A.

TITLE: AN ANALYSIS OF STUDENTS DIFFICULTIES IN SPEAKING ON THE SECOND SEMESTER ENGLISH DEPARTMENT STUDENTS TANJUNGPURA UNIVERSITY PONTIANAK IN ACADEMIC YEAR 2008/2009. B. BACKGROUND English is one of international language that used as a tool of communication in some countries of the world. Almost of part of our world use English as a need. Such as for business, news, information, science, etc. as khan stated in his article (2005;52), that less than fifteen percent of the world population use English for the communication, information, news, business, diplomacy, science, professions and second language in some countries. As we know in Indonesia alone, most of our education centers use English as a major subject to be learned. It shows that English is important thing to be learned, if the people are not leftbehind from the other people. However, English as a major subject in our education, it can not be said that English can be learned easily by students. Because to learn English well the students have to master English skills, such as reading, speaking, writing, and listening. The students still have problem to learn the skill, such as speaking. According to Shumin (1997; 8), learning to speak a foreign language such as English requires more than knowing its grammatical and semantic role, learners must also acquired the knowledge of how the native speakers use the language in the context of structured interpersonal exchange, in which many factors interact. Therefore speaking skill is not easy to be learned because speaking is an active skill, requiring students to combine the word into sentences without preparation, and no time to revise. According to shumin (1997; 8), EFL learner in general are relatively poor at spoken English, especially regarding fluency, control of
1

idiomatic expressions, and understanding of cultural pragmatics. Few can achieve native-like proficiency in oral communication. Therefore, speaking English is especially difficult for foreign language learners. The students have to speak fluently and use the expression correctly in oral communication as well as the native speakers. The problems of speaking do not only come from the linguistics aspects such as grammar, vocabulary and pronunciation, but also come from the students emotional or psychological. Lawtie (2004; 2) stated that speech difficulties can be affected by a person's emotional state. Speech is often clearer when a person is feeling confident and relaxed, and this is one of the most important factors to consider when communicating with people who have speech difficulties. Based on the reason above, the writer are interested to investigate kinds of speaking problems for second semester English department students of Tanjungpura University Pontianak. Because there are some students still get difficulty to speak. The students keep silent when the lecturers ask them to speak, or they just tend to respond in short and simple way or say that they have the same opinion with the other friends who have mentioned the answer before. They feel safe if they keep silent so the lecturers would not ask them. Therefore, it is important to know the problem why the students keep silent and to investigate some difficulties in speaking when they learn English specifically in the first year. Finally, the writer hopes that the result of this research can be used as a consideration for the lecturers and the students to pay attention on the problems that occur in this program. In the other word, by knowing the exact problem of speaking, either the lecturers or the students can make a good solution to solve speaking problems. C. RESEARCH PROBLEM Based on the research background above, the writer is intended to describe the problem as follow:
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What kinds of problems do the second semester English department students face in speaking. D. RESEARCH PURPOSE The purpose of this research is intended to investigate the students problems in speaking faced by the second English department student Tanjungpura University Pontianak in academic year 2008/2009. E. SCOPE OF RESEARCH 1. Research Variable Variables are the condition characteristic that the researcher manipulates, controls, and observers. Research variables should refer to the characteristic of person, things, programs, etc. that can take on value. Hatch and Farhady (1982: 12) state that Variable is an attribute of a person an object which various from person to person, from object to object. In this research, the variable covers one substance: Students difficulties in speaking faced by students of second semester English department Tanjugpura University Pontianak. 2. Terminology In order to classify the terms used and to avoid misunderstanding the writer provides the explanation as follows: a. Speaking difficulties are the English speaking problems that faced by the students.
b. Speaking is as a language skill that used as a communication tool, to

share ideas, feelings, opinions, thoughts, or information by using the target language.
c. The second semesters of English department students are those

students who learn English program in the first year.

