in a phase of
growth and development.
Suchapositiveoutlookshouldleadstudentstopositive
behavior by avoiding smoking behavior. However, this
view does not have an impact on positive behavior to leave
smoking. Theoretically students understand and know the
adverse effects of smoking, but in fact students actually look
at smoking behavior as something that should be maintained
even transmitted to other students.
2. Students’ Smoking Behavior
Students smoking behavior is done through three stages,
namely the stage of pioneering smoking behavior (intination),
the stage of becoming an individual who smokes actively
(becoming a smoker), and the stage of smoking into a lifestyle
(maintaining smoking).

107
a. Intination (Pioneering smoking behavior)
Students generally pioneered smoking behavior
since they were in grades 2 and 3 of junior high school.
Smoking behavior begins when students engage in intense
interaction with students who have reached the stage of
“smoking as a lifestyle” (maintaining smoking). The initial
stubs were strengthened by the support of the student’s
living environment away from the supervision and control
of parents and teachers. Students who are basically still at
an unstable age and tend to try something new, pioneering
smoking behavior without burden, without considering the
negative effects that will arise after the behavior becomes a
lifestyle. This finding is in line with the research results of
Muadadin (2002) (in Adisti, 2009), stating that the tendency
of adolescents to smoke is influenced by peers in addition to
being influenced by parents, advertising and personality.
Mazziyatul Fuadah’s research results (2009) found
that of 98 respondents, 53.1% or 52 people mentioned that
peers influence the emergence of smoking behavior. In this
study it was mentioned that smoking behavior in these
circles is intended to adjust to the social community and
make them feel more accepted by many people. The results of
Astuti’s research (2004) in Kamsih Astuti (2012) also show
that peer groups have an important influence on smoking
behavior in adolescents. This influence can occur through
the mechanism of peer socialization. In this case adolescents
associated with smoking peers will be affected to smoke, as
well as peer selection mechanisms, that teen smokers tend to
choose friends with those who smoke.

108
b. Becoming a smoker (Become an individual who smokes
actively)
After the intination phase begins, enjoyment and
pleasure are found, students then enter the next stage is
becoming an individual who smokes. This space is open
when students intensively build relationships with those
who make smoking a lifestyle. It’s done since it’s considered
as the activity of stress relief due to many schoolworks and
adolescent love issues. Intense association also led to the
emergence of students’ imagination of smoking pleasure.
c. Maintaining smoking: Smoking becomes a lifestyle.
After the second stage is passed, students enter the
third stage which is to make smoking behavior a lifestyle.
At this stage students smoke intensively every day. Students
smoke more than twice a day, or it can be said that students
spend at least two cigarettes, and some students even
spend eight cigarettes a day. This activity is carried out in
the morning, afternoon, evening and night, at home, on the
road to school, in the boarding house, and in the school
environment. To maintain the smoking behavior, students
are willing to set aside a little money given by parents to buy
cigarettes. If the money runs out, and students do not have
cigarettes, students try to find those who have cigarettes to
get it. If students do not smoke, students feel lazy and bored.
Kamsih Astuti (2012) through her study at SMPN Bantul,
involved 188 students as respondent with age range of 12-17
years old found that from 188 respondents, 100 respondents are
categorized as frequent smokers, while the rest are experimental
smokers. It clearly shows that adolescents in the category of
smokers are often higher than the number of adolescents who
fall into the category of experimental smokers. This proves that

109
smoking is no longer intended to just have fun or try, but it is a
need in everyday life.
3. The causes of students’ smoking behavior
There are two factors cause students’ smoking behavior
including internal factors and external factors.
a. Internal factors
1) Students’ perceptions about how to relieve stress and
fatigue
Green in Salawati and Amalia (2010:173) mentioned
perception on how to relieve stress and fatigue with
predisposing factors caused someone to have smoking
behavior. It includes a person’s beliefs about the pleasure
of smoking. Students in high school are generally aged 16
to 19 years. At this period humans are vulnerable to the
problem of emotional immaturity. The immaturity causes
an effort to channel and vent the problems faced by
carrying out certain behaviors such as smoking. Students
say they smoke to relieve stress and fatigue due to the
schoolwork and love problems. They find pleasure and
freshness of mind when smoking.
Srisatyorini (2004) and Salawati and Amalia (2010)
through their study found that subjects believe smoking
is enjoyable, some claim to feel the pleasure of smoking
after having meal, and some claim to feel the pleasure of
smokingwhentheyarealone.Thereareevensubjectswho
claimtofeelthepleasureofsmokingwhiledefecating,and
there are also subjects who feel the pleasure of smoking,
until he feels that smoking makes him not hungry. Dian
Komasari and Avin Fadila Helmi (2000) stated stress

