J-SHELVES OF INDRAGIRI VOL.1. NO.2.

MAY 2020
E-ISSN. 2721-205X

THE STUDENTS’ DIFFICULTIES FACTORS IN SPEAKING

Santi Adriani Putri1, Samsul Amri2, Ahmad3
English Study Program
Universitas Islam Indragiri 1,2,3

ABSTRACT

Speaking is a subject matter that must be learned by the students because it is the
most important factor in the development of English language skills. However, it is
more difficult than another subject because there are some difficulties experienced by
students in speaking, such as low vocabulary mastery, the difficulties in pronouncing,
confused in arranging words, afraid of making mistake and many another factors that
cause of speaking difficulties such as teaching strategy, the curriculum, and the
environment. The research purpose is to know the factors of the students' speaking
difficulty. The design of the research is descriptive qualitative. The number of
population as many as 157 students of eleventh-grade students of SMA Negeri 2
Tembilahan that consist of 6 classes. In taking the sample, the researcher uses a simple
random sampling technique. The number of samples is 40 students or 25% of the
population. The researcher uses a questionnaire as an instrument as many as 15 items
and also uses an interview technique. After analyzing the data by using the descriptive
qualitative method, it is known that the four factors of speaking difficulty have a
positive value or more than 50%. The values of these four factors were 62.5% for
personal factors, 95% for teaching strategies factor, 90% for curriculum factor and
57.5% for the environmental factor. Therefore, it can be inferred that the dominant
factor which causes students’ difficulties in speaking is teaching strategies.

Keywords: Difficulty, Factors, Speaking

INTRODUCTION
Speaking can be defined as an activity to talk with the English language.
Through speaking we can interact with the world community. The objectives of
speaking are to inform, entertain, report, persuade, and convince one. In general, the
purpose of speaking is to be able to simple oral communication in English. Speaking
learning objectives should not be separated from the purpose of learning English. The
benefits of speaking are to increase self-confidence. But speaking is the most important
factor in the development of English language skills such as reading, writing and
listening. For example, when learning writing or controlling various types of tenses,
grammar and vocabulary election is not wrong. In listening, when the following
activities or just listen to hear English, the listener can say back.

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The speaking materials English in high school is a collection of subject matter

that must be learned by the students either grade X, XI and XII. In English learning,
students are usually assigned to interpret the expression every day. The purpose to learn
is to can speak fluently in English, especially the dialogue that often occurs every day.
Following the Standards of Competence in English which is seen in senior high school
English syllabus, speaking objectives is.
“Disclose the various meanings (interpersonal, ideational, textual) in a
variety of oral texts interactional and monologues especially in the form of
descriptive, narrative, spoof/recount, procedures, reports, news items
anecdote, exposition, explanation, discussion, commentary, and reviews. "

Thus, material related to speaking at the high school level is a matter of

monologue text in which the students are expected to reveal the meaning contained in
each text.
In reality, speaking in English is more difficult than writing and reading. It is
also shared by the researchers themselves. The most often experienced difficulties when
speaking in English is because of the discrepancy between the writing and
pronunciation of the word or phrase. Also, there are some difficulties experienced by
students in speaking English which is seen in a study written by Afisa (2015) is as
follows.
1. The student’s low vocabulary mastery resulted from their limited knowledge of
meaning vocabulary had led them difficulties in understanding the conversation.
2. The students had difficulties in pronouncing certain words because English words
are different between pronunciation and writing.
3. The students were still confused about arranging words. Then, there were still some
mistakes in their grammar.
4. The students were often afraid of speaking English because they were worried
about making mistakes.
These difficulties can occur because of factors that affect. Factors can be
interpreted as the reason that led to a problem. This means that any problems that arise
naturally because of the factors that influence. According to KKBI online (2017) factor
is a thing that contributed to the occurrence of something. In connection with the factors
that cause difficulties when speaking English students, Sri Wahyuni (2014: 61) said that

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thing that causes a person difficulty in speaking using the English language is their lack
of confidence.
From the researchers’ point of view, almost all students have difficulty in
speaking English. Therefore, researchers interested in carrying out a study on the
difficulties in speaking English and the factors that influence them.

