CHAPTER I

INTRODUCTION

A. The Background of Study

Talking about language, it is closely related to the fluency. There are several terms and
definition for fluency. Fluency was derived from the early 17th century from
Latin “fluentia”, or from “fluere” which means ‘to flow’. Fluency according to online
dictionary means the quality or condition of being fluent, the ability to speak or write a
foreign language easily and accurately, the ability to express oneself easily and articulately,
and gracefulness and ease of movement or style. Fluency according to the definition in
dictionary relates to how someone flows in producing the sentence as natural. Fluency can be
defined as the ability to read with speed, accuracy, and proper expression.

Language fluency is one of a variety of terms used to characterize or measure a person's

language ability (Gonzales : 2008). Based on what has been defined above, there are no
widely agreed-upon definitions or measures of language fluency. omeone is typically said to
be fluent if their use of the language appears fluid, or natural, coherent, and easy. In other
words, fluency is often described as the ability to produce language on demand and be
understood.

There’re 4 types of fluency mentioned in book Second language development in writing :

measures of fluency, accuracy, & complexity. They are, reading fluency, oral fluency, oral-
reading fluency, and written or compositional fluency. Reading fluency refers to the link
between the recognition of words while reading and reading comprehension, Oral
fluency or speaking fluency is a measurement both of production and reception of speech, as
a fluent speaker must be able to understand and respond to others in conversation. Oral
reading fluency is sometimes distinguished from oral fluency. Oral reading fluency refers to
the ability to read words accurately and quickly while using good vocal expression and
phrasing. Written or compositional fluency can be measured in a variety of ways.

According to Oxford dictionaries, A presentation is the process of presenting a topic to

an audience. It is typically a demonstration, introduction, lecture, or speech meant to inform,

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persuade, inspire, motivate, or to build good will or to present a new idea or product.
Presentations are a great way to have students practice all language systems areas
(vocabulary, grammar, discourse and phonology) and skills (speaking, reading, writing and
listening). They also build confidence. good presenters are better communicators all round,
since they are able to structure and express their ideas clearly. Presentation skills are
extremely useful both in and outside the classroom.

A filled pause is a conventional—though non-word—expression used to stall for time

during the processing of spontaneous speech. [F]illers are sounds or words that are spoken to
fill up gaps in utterances. filled pause is an element of speech that makes no contribution to
the semantic proposition of the utterance which contains it. A filled pause is a semantically
empty element of speech which fits a language-specific conventional phonetic form and
delays (either intentionally or not) the transfer of the speaker's message. Filled pauses can be
signed with uh, uhm, hm, and hes when someone communicate whether in formal or
informal situation. The sound produced during spontaneous speech that represents a pause
filled by a vocalization. A filled pause is an articulation by the speaker that may be
encountered between utterances but it is not to be mistaken for lengthened sound within a
word. A filled pause occurs most often when a speaker is thinking. It is a filled pause in that
the speaker actually breaks off speech while continuing to articulate. However the
articulation is neither a word, nor part of a word.

In speeches unfilled pauses have a major influence on style and rhythm. Unfilled pauses
are pauses that are silent; these might correspond with breathing or swallowing (un-
communicative pause) or be intended for communicative purposes (communicative pause)
(Clemmer et al., 1979; Duez, 1982; Cecot, 2001). Unfilled pauses are often used in rhetoric
while focussing on the communicative aspect of expression: to convey a message and to
capture attention of a listener (initial décalage) (Cecot, 2001).

Presentation relates with speaking skill. A good presenter needs a fluency to be

communicative. But, becoming fluent in foreign language learning is not easy. In getting the
speaking fluency, it is affected by several factors according to (Wang, 2014) they are:
Cognitive factors, Linguistic factors, Affective factors.

