They Who Hesitate: The Influencing Factors of Hesitation Phenomena in Students’ Speaking at IAIN Langsa

This research is carried out to investigate the influencing factors of the Hesitation phenomena in students’ speaking. The participant of this research is five students of seventh semester from English Department of IAIN Langsa in academic Years 2017-2021 who have been selected through purposive sampling based on certain characteristics. This research used qualitative method to gain the data, observation and interview. Based on the results, there are five factors lead the students to hesitate during speaking, which is breathing, pragmatic reason, cognitive process, linguistic planning, and nervousness. Therefore, one of the participants blamed that breathing can be the solution to overcome hesitation in speaking as well as practice and preparation. The researcher has several suggestions for this research. Specifically, first, the students should be aware of the existence of the hesitation phenomena during their speaking. Second, it is necessary to raise the lecturers' awareness since the hesitation phenomenon is an important factor that affects students speaking performance and difficulty. Finally, due to the limitation of this study, further investigation hopes to explore more with a larger population and different groups of students. Therefore, further research about certain approaches or methods to reduce hesitation phenomena in speaking is needed.


INTRODUCTION
Speaking skill is regarded as one of the most onerous aspects of language learning. Particularly, Brown defines speaking as an interactive process of constructing meaning that involves producing, receiving, and processing information (Brown, 1994, p. 227). In this case, the effective speaking involves a good deal of listening, understanding of how other parties are feeling, and knowledge of how linguistically to take turns (Harmer, 2001, p. 271). Additionally, Mahripah (2010) define that speaking skill is affected by some linguistic components of language, namely phonology, syntax, vocabulary, and semantics. It includes psychological factors such as motivation and personality. Therefore, all of the factors face by the students had been caused the low involvement in the speaking skill.
As a language learner, the students of the English Department IAIN Langsa often face linguistic problems in their speaking activities due to their inadequate knowledge of the language. This commonly occurs when they have to answer the questions from lectures in the classroom discussion or when they have to present certain topics in front of the class. Particularly, this situation occurred in students during speaking in giving a speech or presenting the discussion of the topics. In this case, the researcher has observed the situation that requires them to give the presentation in the class, the researcher encountered some of her classmates who are finding difficulties to seek the appropriate word they intended to say. As a result, they gave up and continued the speaking activities without any solution to overcome the linguistic problems.
Considering the phenomena that have been occurred, the researcher did the pre-observation to the seventh-semester students during the presentation into the proposal seminar. Naturally, there are several types of hesitation phenomena that occurred while the students were delivered their ideas during the presentation. In detail, they often used some words such as (u:m, u:h, ok, and a), they also did a repetition and silent pause, Hlavac (2011). Given this point, Carroll on Taufik (2019) stated this is occurred due to the speaker who does not produce any sound or words to fill their pause in the silent period. Therefore, those phenomena cannot ignore in avoiding the disfluency when producing language in speaking as a language learner.
The purpose of this research is to investigate the factors that influencing the hesitation phenomena which occurred in students' speaking at English Department of IAIN Langsa and the question of this research is what factors contrives the hesitation phenomena in students' speaking?

Language Production
Language production describes all the stages in the production of spoken or written language. It divided between having a concept and translating into a linguistic form. The speakers are possibly produced the language when they have an idea to put into words and utterances.
Finally, the listener catch-up the sound, recognize the word, and understand the meaning from what the speakers' intended to say (Dennet, 1987).
Mistakes are possibly occurred when we produced language in our mind (D. McNeil, 1990). Some people believed that language production can be intrinsically more difficult subject than speech comprehension to study. Thus, the reason is because although speech is observable, the ideas that lead to the ambiguity.
According to Levelt in (David Carroll, 2008), stages of speech production distinguish into four stages in the following: 1) Conceptualizing what supposed to be communicate 2) Formulating the idea into linguistic plan 3) Executing the plan through the muscles located in the speech system 4) Monitoring the speech to conformed what and how intended to say According to (Dennett, 1987), oxygen is one of the crucial things to produce the speech sound. Generally speaking, language production related to the transformation between aerodynamic energy and acoustic energy. In this case, aerodynamic defines as the airflow in the vocal tract.
It includes the process of a kinetic form to produce air pressure which represent into sound waves. In detail, it can be seen in the following: 1) The brain processed the massage that the speaker will say The massage can be possessed from the other speaker or from the speaker itself.
2) The speech organ produced the sound The speakers need oxygen as the biologically needs to breath. Speech sound can be produced when there are some interruptions. When the speaker breath restfully, the air goes will uninterruptedly and that is why there is no speech sound is produced. Therefore, the existence of hesitations in any language indicates a feature of natural speech that occurs when participants unable to express their particular idea during speaking.