F. THEORY AND CONCEPT

1) The Nature of Speaking Everyone needs language to communicate. According to Finnochiaro (1992;4), language is a system of arbitrary vocal symbol which permit all people in a given culture, who have learned the system of the culture, to communication. While Nunan (1991; 36) said that the success in learning a language is measured in term of thee ability to carry out a conversation in the language. Therefore as an English student foreign language, the students should be able to learn English skill including speaking skill in order to increase and improve the students ability to use English to communicate. Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. According to Brown (1994) its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environments, and the purposes of speaking. It is often spontaneous, open-ended, and evolving. Speaking skill is the ability to use oral language appropriately and effectively in learning activities (such as peer tutoring, collaborative learning activities, and question/answer sessions) within the classroom and in social interactions within the school. As Celce-Murcia (2001: 122) stated that oral skills are not only critical for communication in the ESL classroom, they are necessary for communicating in, and with, the English-Speaking world. Speaking is essential to be mastered by the students as a tool of communication. Nunan (2003) stated that, five functions serve of communication:
a. The controlling function involves attempts to direct or affect the

behavior of another person, as well as responses to control.

b. Sharing feelings involves communication act such as praising,

commiserating, ridiculing, approving, apologizing, and rejecting.

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c. The informing function occurs when we provide ideas and information to others. d. Ritualizing involves such acts as greeting, thinking, introducing, and teasing. e. The imagining function involves dealing creatively with reality through language; examples are speculating, fantasizing, story telling, and dramatizing. Speaking is the process of uttering word, phrases, and sentences, meaningfully using oral language in order to give information and ideas. This is supported by Clark (1992: 23) a speaker expresses his thought, and feeling in words, phrases, and sentences. However, Burns and Joyce (1997) stated that speaking requires that learners not only know how to produce specific point of language such as grammar, pronunciation, or vocabulary, but also those they understand when, why, and in what way to produce language. In conclusion, speaking is a tool of communication to share to share ideas, feelings, opinions, thoughts, or information. Speaking is not only the ability to use oral language to speak in the classroom but also outside of classroom or in social interaction.
2) Speaking problems

Language is a tool of communication, so too English. The ultimate aim of English teaching is to cultivate the students ability of speaking, writing, listening, and speaking. Among the four skills speaking is difficult to be acquired. According to Huang X & Naerssen (1985: 287-307) among four skills of English learning reading is perhaps the easiest, while speaking is difficult to acquire. That is because speaking is an active skill, requiring students to combine the word into sentences without preparation and no time to revise. Therefore there are some students who have learned English but still have problems to speak English.

Speaking in second language or foreign language is a challenge because to speak a foreign language such as English requires more than knowing grammatical but also the use of English in interaction. As Brown (1994) mentions a number of features that interact to make speaking as challenging a language skill as it is. To start fluent, speech contains reduced form such as contraction, vowel reduction and elision. The students must also acquire the stress, rhythm, and intonation of English. This is supported by Celce-Murcia (2001:103) perhaps the most difficult aspect of the spoken English is that it is almost always accomplished via interaction with at least one other speaker. This is the reason why many of us are shocked and disappointed when we use our foreign language such as English. The other problem that makes the students difficult to speak is their psychological problems. As Khan (2005:20) claimed in his research that some of his participants have psychological problems in speaking. It is supported by Lawties articles (2004) that speech difficulties can be affected by a persons emotional state. According Xinghua (2007:3) Psychological problems are those problems which often interfere with your emotional or physical health, your relationships, work productivity, or life adjustment. Based on the reason above the conclusion of speaking problems are two types, linguistics and psychological problems.
a. Linguistics problems

According to Spolsky&Hult (2008: 3), generally linguistics comprises the detailed of vocabulary, grammar, and pronunciation. 1) Vocabulary Kamil and Hiebert (2005) generically, vocabulary is the knowledge of meanings of words. The words come in at least two forms: oral and print. Oral vocabulary is the set of words for which we know the meanings when we speak or read orally. Print vocabulary consists of those words for which the
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meaning is known when we write or read silently. In addition, we use oral vocabulary in speaking. The problem of oral vocabulary occurs when the speakers lack some vocabularies. As Khan (2005:18) the numbers of students who learn English as a foreign language have difficulties to use word and expression to speak. It is supported by Yan-hua (2007:28) in her research that in the real communication, she found nobody paid much attention to the correct grammar expression, but emphasized the content and how to reply. The vocabulary which she was given did not match the real life exactly, some words were never mentioned, and some had different senses from what she thought. In addition in the number of speaking problems occurs when someone does not use the word correctly and to apply the vocabularies that they have mastered previously. Because the students need to learn what words mean and how they are used in speaking. 2) Grammar According to Celce-Murcia (2001:255-256) grammar becomes difficult because learners do not learn structures one at a time. Even the learners appear to have mastered a particular structure; it is not uncommon to find backsliding occurring with the introduction of new form to the learners interlanguage. For example, the learners who has mastered the third singular person marker on the present tense verb is likely to over-generalize the rule and apply it to newly emerging modal verb, thus producing errors such as she cans speak English. Beside that the students who are speaking, do not aware about their grammar whether it is correctly or not. As Yan-hua (2007:28) stated in her research that in the real communication,
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she found nobody paid much attention to the correct grammar expression, but emphasized the content and how to reply. The vocabulary which she was given did not match the real life exactly, some words were never mentioned, and some had different senses from what she thought. In conclusion, grammatical patterns might be difficult to be master. There are many patterns of English grammar. The students usually get difficulties to arrange the sentences in correct form. It makes the students are afraid to speak because they afraid to make mistake.
3) Pronunciation