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 There’re also some previous research which are related to factors affecting fluency in
students’ presentations: filled and unfilled pause. In article, written by Kazunori
Matsumoto, Tilo T. J. Kircher, Paul R. A. Stokes, Michael J. Brammer, Peter F. Liddle
and Philip K. McGuire (2013) entitled Frequency and neural correlates of pauses in patients
with formal thought disorder explains about Pauses during speech may reflect the planning
and monitoring of discourse, two processes putatively impaired in patients with
schizophrenia, particularly those with formal thought disorder (FTD). In book, fluency in
native and nonnative English speech, which is written by Sandra Götz (2013) This book
takes a new and holistic approach to fluency in English speech and differentiates between
productive, perceptive, and nonverbal fluency.

B. The Problem of Study

Based on background of the study defined above, the problem of the study is formulate
as follows : What factors affecting fluency in students’ presentations: filled and unfilled
pause?

C. The Objective of The Study

The objective of the study is to find out the factors affecting fluency in students’
presentations: filled and unfilled pause.

D. The Scope of The Study

Related to the background above, this study will be limited in speech and presentation.

E. The Significance of The Study

The findings of the study are expected to give theoretical contribution, it is: this research
increases knowledge and enrich the theories which is related to subject bout the factors
affecting the fluency in students’ presentation.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Filled Pauses

A filled pause, or filled pause, is an articulation by the speaker that may be encountered
between utterances but is not to be mistaken for a lengthened sound within a word. A filled
pause occurs most often when a speaker is thinking. It is a filled pause in that the speaker
actually breaks off speech while continuing to articulate. Filled pauses include:

<uh> : vowel à /e/ /a/ /u/ /i/ /er/ etc.

<uhm> : vowel + nasal à /eem/, /aam/

<hm>: nasal à /mmm/, /nnn/

<hes>: trash à /pfff/, /tsss/

B. Unfilled Pauses

Unfilled pauses are pauses that are silent; these might correspond with breathing or
swallowing (un-communicative pause) or be intended for communicative purposes
(communicative pause) (Clemmer et al., 1979; Duez, 1982; Cecot, 2001).\

Silent pauses are pauses that appear in strategic places of the sentences (Stenström, 1994,
p. 7). According to Wu (2001), silent pauses define as the unfilled pauses when they occur in
the middle of phrases and words (p. 3). As in Wu’s definition, Matthei and Roeper (1983)
also argue that silent pauses tend to occur within phrases of the sentence (p. 164). This
statement is also supported by Brown and Yule (1983) that silent pauses are pauses which
usually precede the utterance and help the speaker to plan putting the words into the
utterances (p. 129).

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C. Students’ Presentation

Presentations are a great way to have students practise all language systems areas
(vocabulary, grammar, discourse and phonology) and skills (speaking, reading, writing and
listening). They also build confidence, and presenting is a skill that most people will need in
the world of work. I find that students who are good presenters are better communicators all
round, since they are able to structure and express their ideas clearly.

Presentation skills are extremely useful both in and outside the classroom. After
completing a project, a presentation is a channel for students to share with others what they
have learned. It is also a chance to challenge and expand on their understanding of the topic
by having others ask questions. And in the world of work, a confident presenter is able to
inform and persuade colleagues effectively.

Presentations can also form a natural part of task based learning. By focussing on a
particular language point or skill, the presentation is a very practical way to revise and extend
book, pair and group work. The audience can also be set a task, for example, a set of
questions to answer on the presentation, which is a way of getting students to listen to each
other.

Presentations normally have one or more of the following aims: To inform/ raise
awareness of an important issue, to persuade people to do something, form part of an exam,
demonstrating public speaking/presentation skills in a first or second language.

D. Speech

Communication is a process that involves us being able to perceive and

understand the messages expressed by others, as well as being able to plan and produce our
own messages. Speech is the means by which we communicate messages orally; however,
we can communicate messages in other forms, including via written text. Speech is the
production of sounds that make up words and sentences. These sound units are combined so
that they make up words and sentences.