110
causes someone to smoke for 40.86%, following gathering
with peers (27.96%). In addition, Rista Putri’s research
(2016) found that there was a significant relationship
between stress levels and the level of smoking behavior.
The higher the stress level, the higher the smoking
behavior. This shows that the consumption of cigarettes
when stressed is an attempt to overcome problems that
are emotional or as compensatory anxiety transferred to
smoking behavior. Smoking behavior is seen as an effort
to balance in stressful conditions.
2) Reflection of individual behavior after being informed
Reflecting back on bad behavior is a form of
evaluation of individual behavior. Reflective application
can be done by reconsidering the negative impact of
behavior that has already occurred. Students in general
do not reflect back on the adverse effects of their smoking
behavior. Students tend to enjoy and think smoking
is an activity to release stress and fatigue. The scope of
relationships and other components that contribute to
smokingbehaviorcausethelossofthesereflectiveactions.
Thus it can be said that students basically have negative
perceptions of smoking behavior. This perception
continues to be built so that students have open space
to maintain smoking behavior. There are classmates and
teachers who give advice to stop smoking, but the advice
does not affect the subject’s reflective actions to leave
smoking behavior. The subject actually found a different
perspective on the behavior because of the subject’s belief
inthepleasureofsmokingasstatedbyKlinkeandMeeker
in Komalasari (2006) and Salawati and Amalia (2010:175)
that smoking can reduce tension and help concentration.

111
b. External Factors
1) Social environment
The scope of student interaction with individuals
who are already in stage three (smoking as a lifestyle)
causes students who initially did not smoke to try to
smoke, and in turn makes smoking behavior a lifestyle.
Widiansyah (2014) through his study found that from
a cognitive point of view some teenagers explained that
they smoke because they want to try after knowing
their friends smoke. Smoking behavior strengthens and
continues when students find pleasure from the smoking
behavior and view it as the only way out of the emotional
problems faced.
2) Factors of supervision and control (teachers and
surrounding communities)
Smoking behavior begins when the teacher gives
less supervision or control to students who smoke
outside the school environment. The teacher only gives
reprimands, sanctions and advice when finding students
smoking at school. In addition, the role of homeroom
teacherandschoolcounselorisnotundertakenoptimally.
Schools have provided counseling teachers but they have
not carried out their duties properly. Counseling teachers
are less active in seeking information and identifying
students who already have smoking habits.
The implementation of the role of homeroom
teacher and counseling teacher is not optimal because
the teacher is not equipped with sufficient knowledge
related to the dangers of smoking. If the teacher has good
knowledge regarding the dangers of smoking, it is very
easy for them to give direction to students. Ni Putu Sri

112
Wiratini, et al. (2015) conducted a study on the effect
of peer education on smoking behavior in adolescent
“X” SMAN Denpasar found that there were significant
differences between adolescent knowledge, attitudes and
psychomotor before being given peer education and those
who have. After being given peer education, adolescent
knowledge, attitudes and psychomotor about smoking
behavior obtained p = 0,000 0 α = 0.05. This shows there is
a significant effect of peer education on smoking behavior
in adolescents.
Smokingbehaviorofhighschoolstudentsalsooccurs
in an environment that supports it to grow. Students
who generally live far from the supervision of parents and
teachers have the potential to have smoking behavior.
The potential is then even worse when the surrounding
community views students’ smoking behavior as an
issue that is only handled by school teachers. Thus, the
community tends to be apathetic, indifferent and let
students behave in smoking even though they catch
students smoke. It raises the emergence of a paradigm of
students’ negative thinking that as if smoking behavior
is accepted by society and is not a deviant behavior. The
community does not give social control to students who
smoke in the form of reprimands, advice or reports to
students’ parents and school.
3) Factors of parental permissive parenting
Permissive parenting provide sufficient space for
children to determine self-expression and self-regulation.
Parents make some rules and allow children to monitor
their own activities as much as possible (Baumrind in
Besembun, 2008 & Wulaningsih and Hartini, 2015:121).

113
Some students who live with parents smoke at
home with parents. Parents do not forbid them to smoke.
Parents provide space for self-expression to their children
and let the children judge the good and bad behavior.
Wulaningsih and Hartini (2015) through their study
found that adolescents who don’t perceive permissive
parental care have a higher level of self-control of smoking
behavior than those who perceive permissive parenting.
Summary
In summary, First, students ‘perceptions about smoking
behavior are carried out through several stages including
stimulation, namely 1) students’ knowledge about the warning
of the dangers of smoking on cigarette packages. 2) The meaning
that is understood after reading information. Organizations
namely 1) Considering the label of the danger of smoking
contained on the packaging. 2) Reflection of individual behavior
after being informed. Interpretation, i.e. Individual knowledge
about the label and the message delivered by the label in
the package. Memory is the effect felt by individuals after
knowing the label and smoking, and Recall is the assumption
about smoking after reading warnings and smoking. Second,
the smoking behavior of students is described by following
three stages, namely the stage of pioneering smoking behavior
(intination), the stage of becoming an individual who smokes
actively (becoming a smoker), and the stage of smoking into a
lifestyle (maintaining smoking). Third, the factors that cause
smoking behavior in high school students in the District of Reok
Barat, namely internal factors and external factors. Internal
factors include students’ perceptions about how to relieve stress
and fatigue and reflection on individual behavior after being

114
informed about the adverse effects of smoking. External factors
include social environment factors, supervisory and control
factors (teachers and surrounding communities), and permissive
parenting factors.
Reference
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