Hatch (1983; 18) Investigations of the phonological systems of second language learners have also looked to the research on speech errors. Some of the errors are systematic Phonological errors made consistently in the attempt to speak new language. Others are less systematic, and some even slips of the tongue. However, learners must learn to articulate new sounds and make fine adjustments in articulating similar sounds. They have already learned to control the vocal apparatus well. We should not be surprised, then that Oller found no strong evidence for the claim that the order of acquisition of sounds for adult learners in second language might be the same as that of child first language learning.
b. Psychological problems

According to Longman dictionary, Psychology is the science or study of the thought processes and behavior of humans and other animals in their interaction with the environment. (Longman Dictionary of Contemporary English Yang Zhenming, P1138) Psychological problems are those problems, which often interfere with your emotional or physical health, your relationships, work
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productivity, or life adjustment; While English becomes the main subjects, students have to face it in a bilingual classroom for the first time, and different states of mind about English learning arise. Some feel greatly absorbed. Some feel strong interests. However, many students get nervous, depressed, discouraged or even hurt after some setbacks. These feelings occupy their minds. If not managed properly, they become obstacles in their studies. According to Xinghua (1997:4-5) there are four types of psychological problems: 1) Depression It is an illness that affects our body, mind, disposition, thought, sleep, energy, concentration, weight, and much more, depression is not a mood, or a sign of personal weakness, and it cannot be simply willed away. It often causes tremendous emotional pain, reduces work productivity, and makes absent-minded. Its main symptoms are: Persistent sad, anxious, or "empty" mood; Feelings of hopelessness, pessimism; Feelings of worthlessness, helplessness; Loss of interest or pleasure in hobbies and activities that were Once enjoyed; Having difficulty concentrating, remembering, making decisions; feeling depressed always lack the students energy in English class. No matter what the teacher is teaching, they are just uninterested. The whole period is absent-minded or sleepy. It can be seen how they are feeling through their expressionless face and his vigor less eyes. But the students will not talk in class. Silence is their symbol.

2)

Strong Dependence on others As in school, most students study mostly depends on teachers teaching and there is no variety in study: just listen to teacher carefully, follow every step teacher gave, do the exercise in the given pattern, or ask help from classmates. Once there was a student telling me his learning problem as when he lose the help from his parents as his mother was once ill and no one would watch him in learning and he failed to pass the exam. As far as English learning is concerned, students with strong dependence always count on the teacher to explain or teach them everything. Once they are asked to do something single-handed, they feel at a loss what to do. This group of students can be considered good students because they are always concentrating on what the teacher says in class. Only that they work in a mechanical way. To them, student autonomy is unfit.

3)

Nervousness It is an emotional reaction to all sorts of stresses, good or bad. It is a term used to represent many things such as being nervous, apprehensive, uneasy, tense, on edge, fearful, or jumpy. It may be related to concerns about a relationship, such as new classmates, new teachers, etc. Often talking to a friend, counselor, or clergy will help those students find a solution, or a way of coping with our problem. In English class, nervous students always fear to look at the teacher. He is afraid of being asked to answer questions or take part in certain teaching activity. They are worrying too much about their oral expressions, their appearance or their manners. Certain students, they get asked in class, and felt hard to
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answer. Sometimes they even sweat much and have a shaking voice. 4) Uneasiness It is the quality or state of being uneasy; restlessness; disquietude; anxiety. According to the dictionary, uneasiness has five definitions as following: embarrassment deriving from the feeling that others are critically aware of you; physical discomfort (as mild sickness or depression); the trait of seeming ill at ease; inability to rest or relax or be still; feelings of anxiety that make you tense and irritable. However, it is the first and last one that are mostly common and mostly concerned with English learning. In fact, uneasiness feels uneasy and nervousness overlaps a lot. The Students suffering from nervousness are sure to feel uneasy. Nevertheless, uneasy students always have great difficulty sitting in class quietly. Their movements often affect those around them.
c. The factors which affect English speaking