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E. Type Of Speech
1. Basic types speeches:
a. Demonstrative speech
The purpose of a demonstrative speech is to educate the audience on something. It
can include visual aids that add to the demonstration and describe in practical terms
how to do something. Demonstrative speeches are similar to informative speeches but
informative speeches normally do not include actual demonstrations.
b. Entertain speech
The main purpose of a best man’s speech or an after-dinner speaker is to entertain
the crowd and most speakers do that through illustrations, funny stories, and basic
humor. Entertaining speeches are informal and usually very short; they are speeches
that provide a lot of enjoyment and pleasure for the audience.
c. Informative speech
People who give informative speeches are there to present the audience with new
information on a particular subject. They present statistics and facts about topics such
as social and economic changes in the community but they do not use visual aids in
the speech.
d. Persuasive speech
Persuasive speeches are there to persuade the audience that an opinion expressed
by the speaker is the right one. Whether you’re discussing what to eat for supper or
which political point makes the most sense, these are examples of persuasive
speeches. Most people, in an attempt to persuade the audience that their point of view
is the right one, use solid facts to back up their argument. This is one of the best ways
to make sure that your persuasive speech does the trick, which means that using
research and statistics to develop your argument is always more likely to make people
come to your side.

2. Other Types Of Speeches:

a. Oratorical speech
Oratorical speeches are delivered in the style used by an orator. Its name is a little
redundant because “orator” and “oratorical” both relate to the giving of speeches.

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These types of speeches are usually given at a special celebration such as an
inauguration or ribbon-cutting ceremony. They can be long and formal, such as
speeches used at a graduation, funeral, or inauguration, or short and informal, such as
speeches delivered as toasts at special events.

b. Special occasion speech

Special occasion speeches are designed to be short, usually ten minutes or less;
succinct and to the point; and mood-setting. In other words, there are distinct purposes
for special occasion speeches and whether the event they’re offered at includes
something that is happy or somber, for someone still living or a posthumous occasion,
or something large or small, they are often some of the easiest speeches to write. Most
often, speeches for special occasions are fun and upbeat and if you research them
online, it is easy to find out how to get started for your own special occasion speech.
c. Motivational speech
A motivational speech is a unique type of speech and has the goal of self-
improvement for the audience members. With a motivational speech, you can turn a
negative situation into a positive one. These types of speeches are especially popular
in business meetings with executives, to complete a certain task, or to encourage
employees to sell more of your product or service. Motivational speeches can be
found in elementary school to high school in order to motivate the students to do
better on a test or in a sporting event. The speeches are great for inspiring people,
lifting a person’s self-esteem, or even motivating an entire crowd of people.
d. Debate speech
Debates are arguments that have rules and regardless of which style you choose,
each side receives the topic then has a certain amount of time to prepare to present it.
Debate teams develop very valuable skills, including research skills, public speaking
skills, leadership skills, initiative skills, developing grace under pressure, critical
thinking skills, and developing arguments that are both logical and sound. Debaters
also learn to think on their feet, which is why many people who join debate teams
during high school and college go on to become professional mediators or lawyers.
e. Forensic speech

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 The term “forensic speech” merely refers to the practice and study of debate and
public speaking. This is according to the American Forensic Association and this
activity is practiced by millions of high school and college students each and every
year. The reason why it is called forensics is that this practice is patterned after the
competitions at public forums during the period of ancient Greece. The speeches can
take place inside a classroom, a national or international tournament, or even a
regional event. During the activity, students learn to research and speech skills in
order to learn all different types of speeches. Forensic speeches allow students to
perfect their craft under the supervision of experienced public speakers and it can
even be considered a type of “on-the-job training” because the students involved in
this activity are continuously honing their craft while practicing it at the same time.