LITERATURE REVIEW
Concept of Speaking
Speaking is the intention of delivering events, ideas, thoughts, one's feelings to
others in a clear, logical, purposeful and systematic use of oral language, so the intent to
understand other people. Speaking is an oral language skill that is productive. In English
Oxford living dictionary online, speaking is the action of conveying information or
expressing one's feelings in speech. According to Flutcher (2003: 23), speaking is the
verbal use of language to communicate with others.
"Speaking is a productive skill that can directly and empirically be
observed, those observations are invariably colored by accuracy and
effectiveness of a test-takers listening skill which is necessary compromises
the reliability and validity of an oral production test (Brown, 2003: 140)."

The main purpose of speech is to communicate, so many expressed that a

language is a communication tool. To effectively convey thoughts, the speaker should
understand the meaning of everything that wants to communicate. He should be able to
evaluate the effect of communications made to the audience and they must know the
principles that underlie all situations talks, both generally and individually.
Speaking skill is the productive skill in the oral mode. Like the other skill,
speaking is more complicated than it seems at first and involves more than just
pronouncing words. There are five components of speaking skill that can be defined as
follows: pronunciation, grammar, vocabulary, fluency, and comprehension. To be a
good speaker the English learners have to master all of the components. However,
besides those linguistic components above there are many factors that influence
speaking ability such as motivations, behavior patterns, and likely mistakes. From that
statement, it can be concluded that our motivation and also our environment are the
emphasis factors in improving speaking skills.

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Speaking is not simply expressing something orally. However, students need to

acquire some speaking aspects to have good speaking skills. As proposed by Brown
(2001: 168), those aspects are pronunciation, fluency, vocabulary, and accuracy.

Speaking in Senior High School

Speaking in English is a skill someone to express desires and thoughts to anyone
with an oral, but, speaking skills difficult to grow if not trained continuously and can be
done with peers in the classroom, teachers of English, or other teachers who could speak
English. The objective is to facilitate conversation skills, enrich vocabulary usage,
improve order language, sayings enhance vocabulary, sentences in English, and train
hearing so easily grasp the message of the speaker.
On learning in secondary education or senior high school, students are required
to master the English language. English is the language of instruction for certain
subjects. However, there are still some teachers who deliver the subject matter is
bilingual (Indonesian and English) that aims to equalize the status of the school with an
international. According to Rizka (2015: iii), English speaking is a material particularly
difficult for some people. Basically, learning English is not so hard after all beginning
students. Though just depends on how to learn and how it is applied in the field.
Learning English speaking skills contextually should adjust to help students master
English.
At the senior high school level, the material studied in each class speaking either
tenth grade, eleventh grade, and twelve grades. As for the standard of competence and
basic competences can be seen speaking in English syllabus SMA / MA Curriculum
2013.
Table 1 English syllabus SMA / MA Curriculum 2013
Standar Kompetensi Berbicara
10. Mengungkapkan makna dalam teks lisan fungsional
dan monolog pendek sederhana berbentuk recount, dan
narrative untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar 10.2 Mengungkapkan makna dalam monolog pendek
sederhana dengan menggunakan ragam bahasa lisan secara
akurat, lancar, dan berterima untuk berinteraksi dengan
lingkungan sekitar dalam teks berbentuk recount dan
narrative.

(Adapted from Kurikulum 2013 Depdiknas, 2013)

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Factors of Difficulties in Speaking

According to Ur (1996:117) in Afisa (2015), many factors cause difficulty in
speaking, they are as follows: inhibition, nothing to say, low or uneven participation and
mother tongue. In addition, Raba'ah (2005:15) in Afisa (2015) pointed out that many
factors cause difficulties in speaking English. Some of these factors are related to the
learners themselves, the teaching strategies, the curriculum, and the environment. For
example, many learners lack the necessary vocabulary to get their meaning across, and
consequently, they cannot keep the interaction going. Inadequate strategic competence
and communication competence can be another reason as well for not being able to keep
the interaction going.