According to Khan (2005: 57-58) there are some factors affect speaking English such as motivation, self esteem, extroversion and self concept. 1) Motivation According Brown (1980; 112) motivation is commonly thought of as an inner drive, impulse, emotion, or desire that moves one to a particular action. In learning spoken English, just like other fields whether a learner embarks on a spoken task at all, how much Energy he devotes to it and
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how long he preserves it. It is a complex phenomenon and includes many components: the individuals drive, need for achievement and success, curiosity, desire for stimulation and new experience, and so on. It is clear that learners with high and favorable motivation for speaking often try to devote themselves into English speaking. In English class, they are active, and cooperate with teachers activities positively. Out of class, they take any opportunity for imitating, practicing and speaking English. They are of strong volition and will, of clear learning purpose. Thereby, they easily and more proficiently achieve success in spoken English .In their turn, the success encourages higher motivation. 2) Self-esteem: Coopersmith (1967; 4-5) self-esteem is a personal judgment of worthiness that is expressed in the attitudes that the individual holds toward himself. The individual conveys a subjective experience to others by verbal report overt expressive behavior. Self-esteem refers to the individuals evaluation on himself, an attitude towards his or her ability, value, and achievement. It is originated from individuals experience and the judge of the outside world. Comparatively speaking, learners with high self-esteem are full of the sense of self-confidence and self-affirmation. In English learning, they can evaluate reasonably and objectively their own English level as well as the other learning skills---listening, reading, writing, speaking and translating. Self-esteem was associated with the English speaking, and that learners with high self-esteem could have more chances to achieve speaking proficiency.
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Presumably, they are less likely to feel threatened when speaking or communicating in English or in an unfamiliar situation. They may also be more ready to risk making mistakes or projecting a reduced image of them. 3) Extroversion: According to Brown (1980; 110) extroversion is commonly thought to be related to empathy, but such may not be the case. The extroverted person may actually behave in an extroverted manner in order to protect his own ego, with extroverted behavior being symptomatic of defensive barriers and high ego boundaries. Irrespective of actual English learning ability, learners with an outgoing personality may enjoy certain advantages in English speaking. Their active nature may promote them to open their mouth in class or out of class. They are willing to be involved in more spoken activities and social interaction, attract more attention from their teachers and be less inhibited when asked to display their proficiency (e.g. in oral interviews). They may perform more confidently in communication situations when they use English. 4) Self-concept: According to Khan (1997: 58) Self-concept is an integrated psychological factor, and it determines the four previous psychological factors and is reflected in the four factors--motivation, anxiety, self-esteem and extroversion. Selfconcept plays a great role in promoting students motivation, in decreasing their anxiety, in increasing their

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self-esteem. A positive self-concept is the base of the establishment of the healthy psychological. G. FRAME OF CONCEPT Speaking is the way to share ideas, feelings, opinions, thoughts, or information by the using target language. As the English department students, the students have to master the speaking as English language skills. However, the facts show that many students in English department students say that speaking is not easy to be mastered. Therefore in this research the writer is intend to investigate the students problems in speaking by identifying kinds of problems do the students say about their speaking performance, not only inside of the classes but also outside of the class. The data of their research will be presented from the result of observation and will be strengthen by the questionnaire result. To enable the researcher to conduct this research systematically, the procedures in this research are necessary to be made. The procedures in this research are as follows:
a)

Conducting observation to participants Distributing questionnaire to participants Analyzing participants answer Concluding the result

b) c) d)

H. RESEARCH METHODOLOGY
1. Form of research.

Considering the problems of this research, the suitable method to be used will be case study. Case study method is part of qualitative research, where the writer intends to analyses the speaking problems. Case study is an in-depth investigation of an individual group situation, or program. There are three types of case studies; intrinsic, instrumental, multiple / collective.
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In this research, the writer uses the intrinsic case study. Because intrinsic case study is to understand a particular individual/ or situation, used to explore some little known phenomenon by studying in depth.
2. Participants

The participants of this research are English department students of teacher training and education faculty Tanjungpura University in academic year 2008/2009. Who have studied English language in second semester and the number of the participants are 35 participants.
3. Tool of data collection

In this research the writer uses observation on real life conversation to collect the linguistics problems. Questionnaire is used to collect psychological problem in speaking. a. Observation The writer observes the participants activity in speaking. The writer uses the field note to identify linguistics problems in speaking.
b.