The Factors of Hesitation
As Gilquin stated that spoken language is unrehearsed and spontaneous in its purest form. The speaker builds speech as they go along, in a process of on line planning. As a result, sometimes the speakers are inevitably hesitant and do not know what to say next (how to express it). In this case, a hesitation like a pause, repeat, or false start is produced to fill the hesitation period.
According to Clark and Tree (2002) explain that hesitation occurs when several problems come from the speaker during speaking activity.
In detail, they may have a problem in organizing the ideas, syntax formulizing, selecting, and pronouncing the word. Besides, Watanabe and Rose defined that speech that occurred by one or more interlocutors may be described as continuous, but the moment of reflection will reveal and not continues at all, minimally speakers must break off their speech for breathing.
Levelt on David Caroll (2008) explained four stages of language production are divided into conceptualizing, formulating, articulating, and self-monitoring. In detail, firstly, the speaker must conceptualize what they need to communicate. Secondly, formulate the thought in the form of a linguistic plan. Thirdly, execute the plan through the muscle in the system of speech. Finally, monitor the speech in order to determine what and how we intended to say. Therefore, speech production is a complex process that requires the coordination of the laryngeal, respiratory, and supralaryngeal systems.
According to Carroll (2008), hesitation may happen due to these three reasons. First, sometimes the speaker pauses because they have to "come up for air" or breathing. In case, speech is produced as the speaker expels the air from the lungs and must occasionally pause to inhale before its continues. Second, the speaker sometimes pauses due to pragmatic From the explanation above, the researcher concludes that some factors that make the speaker hesitate to speak are breathing, pragmatic reason, cognitive process, linguistic planning, and nervousness.

The Participants of the Study
This research was implied the purposive sampling technique.
According to Creswell (2009), hence the synonymous for purposive sampling and qualitative research is because the researcher can be preferred the participants and research sites that are correlated with the phenomenon and research problem being studied. The participants of this research were consisting of five students of the English Department IAIN Langsa in academic years 2017-2021. In detail, it was divided into two students from the fourth semester, one student from the six-semester and two students from the eight-semester. Therefore, Rubin and Rubin suggest three guidelines for selecting the participants in purposive sampling. In detail, they should be: 1) knowledgeable about the subject and phenomena being studied. 2) prepared to participate in the research.
3) represent the range of points of view.

Research Design
This research is a descriptive qualitative method. Broadly speaking, this method is used in research that is designed to contribute an in-depth description of a specific program, process, or setting. According to Donna M. Mertens (2010) qualitative research requires the researcher to conduct an interpretive and naturalistic approach to the world. This is the situated activity consists of the representation, namely, field notes, interviews, conversations, photographs, recordings, and memos. Moreover, Creswell and Plano Clark (2009) added that the aim is to exploring and understanding the meaning of the social and human problems of the individual or groups.
At this level, this research presents the data in a descriptive qualitative way. The phenomenon is described naturally based on the data that was found in the field that is present in form of a word or description instead of several measurements. The process involves emerging questions and procedures, collected the data in the participants setting, analyzed the data from particulars to general themes, and the researcher interpreted the meaning of the data. Therefore, the researcher must not make any interventions that possibly damage the naturalization of the data.