RESEARCH METHOD
This research was designed as survey research including direct observation of
the object under study to obtain the relevant data. The method used in this research is
using both qualitative and quantitative analytical research methods. In general, survey
research can be divided into two, namely, cross-sectional surveys and longitudinal
surveys. The cross-sectional survey is research that only requires a one-time survey
course to get the data. The longitudinal survey is descriptive research that requires many
times to get the data. According to Gay (2000:279), longitudinal surveys collect the data
at two or more times to measure changes over time.
This research was conducted at SMA Negeri 2 Tembilahan which is located at
Jl. Tanjung Harapan Tembilahan, Indragiri Hilir, Riau. Moreover, the sample is
representative of the population that can provide the research data. According to
Riduwan (2004: 56), the sample is a part or representative of the population, named the
research sample if we intend to generalize the result of the research sample. The
numbers of the population of this research are 157 students. Riduwan (2004: 56) said
that if the population is less than 100, it is suggested all as a research sample, but if the
population is more than 100, we can take only 20%-25% or 30%-35%. In this case, the
numbers of the sample in this research are as many as 25% of the population. Thus there
were 40 students as the samples of this research.

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Furthermore, research instruments that are used in this research are

questionnaires and interviews. The questionnaire is intended to obtain data concerning
the students’ difficulties in speaking. While the interview is used to collect to obtain the
data concerning the factors that cause students' difficulties.
Then the researcher should analyze the data to find meaning than that meaning
into the results. In general, the process of data analysis is done through data reduction,
presentation or display of data and conclusions or Verification (Miles, 1992:16).
Moreover, the researcher used a questionnaire as a research instrument. The scale which
is used in the questionnaire is the Guttman scale. Riduwan (2004: 91) said that the
Guttman scale is used if someone wants to know the clear answer, such as yes or no
which the score of the answer (yes) is 1 and the score of the answer (no) is 0. Therefore,
the questionnaire has been analyzed in the following way. The interval in analyzing the
questionnaire bases on the formula:

I : Interval R : Range K : Category (Riduwan, 2004: 91)

Based on the formula above, it is found that the range is the highest score – the
lowest score or 1-0 = 1. And, it was known that the categories are (yes) and (no) or
category is (2). Therefore the interval is ½ or 0.5 or 50%. Therefore, the criteria of the
questionnaire score have 2 types that can be seen below.
1. If the score biggest or the same with 50%, the score is positive
2. If the score lowest than 50%, the score is negative

FINDINGS AND DISCUSSION

The Analysis of Questionnaire
The questionnaire was formed in a Gutman-Scale questionnaire where there are
2 optional answers to each statement. Both options are (Yes) and (No). For the answer
(Yes) is assigned a value (1) and for the answer (No) is assigned a value (0). All
questions required respondents to provide the answers based on their perspective
opinions on the difficulties in English speaking. The questionnaire consists of four
indicators where each indicator there are several questions. They are learners

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themselves, teaching strategy, curriculum, and environment. Therefore, the researcher

has analyzed these four indicators in the explanation below.

a. Learners Themselves
Learners themselves are the main factor causing a person to feel difficult or not
when speaking English because with personal ability someone can speak English. This
includes vocabulary mastery, word pronunciation skills, grammatical mastery, and self-
esteem. In the first indicator, there are 7 questions. The data obtained through a
questionnaire about the first indicator which is the answer of the respondents can be
seen in the table below.
Table 2 The Data of Learner Themselves Factor
Learner Themselves Factor
Criteria Score Mean Score Percentages
Yes 25 0.625 62.5%
No - - -

Based on the data which has been obtained from the research respondents as much
as 40 respondents, this indicator lies in the higher area than half. The score was 0.625.

b. The Teaching Strategy

The second indicator that can cause difficult or not speak English is a teaching
strategy, which is the strategy used by the English teacher to learn English especially
about speaking. In other words, an English teacher must be smart in dealing with
situations or circumstances where students can feel comfortable while studying. In this
indicator, there are 3 questions. The data obtained through questionnaire research on
this indicator can be seen in the table below.
Table 3 the Data of Teaching Strategies
Teaching Strategies
Criteria Score Mean Score Percentages
Yes 36.67 0.95 95%
No - - -

Based on the data which has been obtained from the respondents of the research as
much as 40 respondents, the teaching strategies lie in the area that almost close to the
perfect that is at 0.95.