Questionnaire The writer gives the questionnaire to the participants. The questionnaire contained 25 questions. 4. Procedures of data collecting To enable the researcher to conduct this research systematically, the producers in this research are necessary to be made. The procedures in this research are as follows:
a) Conducting observation to participants

b) Distributing questionnaire to participants

c) Analyzing the participants answers

d) Concluding the result 5. Data analysis First the observation data of each participant are analyzed to identify the students linguistics problems in speaking, that are faced
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by the students in speaking English. The data of participants are found from the observation, and questionnaire that are done by the researcher. Second, because this research uses the qualitative approach so, the researcher makes the descriptions of interview result about students problems in speaking. And researcher makes table of specification from the questionnaire to find out students problems in speaking. Table of specification No Questions Speaking problems Linguistics problem psychological & linguistics psychological (nervousness) psychological (uneasiness) psychological (uneasiness) The number of students answers Very seldom never often

1.

How often do you speak English? Do you have problem when you want to speak English?

3.

Do you feel nervous when you speak English? Do you get afraid when you want to speak English? Do you have problem to concentrate in speaking? Do you feel embarrassment if you want to convey your idea? Do you get uninterested in speaking speak?

4.

psychological (uneasiness)

psychological (depression)

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Do you feel unmotivated to speak when your lecturer asks you? Do you feel comfortable in speaking? Do you feel tense when you speak? Do you always get stuck some vocabulary in speaking? Do you have problem to apply the vocabulary in speaking? Do you have difficulties to choose appropriate diction in speaking? Do you have problem arranging the sentences in speaking? Do you have problem to use appropriate expression in speaking? Do you always be aware on your grammar in speaking? Do you feel afraid of misusing the grammar in speaking?

psychological (strong dependence others) psychological (depression) Psychological (nervousness) Linguistics (vocabulary)

10 11

12

Linguistics (vocabulary)

13

Linguistics (vocabulary)

14

Linguistics (grammar)

15

Linguistics (grammar)

16

Linguistics (grammar)

17

Linguistics (grammar)

17

18

Do you have problem in pronouncing English words in speaking? Do you think your mother tongue influences your pronunciation in speaking? Do you have problem to differentiate some words that have pronunciation in speaking? Do you always have slips of your tongue in speaking? Does your lecturer motivate you to speak?

Linguistics (pronunciation )

19

Linguistics (pronunciation )

20

Linguistics (pronunciation )

21

Linguistics (pronunciation )

22

23

Psychological problem( stron g dependence others) Do you always keep Psychological silent when your problem(strong lecturer asks you to dependence speak? others) Does your lecturer make you afraid to speak? In learning activity, do you always listen to the lecturer without trying to speak? Psychological problem (strong dependence others) Psychological problem (strong dependence others)