The Procedures of Data Collection
The research used observation and interview. The researcher observed the students' speaking activities by acted as the participant. In addition, the researcher also conducted an in-depth interview to seek the factors of the hesitation phenomena in students during speaking.

RESULT
To investigate the factors of the students being hesitant, the researcher conducted a semi-structured interview from 27 th to 28 th June 2021. The interviewee consists of five students from the English Department IAIN Langsa who have performed themselves in the "Intercultural Peering Discussion Program" that the researcher used as the source of data in this research. Therefore, the researcher interviewed the students face to face to pursue detailed answers and explanations.
Thus, there are twenty questions answered by the students presented in the following:

1) Breathing
For the first question, the researcher asked the speakers whether they often did pause and come up for air during their speaking activity.
Hence, the researcher found that all the speakers conformed that they did pause and breathing process during the speaking activity. In detail, the researcher required a brief explanation from all of the five speakers that they often pause and come up for air during speaking due to this several things: 1) Confused about the word they want to deliver, and it takes time to pause before coming up with the new utterances. 2) Nervousness lost their focus and have to think the next word before continued speaking. 3) Less vocabulary and should translate the language in their brain before coming up with the utterances. This was supported by the answer from the speakers which displayed in the following: "The reason is that I got nervous and also I have to think the next word to continued speaking." As well as student 1, student 3 also added their answered in the following: Second, the researcher tried to pursue another response from the speakers about the breathing process during speaking, whether they experienced the process of expelling the air from the lung and pause to inhale before continuing the speaking activity. According to the interview, all of the speakers stated that mostly they have always been through such a process to regulated breathing. Furthermore, the following is the student 2 elaboration in response to the given question: Finally, in the third question, the researcher wanted to clarify whether breathing is one of the factors of their hesitation during speaking.
According to the interview, three students stated "yes" to this question.
Their answers are shown in the following: On the other hand, two students give their perspectives in responses to the question of whether breathing is one of the factors that cause them to be hesitant. From the analysis, both two students believe that breathing is not the factor that causes hesitation but that is the way to overcome the hesitation. Here in the following: "For me, I believe that breathing is not the factor of hesitation but this is a solution to overcome the hesitation itself. By doing a pause it will give me time to think and prepared my next utterances." Besides, they also stated that the answer could be "yes or no" and it depends on the preparation because less practice will lead them to nervousness which can contribute to hesitation during speaking. To prove, these are students' answers in the following: "The answer can be yes or no. For me, it depends on my preparation. When

I'm not prepared enough, I will get nervous and this affects my breathing."
Therefore, from all of the answers, the result of the interview validated that breathing is believe as one of the factors that contribute to the hesitation phenomena in students' speaking.

2) Pragmatic Reasons
Pragmatic reason can be simply defined as the way language is used to communicate. At this stage, the researcher wanted to know whether pragmatic reason can be the factor that made the students hesitant during speaking. To pursue students' responses given to this indicator, the researcher asked them three different questions. First, the researcher wanted to know whether they agree that the crucial purpose of speech is to communicate information to the listener. Second, the question is about whether the students often wait before continuing their speaking activity.
Finally, the researcher wanted to analyze whether the students tried to be communicative to the listener during speaking.
In the first question, the researcher succeeded to seek the students' answers related to the crucial purpose of speech that is to communicate information to the listener. According to the result of the interview, all of the five speakers stated they admitted to the question. It can be seen on the student's answers below: "Sure, of course. I agree that the important purpose of speech is to communicate the information because there is the content of speech and it should be delivered to the listener. Then, we should be clear in speaking, so that the audience will be understood." The other students added more responses to support the statement:

"Yes, because I believe if the purpose of communication is to communicate
our ideas and transfer the information to the audience." Therefore, the researcher concluded that all of the speakers believed that communicate the information to the listener is the aim of communication. The reason is that they should make sure that they could transfer all of the ideas clearly so that the listener would not question Thus, from the explanation above, all of the students acknowledge that pragmatic reason can contrive the hesitation in their speaking.