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c. The Curriculum
This indicator is a common factor that always faced by the students in learning
English because, at the level of junior high school, English material is usually studied
more than other subjects. Therefore, students should be more mastering the English
language especially speaking material than other subjects. In this indicator, there are 2
questions. The data that has been obtained through can be seen in the table below.
Table 4 The Data of Curriculum
Curriculum Factor
Criteria Score Mean Score Percentages
Yes 36 0.9 90%
No - - -

Based on these data, the curriculum lies in the area close to the perfect. that is at
0.9.

d. The Environment
The final indicator may also be referred to as an external factor in which their
surroundings affect the student's speaking ability. These environments include the
school environment including friends communicate and outside the school environment
such as home or playground. If the environment offers a form of communication using
the English language, it is better for the learners’ speaking ability. In this indicator,
there are 3 questions. The data that has been obtained through the questionnaire can be
seen in the table below.
Table 5 The Data of Environment Factor
Environment Factor
Criteria Score Mean Score Percentages
Yes 23 0.575 57.5%
No - - -

The table above showed that the environment has a value that lies in the middle
area at 0.575.
Based on the results of research that the researcher has done in SMA Negeri 2
Tembilahan, it can be seen that the factors that cause the difficulty of speaking English
include the student's factor (learners themselves), the factor of teaching strategies, the
curriculum factor and the environmental factor. Based on a questionnaire that has been
distributed to the students of SMA Negeri 2 Tembilahan, it is known that the four
factors have positive value or more than 50% of students answer the questionnaire with

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a positive answer. The values of these four factors were 62.5% for personal factors,
95% for teaching strategies, 90% for curriculum factors and 57.5% for environmental
factors.

The Analysis of Interview

After researching by spreading the questionnaires to the respondents of the
research which the students of the eleventh grade of SMA Negeri 2 Tembilahan were 40
respondents, then the result of the questionnaire analysis was used as the guideline in
preparing the second instrument in the form of an interview. The interview has been
done on February 26th – 27th 2018. The resources of the interview in this research are
one of the English teachers of SMA Negeri 2 Tembilahan named Nurpanca Berlian, S.
Pd and one of the eleventh grade of SMA Negeri 2 Tembilahan named Muhammad
Affandi.
Based on the results of the questionnaire which has been done, it was known that
the factors that cause the difficulty of speaking English include the student's factor
(learners themselves), the factor of teaching strategies, the curriculum factor and the
environmental factor. The four factors equally have a positive value that is greater than
or equal to 0.5 in the sense of having a percentage greater than 50%. This means that the
four factors are the factors that cause the difficulty of speaking English.
Therefore, the interview which has been done by the researcher is aimed to find
out the reason why these four factors can be the cause of the difficulty of speaking
English. Here are the results of interviews conducted on English teachers and students
of SMA Negeri 2 Tembilahan.

a. Informant: English Teacher of SMA Negeri 2 Tembilahan

The Questions
b. N The Responses Conclusions
1 From the resultso of research That's because vocabulary, The students’
by using a questionnaire that I grammar, and pronunciation are ability in mastering
have done in the eleventh- important elements in English. If a vocabulary,
grade students of SMA Negeri person's ability to master these grammar,
2 Tembilahan, it is known that three elements has been good, then pronunciation, and
the factor of students' ability their language skills will be good. confidence is the
in mastering vocabulary, This is what I think is why the factor that can
grammar and pronunciation is mastery of vocabulary, grammar affect the difficulty
the factors that have an and pronunciation is the factor that or not speak
influence on difficult or not in influences whether or not it is English.
speaking English. Also, the difficult to speak English. In
feeling of worry will make addition, I think a person's
mistakes when speaking mentality also affects the difficult