24

25

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REFERENCES
Ballard. 1996. Through Language to Learning: Preparing Overseas Students for Study in Western Universities [A] // Coleman, H., Ed. Society and the Language Classroom. Cambridge: Cambridge University Press. Brown, H Douglas. 1994. Principle of language learning and teaching. United Stated of America: Prentihail,Inc,Englewood Cliffs,N.J. Celce-murcia. Teaching English As a second or Foreign Language. United State of America : Heinle-Heinle. Cody. 2006. The Art of Writing & Speaking The English Language Word-Study and Composition & Rhetoric. Chicago: The Old Greek Press Cohen, et all. 2000. Research Method in Education. London & New York: Taylor & Francis Group. Dowson. 2002. Practical Research Method. United Kingdom: Oxford. Ellis, Rod. 1985. Understanding Second Language Acquisition. Oxford: Oxford University Press. Hall, Margared. 2007. Measuring and responding to English language difficulties for NESB (non-English speaking background) undergraduate nursing students. Available at: Margaret.m.hall@flinders.edu.au. Hatch. 1983. Psycholinguistics: A second Language perspective. United State of America: Newbury House Publisher. Hinkel, Eli. Handbook of Research in Second Language Teaching and Learning. London: Seattle University. Khan.2005. Language in India. available at: harun@ewubd.edu Luoma. 2003. The Nature Of Speaking .Australia: Cambridge university Press. Lynch, T. & Anderson, K.. 1991. Do You Mind if I Come in Here. A Comparison of EAP Seminar/Discussion Materials and the Characteristics of Real Academic Interaction[A] // Adams et al., Eds. Socio-Cultural Issues in English for Academic Purposes. London and Basingstoke: Macmillan. Praphu. 1987. Second Language Pedagogy. New York: oxford University Press. Redman. 1997. Vocabulary in Use. United Kingdom: Cambridge University Press.

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Singh, Kala S. 1976. Phonetics: Principle and practice. London: University Park Press. Spolsky. 1998. Conditions for Second Language Learning. New York: Oxford University Press. Swan. 1995. Basic English Usage. London: Oxford University Press. Turk. Effective Speaking. London: British Library. Widdowson. 1979. Explorations in applied linguistics. London: oxford University. Wiley. 2003. Handbook of Psychology. Canada : John Wiley & Sons Xinghua. 2007. Psychological Problems Of Middle-School Students in English Learning. Available at: http://joyward.blog.163.com/blog/static/34949425200761264614847/ Yan 2007. Investigating the Difficulties in Speaking English for Academic Purpose a Case Study of an Overseas Chinese Student. Available at: www.linguist.edu.cn/doc/su200704/su20070406

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APPENDIX 1 Questionnaire We would like to ask you to help us by answering the following questions concerning the problems of speaking. This is not a test so there is no right or no wrong answers and you do not even have to write your name, just write initial name on it. We are interested in your personal opinion. Please give your answers sincerely as only this will guarantee the success of the investigation. Thank you very much for your help.
1. How often do you speak English? a. Very often

b. seldom

c. never

2. Do you have problem when you want to speak English?

a. Very often

b. seldom

c. never

3. Do you feel nervous when you speak English? a. Very often

b. seldom

c. never

4. Do you get afraid when you want to speak English? a. Very often

b. seldom

c. never

5. Do you have problem to concentrate in speaking? a. Very often

b. seldom

c. Never

6. Do you feel embarrassment if you want to convey your idea? a. Very often

b. seldom

c. Never

7. Do you get uninterested in speaking speak? a. Very often

b. seldom

c. never

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8. Do you feel unmotivated to speak when your lecturer asks you? a. Very often

b. seldom

c. never

9. Do you feel comfortable in speaking? a.

Very often

b. seldom

c. never

10. Do you feel tense when you speak? a. Very often

b. seldom

c. never

11. Do you always get stuck some vocabulary in speaking?

a. Very often

b. seldom

c. never

12. Do you have problem to apply the vocabulary in speaking a. Very often b. seldom c. never

13. Do you have difficulties to choose appropriate diction in speaking? a. Very often b. seldom c. never

14. Do you have problem arranging the sentences in speaking? a. Very often b. seldom c. never

15. Do you have problem to use appropriate expression in speaking? a. Very often b. seldom c. never

16. Do you always be aware on your grammar in speaking? a. Very often b. seldom c. never

17. Do you feel afraid of misusing the grammar in speaking? a. Very often b. seldom c. never

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18. Do you have problem in pronouncing English words in speaking? a. Very often b. seldom c. never

19. Do you think your mother tongue influences your pronunciation in speaking? a. Very often b. seldom c. seldom

20. Do you have problem to differentiate some words that have pronunciation

in speaking? a. Very often b. seldom c. never

21. Do you always have slips of your tongue in speaking? a. very often b. seldom c. never

22. Does your lecturer motivate you to speak?

a. Very often

b. seldom

c. never

23. Do you always keep silent when your lecturer asks you to speak? a. Very often b. seldom c. never

24. Does your lecturer make you afraid to speak?

a. Very often

b. seldom

c. never

25. In learning activity, do you always listen to the lecturer without trying to

speak? a. Very often b. seldom c. never

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