3) Cognitive Process
In simple terms, the speaking activity requires the process of processing information such as perception, memory, and thinking. To simplify, that is called a cognitive process. Given this indicator, the researcher wanted to know whether the students have been through those cognitive processes. Based on the result of the interview, all of the students confirmed that this has occurred to them. The following is the students' answer: From the answer above, the researcher concludes that fewer vocabularies and grammar use still become the main factor that can cause error activity that made the students face difficulties during speaking.
To sum up, the researcher revealed that all of the students stated "yes" that the cognitive process is one of the factors that contrives the hesitation that occurred in the students' speaking. This is the students' final statement: "Yes, it impactful to made me hesitant. It makes me should process all the information first within my brain and it cause hesitation."

4) Linguistic Planning
The operation of linguistic planning is provided to plan the utterance linguistically, followed by syntactic organization, content words, morphemes, and phonology. Given this indicator, the researcher revealed the students a sense of planning during speaking activity according to the several related questions. First, the result of the interview revealed that all of the students concern about producing words or sound clearly during speaking. One of the students stated that he wants to make sure that he pronounces every single word correctly to make the listener understand.
It can be seen in the answer below: "Yes, of course. The reason is that I should make people understand my pronunciation when I'm speaking. Then I should also want to make sure I From the answer above, the researcher concluded that the students have a very high responsibility to make their pronunciation clear to the listener due to demand since majored in English Education Department.
Especially, this department requires them the ability to perform the English well in front of the students.
Second, the result of the interview explained that the students often planning their utterances such as choose the words or sentences based on the situation whether formal or informal. The following is the students' answer: "Yes, basically I often plan my utterance during speaking and it depends on the audience itself. For example, when I was spoken to my students, I wouldn't use too many academic words because they are still learning.
Then, if I have to discuss with the surrounding that is more formal such as with the lecture in campus, I tend to be aware in my word chosen." Therefore, the researcher concluded that the researcher was concerned to deliver the best word to the audiences and the situation they are talking to whether formal or informal. To sum up, the students also aware of the vocabulary used, such as using academic vocabulary according to the context.

"Yes, because I need to choose the word such as academic vocabulary during my speaking according to the context."
Consequently, it takes time for them to planning the utterances when begin to speak. The interview section revealed some of the students' agreement upon this. It can be seen in the following: "Yes, of course, I have to take time to begin my speaking especially when I have to deliver some information so that I should make sure I speak the right information. I would like to stop first, take a deep breath, and then try to memorize some information." Besides, the students also explained that they utilized the times to regulate their breathing so that they will be relaxed in transferring the information.
"Yes, I choose to take time to regulate breathing to make me relax and transfer the information better." On the other hand, another student defined that he took time in speaking due to the process of ideas and sentence structure in English. In this case, this appeared when there is a tricky question given by the listeners that seem to be difficult to answer.
"Yes, I often taking time because I'm feeling confused about the tricky question. So, I need to process the ideas and arrange the sentence in my brain." Then, the speakers also tend to edit their utterances during speaking.
From the result of the interview, the researcher revealed the answer from the students that 1) The students' concern to be clear in their utterances during speaking. 2) Nervousness can cause the students to mispronounce the word and they tend to edit. 3) Naturally, there is a situation where the students produced a different utterance than what they already think, so they should convert it to make sense to the audience. This is the students summarize in the following answer: It can be seen that the students so much aware of mistakes that they made, it proved by the answer below that they often interrupt themselves after detected an error during speaking. Thus the students stated that they are closer to the fluently since they can easily be detected the error: From the explanation above, the researcher concludes that the students paid attention and tend to monitored they utterance since they have a responsibility to make the audience clear to the information.
Unfortunately, the students have a problem in choosing an appropriate vocabulary and grammatical structure so that they afraid of making mistakes. As a result, the linguistic planning often caused them hesitant during speaking.