F. Factor Affecting Speech Fluency

Speaking happened spontaneously and orally among two people and more in real time.
Some various kinds of influencing speaking fluency are cognitive factors, linguistic factors,
and affective factors (Wang, 2014).
1. Cognitive factors
Speaking process include conceptualization, formulation, and articulation (Levelt, 2007).
Conceptualization concern with kinds of information selected to express meaning.
Formulation refers to the ability of speaker chosen the using of proper words in appropriate
grammatical. Formulation deals with speaker’s ability to select proper words of grammatical
structures. Articulation was speech articulatory organs that articulated by the speaker. These
three process occur simultaneously, because of that sometimes students make mistakes in
face to face communication. Therefore, students speaking skills can be replaced by
“hesitations, false-starts, grammatical inaccuracies, and limited vocabulary (Hughes, 2002, p.
77).” Briefly, fluency and accuracy of students English 13 speaking can be influenced. But
human’s mind can not focus on this three process at once because they have not enough
capacity processor (Skehan & Foster, 1999). It is so forth for students who learn English
speaking to keep their parity during the lesson.
2. Linguistic factors

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 Learner’s oral proficiency has to use appropriate language forms (Saunders & O’Brien,
2006). Some components of linguistic factors include pronunciation, grammar, and
vocabulary are very important concidered by students. They also have to focus on the
situation of conversation time. As support by Harmer, (2002) speaking not only need the
knowledge how to produce the form language but also on when, why and what way to result
in the words.
3. Affective factors
Some kinds of affective factors related to native language learning are emotions, self-
esteem, empathy, anxiety, attitude, and motivation. “Speaking a foreign language in public,
especially in front of native speakers, is often anxiety- provoking. Sometimes, extreme
anxiety occurs when English foreign language learners become tongue-tied or lost for words
in an unexpected situation, which often leads to discouragement and a general sense of
failure. Unlike children, adults are concerned with how they are judged by others.

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 CHAPTER III

RESEACH METHODOLOGY

A. Research Design

The research is focus on the student’s presentation in classroom when the speaker explain
their material of topic presentation. The writer will observed some phenomena which
occurred during the presentation process. Furthermore, the data was focused on the student’s
presentation process by analyzing the utterance that speaker uttered.

The method of this research will conduct by using qualitative research. As Crewel (2003)
qualitative research described as an effective model that occurs in a natural setting that
enables the researcher to develop a level of detail from being highly involved in the actual
experiences. It is designed to get a better understanding about the filled and unfilled pauses in
student’s presentation in the classroom. Furthermore, the research will grounded on the data
from the field (through observation and audio recording). Therefore, based on those reason,
the qualitative research design is employed in this study.

The data will analyze in the form of descriptive. Descriptive method will designed to
describes the condition, event or situation. It tends to describe and discover the data would
take from observation and audio recording about the existence of filled and unfilled pauses in
student’s presentation in classroom. This study uses the descriptive method because it
describes and interprets the data in the form of description.

The researcher will transcibed the audio recording, since the study aimed to examine the
factors affecting student’s presentation fluency. The researcher only reported what was
happened or what is happening. Afterwards, the data will focused on the speaker’s
presentation process by analyzing the verbal explanation every member of group
presentation. The researcher, as an observer will record the process of teaching English in the
classroom.

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B. The Data And Source of Data

The data of this study were utterances which are produced by the every member of group
when they explain their topic of presentation.

The source of data was the transcription of spoken interaction by the speaker during the
presentation. It will record naturally in the classroom environment.The first audio from group
5 class English Education 18 D. The member of group are Indah Annisa Daulay, Indah
Syafitri and Kristiani Hutapea. The second audio from . The member of group are. The last
audio from . The member of group are.

C. The Technique of Collecting Data

The technique was used to collect the data was by passive participant observation and
audio recorder as a tool to collect the data during the teaching process. Audio recording will
be used to record every member of group when they present their presentation. Then, these
data converted into written transcription. The techniques for collecting the data are recording
and observation. Recording is used to record the utterances that member of group doing
presentation. The result of this recording is transcript. Observation will be conduct to see
anything that happens that may not recorded.

D. The Technique 0f Analyzing Data

After researcher collected the data, writer will analyze the data by performing descriptive
analysis. There are the techniques for analyzing the data that researcher would like to do. The
first is doing observation. The researcher will observe the member utterance during the
presentation. While observing, the researcher record the speaker from the beginning until the
end of explanation of presentation.