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English is also one thing that or not speak English. If someone

influences the difficult or not has a sense of confidence then his
to speak English. It was ability to speak English will be
proved by the data that more good. But many things that make
than 50% of students think so. students less confident when
Based on the data, what do speaking English, such as fear of
you think? Why is that? mispronunciation, fear of using
grammar and others. But it can be
overcome by way of more
vocabulary, grammar and has a
good pronunciation to reduce the
feeling of lack of confidence.

2 From the results of research, it Because the method of learning The teaching
is known that the teaching which is used by the teachers when strategy is a factor
strategy is a factor that has an teaching has a huge impact on the that can affect the
influence on the difficult or success of lesson, the method which difficulty or not
not speak English. In this case, is used should be under the needs of speak English.
the teaching strategy means is students, it is mean that a teacher
the methods that you used must be able to understand the
when teaching English about condition of students to provide a
speaking. The results showed comfortable form of teaching. This
that more than 50% of the applies to all subjects especially
students think that the method language lessons.
which you use has been good.
Why do you think teaching The point is if we talk about
strategies or teaching methods speaking, I think the method is the
are the factors that make it main factor of student's success in
difficult or not to speak sharpening speech ability itself.
English?

3 From the results of research, it Because learning English especially The Curriculum is a
is known that the English about speaking is not absolute with factor that can
language curriculum is a the amount of time that was given affect the difficulty
factor that also has an but how the effectiveness and or not speak
influence on the difficult or efficiency of learning itself. This English.
not speak English. This is means that although much time is
evidenced by the data that given on English material but the
more than 50% of students time is not used properly, then the
think that English material result will not be satisfactory but
given in school can improve although little time is given on
their speaking ability. Why do English material the time is used
you think English material effectively and efficiently then the
that was given in the school result will be more satisfactory.
can improve speaking skills? That is why even though the time
It is not the time of study on the English lesson curriculum is
which is contained in the less but the students feel the time is
English curriculum is very enough to improve their speaking
little. ability.
4 From the results of the Because the environment is their The environment is
research, it is known that the arena in exploring their ability to a factor that can
environment either school speak either school environment or affect the difficulty
environment or outside school environment outside the school. or not speak
is a factor that also has an That is, if their environment offers English.
influence on the difficult or a form of communication in
not speak English. This is English, then their English skills
evidenced by the data that will be good but if their
more than 50% of students environment offers a form of

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think that so. communication in the other

language or mother tongue, then
Why do you think the their English skills will be less.
environment can have an
impact on students' ability to
speak English?

Based on the results of interviews that have been done as seen in the script above,
it was concluded that the cause of the four indicators is a factor of difficulty speaking
English because these four indicators are important elements that must be mastered by
learners.

c. Informant: the Student of SMA Negeri 2 Tembilahan

The Result of Interview with Students (Muhammad Affandi)
No The Question The Response Conclusion
1 Do you think English is a There is difficult and easy, difficult -
difficult subject? when learning about speaking
because it is difficult to say English
words that are not following the
spelling. Ease while learning tenses
because of tenses easier.

2 According to you between the Yes, any relation. -

ability grammar mastery,
vocabulary and pronunciation When someone speaks English, he
have a relationship with needs vocabulary mastery to say the
speaking? if any relation, how right words, he requires the ability
and explain! to use good grammar so that the
words have an arrangement and he
requires good pronunciation to
make the sentences easy to
understand.

3 What do you think about Not everyone is afraid when -

concerns when speaking, such speaking English, some people are
as worrying about wrong, not afraid when speaking English
nervous and others? even if wrong. People who are
afraid are usually shy even though
he is clever.