"Yes, I monitoring my speech because I'm afraid to forget some information
and also because sometimes there are specific jargons to be explained."

5) Nervousness
Finally, in this stage, the researcher wanted to analyze whether the students experience nervousness in the audience during speaking. Hence, the result of the interview revealed that the audiences answered "yes" given to this question. Furthermore, the students had their reason for this.
From the result of the interview, the researcher found out that the students tend to be nervous due to the different context audiences

DISCUSSION
According to the results of the research investigated by did the indepth interview section, the students' answers supported that they followed Levelt in distinguished the four stages of speech production.
First, they conceptualized what they wanted to communicate. Second, they formulate their thought into a linguistic plan. Third, they executed the plan through the muscle in the speech system. Finally, they monitored their speech to determine what and how it was intended to say. Given this point, the result of the interview also supported the factors defined by Carroll (2008) that caused hesitation in speaking.
Three of five participants responded that breathing can be a factor of hesitation in speaking due to several reasons. They frequently answered that they were very concerned about keeping the pace and rhythm in speaking. All of the students agreed that they did the process of expelling and inhale the air from the lung to regulate their breathing. Therefore, it confirmed by Giegerich (1992), this is called the initiation process or the moment when the speaker expelled the air from the lungs and sets the air into motion to produce the speech sound. Besides, the result of the interview also explained that they did pause due to several reasons, namely they have to come up for air, when they lost some vocabulary or when they have to translate the utterances within their brain.
According to the result of the interview, all of the participants supported that the less knowledge and vocabulary gave prior to the hesitation phenomena in their speaking. In this case, the students' answers revealed that all of them agreed they have a responsibility to send a clear message to the listener. Besides, they believed that the crucial purpose of speech is to communicate the content and to the listener.
When the listener questioned what the speaker saying, it can be said that the purpose of communication is distracted.
Besides, the result of the interview confirmed that the students did the process of perception, memory, and thinking. In some cases, they have a difficulty in the grammatical structure when have to answer the direct question about the topic discussion. Then, they also sometimes forgot the information that they already prepared. As a result, they make a speech error during the cognitive process as explained by the primary psycholinguistic theory by Carroll. In brief, speaking skill requires the speaker to find the considerable cognitive process going on during those activities and the result of observation and interview revealed that the students still lacking on.
Another factor that plays a great role in contributing the participants into the hesitation in their speaking is the process of linguistic planning.
All of the students' answers in the interview section revealed that they consider the two stages of linguistic planning as stated by the psycholinguistic theory stated by Carroll (2008). These two stages of language production are divided into articulating and self-monitoring.
Moreover, the findings indicate that nervousness was also the factor that contributes to the students' did hesitation in their speaking. Few admitted that the context of the audience made them felt nervous. The reason is, the discussion required them to present a certain topic in front of the international audience and lecturers. Consequently, as the chosen delegates, they had pressure to perform their English well.
According to the result of the interview, one blamed himself for became worried since he was prepared less. This situation leads them to nervousness, sometimes they lose their pace in speaking, forgot some specific information, or in some context they also seemed to produce an empty lexical item in their speech which one of the hesitation types called fillers. Besides, the result of observation also supported that nervousness can cause them to did pause in prepared the time when begin to start the presentation or cheered the audience in the discussion activity.
In brief, one stated that nervousness during speaking can be overcome by had enough practice and preparation. This is validated by nervousness dealing with situational anxiety when discussed a particular topic. In this case, the students did pause and other hesitation types because their brains were unable to work well as usual.

CONCLUSION
From the interview section, the researcher revealed some factors that contrive the hesitation phenomena that occurred in students' speaking. In detail, they are breathing, pragmatic reason, cognitive process, linguistic planning, and nervousness. Therefore, one participant blamed that breathing can be the solution to overcome hesitation in speaking as well as practice and preparation.