The next step will analyzing all of the utterances that given by every member of group
based on the recording. To validate the data, researcher will re-evaluated the data from
observation and audio recording whether it is consistent or not. Last, researcher will present
some conclusions from the research finding which is related to the objective of the research.

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 CHAPTER IV

DATA AND DATA ANALYZING

A. The Data
1. First Transcript
I&S : Asalamualaikum wr.wb.
I, S & K : Today
K : We are from group 5. My name Kristin Hutapea
I : My name Indah Annisa Daulay
S : My name Indah Syafitri
K : We will explain about Subject of Subject Verb Agreement
S : Subject of Verb Agreement is suitability between the subject and the verb in a
sentence. The subject of sentence is the noun and the verb is refers to main clause. Okay,
so subject and verb must agree in numbers, sing... eee like singular subject must use
singular form and plural verb must use eeee plural subject.
K : Now I will tell about rules of subject-verb agreement. One, singular and plural.
If we use singular subject does we must use singular verb too. Example: She is......
reading a book. She as a subject, and is reading as a verb. If we use plural subject we
must use plural verb too. Example: They are going to school. They as a subject and are
going as a verb. Two, prepositional phrases. If there is prepositional phrase does the
subject is refer the preposition. Example: The door at the houses is broken. eeeeee The
door is as a subject eeeee if there are more than one preposition does the subject is refer
first preposition. Example: The meeting of the teachers in the classroom begin at 10 a.m.
eeee Subject is of the teachers. Three conjunction “and”. When the subject are connected
by “and”, so we must use plural verb. Example: Rina and Rini are going ....... are going to
school together. eeeeee Rina and Rini is eeee subject and are going is eeeee verb.
I : If there are expression of quantity like all, most, some followed by the
preposition “of”, then the subject can be singular or plural depending on the noun after
preposition. For example: all of the flower grows beautiful is a singular. And plural is ee
most of the student arrive at school. Five, agreement of certain words. Certain words in
english are words that are always singular but may have plural meanings. Eeee some

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words of certain words is everybody, someone, everyone, anyone, and others. For
example: everybody in the lib... library is reading the book. Means eventhough we
understand that there are many people who read books in library. The word of everybody
is singular and requires singular verb which is reading.
S : Interrupting phrase is a phrase that can be interfere with determining the subject.
Some word of inter... interupting word is together, with, as well, including, especially, in
addition and etc. For the example: Nina together with her friends is... is cleaning the
room.
K : The conclusion is if we make a sentence eee you must use eeee the subject and
verb must agree. Like if we use singular subject must follow by singular verb. If we use
plural subject must follow by plu... plural verb.
S : I think that’s all our explanation about a subject of agreement.

2. The Second Transcript

Assalamulaikum warohmatullahi wabarokatu, hello guys it's me biba and despite you i
will explain you about subject. okay guys i know all of you know about subject but in this
fight you i will tell you more about subject. So keep in watching so guys let uu know
about the meaning such a subject is close section that marks what speaker is talking about
a subject are not always the same with actors or the jury especially in passive sentence.
So, guys in English there are the classification og word that can be a structure first noun it
is the word that used to name of person, place, object animal and flower. So lets check
the example number one "tania reads novel" here tania as a subject, tania is a noun and
tania is a person so here tania as a subject number two "Medan is metropolitan city"
Medan as a subject because medan explain about place and place include to noun

Second pronoun is the words that are replaced noun is object, person, animal, flower and
place. So lets check the example number 1 "I want to Bali" the sentence I as a subject
because I pronoun to - i call my name explain about people. And number 2 "we like
pizza" we here as a subject, because we explain others or people that many or the group
we can use it to explain .

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Its gerund. Gerund is a noun from verb so gerund is a noun like a verb so lets check the
example number one "swiming is my hobby" here swiming as a subject because this
sentence explain about swiming. Number two "jogging is a good habit" here jogging as a
subject because this sentence expkain about jogging.