4 Do you think there is a way to In my opinion, using any method

improve speaking ability? for will still be difficult to speak
example by learning method. English. Unless we can live in
America because people there
communicate by using English.

5 Do you think about living in Not really. -

America where the people
there communicate by using But at least, because often hear and
English then you can speak mingle with the people there,
English? automatically we will be able to
speak English although not fluent.

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The Result of Interview with Students (Rusmar Hadi)

No The Questions The Responses Conclusion
1 Do you think English is a Yes, I think English is very difficult -
difficult subject? because I do not like English.

2 According to you, whether Of course, there are relationships. -

there is a relationship between
the ability of grammar Because grammar, vocabulary, and
mastery, vocabulary and pronunciation are important
pronunciation with speaking? elements when someone speaks.
if any relationship, how and Including when speaking English.
explain!
3 What do you think about I do not know. But I always -
concerns when speaking, such nervous when speaking English.
as worrying about wrong,
nervous and others?
4 Do you think there is a way to I think to improve speaking ability
improve speaking ability? for we must speak English every day,
example by learning method. everywhere and every time. But I
do not know about the method to
improve speaking ability.

The Result of Interview with Students (Ananda Maulidin)

No The Questions The Responses Conclusion
1 Do you think English is a Yes, I think English is a very -
difficult subject? difficult subject because English
is like mathematics which needs a
formula such as tenses.

2 According to you, whether there Of course, there are relationships. -

is a relationship between the
ability of grammar mastery, Because without grammar,
vocabulary and pronunciation vocabulary, and pronunciation
with speaking? if any someone cannot speak English.
relationship, how and explain!
3 What do you think about It is natural, I think when students -
concerns when speaking, such speak English in front of the class
as worrying about wrong, they were worrying about the
nervous and others? mistake.
4 Do you think there is a way to I think to improve speaking
improve speaking ability? for ability we must speak English in
example by learning method. daily life,

Based on the results of the interview which has been done on three of eleventh-
grade students of SMA Negeri 2 Tembilahan, it is concluded that the English language
subjects are difficult compared to other subjects, especially the subject of speaking.
That's because more students are less vocabulary, grammar and not fluent in
pronouncing words or sentences in English so they will have difficulty speaking English

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though by any means. Besides, it is also concluded that the environment can be the best
means if someone wants to speak good English.
Based on the result of the data presented above, the researcher has found the
purposes of the research that are:
1. Factors that cause the difficulty of speaking English among others the personal
factor of the students themselves, the teaching strategy factor, curriculum factor,
and environmental factor. Based on a questionnaire distributed to students of SMA
Negeri 2 Tembilahan, it is known that the four factors have positive value or more
than 50% of students answer the questionnaire with a positive answer. The values
of these four factors were 62.5% for personal factors, 95% for teaching strategies,
90% for curriculum factors and 57.5% for environmental factors.
2. English subjects are difficult subjects compared to other subjects, especially the
subject of speaking. That's because more students are less vocabulary, grammar and
not fluent in pronouncing words or sentences in English so they will have difficulty
speaking English though in anyways. In addition, it is also concluded that the
environment can be the best means if someone wants to speak good English.

CONCLUSION
The speaking lessons that are applied in the school certainly have a purpose. The
purpose of speaking is to tell, entertain, report, persuade, and convince someone.
However, many say that learning to speak is very difficult. Based on the results of the
research by using questionnaires and interviews which have been described previously.
The result of the research proved that four factors caused the difficulty to speak English.
They are the student's own personal factors (learners themselves), the factor of teaching
strategies, the curriculum factor and the environmental factor. Based on a questionnaire
that has been distributed to the students of SMA Negeri 2 Tembilahan, it is known that
the four factors have positive value or more than 50% of students answer the
questionnaire with a positive answer. The values of these four factors were 62.5% for
personal factors, 95% for teaching strategies, 90% for curriculum factors and 57.5% for
environmental factors. Therefore, it can be inferred that the dominant factor which
causes students’ difficulties in speaking is teaching strategies.

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