Have you found independent clause so dependent clause must be a teach with
independent clause this case image because there is independent clause so lets check the
example “whenever Tania has submit test which I know if too fast, you can wait for the
score” so this sentence is complex sentence mark by whenever and which, so the
independent clause is “you can wait for the score” there is a subject so you as a subject,
whenever Tania has submit test which I know if too fast as dependent clause so there is
not a subject.

Number two subject with inserted word, inserted word are the word that non essential and
has modified so its make more difficult to find location of the subject so lets see example
“wanting is the best possible yields and impatient to find new ways to avoid having to
operate at the mercy of the weather farmers and reading new techniques” okay let’s see
where is the subject okay “wanting, to avoid, to operate, farmers I thik you mind okay
“wanting is thing with I N G, to avoid to infinitive, to operate to infinitive, farmers about
person.

3. The Third Transcription

O : Okay guys, do u know what actually gerrund is? Gerrund is a verb that functioned as
a noun. Below that is mentioned eee…. What is a verb functioned as a noun or that we
called gerrund. In the gerrund the forms is Verb + ing that’s why the gerrund is a noun.
So guys if get confused what is gerrund, gerrund is verb plus ing aaa…. and the function
is always as a noun. There are four types of gerrund that will be explained by my friends.

A : All things grammar, gerrund take higher credibly to suppprt. The problem here is that
present principles always end with letters ing besides being able to support general you
should be able to tell the differences between the gerrund and the present participant. Lets
go back to the definition of the gerrund for a moment, gerrund is words that are form with

14
 verb but act as noun, but present participant do not act as noun instead they are act as
modifies or complement in progress verbs.

C : Im going to explain about subsifier that is object of the preposition that become a
complement. I will explain the subject of subsifier and... what is sample of the times. I
will give you an example, gardening is normative verb but there is action as actiivity. ....
And the second is direct object, then I will give aan example of ... of direct object. I have
received some money from my gardening. Where gardening here is an object of a habit
which has reason activity. Then the act as subject complement again gardening here is an
act of something. From the statement we can see from the first aim that shows the object
as the subject.

H : So i will explain about the gerrund phrase. Gerrund phrase always begin with gerundd
verb and end with ing and all include as the modifiers. It is always functioned as nouns
sonthey will be subjects, subject complement or object in the sentence.

B. The Data Analyzing

From the first presentation, we got that there are four times filled pause and five times
unfilled pause. Then, in the second presentation we found that there are seven times filled
pause and four times unfilled pause. And in the last presentation we had found that there
are three times filled pause and two times unfilled pause.

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 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Presentations are a great way to have students practice all language systems areas
(vocabulary, grammar, discourse and phonology) and skills (speaking, reading, writing and
listening). They also build confidence. good presenters are better communicators all round,
since they are able to structure and express their ideas clearly. Presentation skills are
extremely useful both in and outside the classroom.

A filled pause, or filled pause, is an articulation by the speaker that may be encountered
between utterances but is not to be mistaken for a lengthened sound within a word. A filled
pause occurs most often when a speaker is thinking. It is a filled pause in that the speaker
actually breaks off speech while continuing to articulate.

Unfilled pauses have a major influence on style and rhythm. Unfilled pauses are pauses
that are silent; these might correspond with breathing or swallowing or be intended for
communicative. Unfilled pauses are often used in rhetoric while focussing on the
communicative aspect of expression.

B. Suggestion

Based on the data that we had analyze, we thought that it is better for the presenter to not
make any mistaken such doing filled or unfilled pause. The reason why we said like that is
because those two pause would be wasting our time while we are presenting something. Even
though we are forced to make pause, we better use a filled pause because it indicates that
there will be a continuation of our presentation so that listeners don't tend to be confused
because in unfilled pause we tend to be quiet without any sign that there is a continuation of
our presentation.

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