RESEARCH PROPOSAL

AN ANALYSIS OF STUDENTS' PROBLEM IN SPEAKING: A CASE STUDY AT THE

SECOND GRADE STUDENTS' AT MA AT-TAHZIB KEKAIT

By :

LALU AHMAD FATONI

NIM 190107119

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM
A. Background of Research
English is an international language which is used by millions of people all
over the world. English plays an important role in many aspects of life, such as an
international communication to communicate with other people from another
country. According to Held et al in Erlenawati, English is at the center of the
global language system. It has become the primary language of communication in
business, politics, administration, science and academia, as well as the dominant
language in global advertising and popular culture.1
Learning English is very important, because English has become an
international language. Language is used for communication. Which used by
most communities in the world. Many countries use English as their second
language. In Indonesia, English is not considered as a second language but
English is a foreign language English is also called as the target language that has
to be thought by the teacher in school in today's Indonesian curriculum. Therefore,
students hope to improve their ability in English.
English is very important to anybody who wants progress themselves. In
modern science and technology, everyone should have the proficiency to speak
with international language, especially in English language. English for
Indonesian is a foreign language which has complex difficulty to master. So, to be
a professional teacher in language teaching especially teaching English as a
foreign language as not as easy as we think. Moreover, the learners need to learn it
consciously that’s why in Indonesia, English is taught from elementary school up
to university for various needs. There are four language skill are supposed to
master in studying English. They are listening, writing, speaking and reading. One
of the skills that students need to learn and master is speaking, from primary
school students to university students need to learn how to speak English.
Speaking is one of skills used to measure the success of learning English.
Speaking has some aspects including vocabulary, grammar, and fluency. It
considered being the ability to keep going when speaking spontaneously.
Speaking is one of the productive skills in verbal form. In learning speaking
1
Erlenawati Sawir, Language Difficulties of International Students in Australia: The Effects of
prior Learning Experience, International Education Journal, Vol 24, No 5, june 2005, P.567.
English is a not only use in daily conversations, by speaking people can interact
with each other to share information, knowledge and so on.
Speaking is the ability for someone to say words by conveying or expressing
intentions of ideas, thoughts, and feeling that they want to expressed to others.
According to Elsa Silvana Destriani and Wahid Hasim,“speaking is an activity
involving two or more people in which the participants are both the listeners and
the speakers having to act what they listen and make their contribution at high
speed”.2 So, speaking can be used by people to deliver messages with other.
Speaking is important for many people, because speaking is the mainkey for
someone to communicate. In addition, speaking ability can develop
students’confidence, because in speaking students must have a lot of practice so
that students' English is good. Students can master the ability to speak English if
they often practice speaking withfriends’ used English.
Furthermore, most of the students in vocational high school still get
difficulties in mastering speaking well. It happens because most of the students
have lack of vocabulary and low ability in pronunciation. As we know, that to be
a good speaker, students must be able to pronounce the words correctly. Students
also have to use appropriate vocabulary, grammar and intonation.
Basically, the aim of teaching and learning English from the elementary level
to the undergraduate level is the same, namely to achieve language skills and use
them for communication. To improve students' speaking ability is not easy.
Students face difficulties in the learning process. There are several problems that
often arise during the learning process. According to Penny Ur, there are many
factors that cause difficulty in speaking, as follows: first, Inhibition. Students are
worried about making mistakes, fearful of criticism, or simply shy. Second,
Nothing to say. Students have no motive to express themselves. Third, Low or
uneven participation. Only one participant can talk at a time because of large
classes and the tendency of some learners to dominate, while others speak very
little or not at all. Fourth, Mother-tongue use. Learners who share the same
2
Elsa Silvana Destriani, Wahid Hasim,“An Analysis of Students' Speaking Difficulities In Role
Play Activities” English Education and Applied Linguistic (EEAL) Journal 111 Vol. 2 No. 2,
2019
mother tongue tend to use it because it is easier and because learners feel less
exposed if they are speaking their mother tongue.3 The other factor is the lack of
mastery of vocabulary. As in the case with vocabulary mastery, many students do
not master the vocabulary very well. When they will say something, they cannot
find the right vocabulary, thus they just stay quiet when the teacher asks to speak
English. Then, some students have lack confidence in speaking English because
they feel ashamed when asked to come to the front of the class. Moreover, when
the teacher asked them to practice a dialogue in front of the class, the students
showed that they were lack of confidence to speak loudly. The students also felt
worried to make mistakes when was pronounced English words in front of the
class. The students also preferred to use their mother tongue to answer English
teacher’s question, when the teacher asked them about the material.4
Having good English skills is an important need at this time, considering that
English is an international language. English skills provide many benefits for life
in the present. Reason why Proficiency in English is needed in the current era
learning English can make it easier to find a job, facilitating social interaction,
enhancing career, facilitating in seeking knowledge or adding reading materials
outside the national scope So that expanding the horizons of science and
technology, and many other benefits. However, mastering English, especially
speaking English is not easy, especially for students. Basically, Learning a skill is
never simple because several challenges and obstacles prevent the growth of
abilities and make it difficult for students to understand. Students around the
world struggle with speaking problems. There are a number of speaking problems
that learners encounter, according to the research conducted so far. Speaking is an
interesting skill that has various problems and challenges.
Based on the phenomenon above, the researchers try to find out problems
faced by students and strategies to overcome problems in speaking English in the
second grade of MA At-Tahzib Kekait in academic year 2022/2023.
3
Penny Ur, A Course In Language Teaching: Practice and Theory, Cambridge Teacher Training
and Development (England: Cambridge University Press). 1996. 121.
4
Siti Salihun, “Students' Problem in Speaking Skill at The Second Grade of MTS Hamzanwadi
NW Glogor in Academic Year 2019/2020”(Thesis Undergraduated), State Islamic University Of
Mataram,2019),2,accessed august 7, 2023, http://etheses.uinmataram.ac.id/id/eprint/664.
B. Statement of Problem
Based on the background above, two specific research questions of this study
are formulated as follows:
1. What are the problems experienced by EFL students in learning speaking
engllish?
2. What are the specific factors influence the student speaking performance?
3. What activities are taken by the EFL students to solve the speaking
difficulties at the second grade of MA At - Tahzib Kekait?
C. Objective and Significance of Research
1. Objectives
Based on the statement of problem revealed above, the objectives of the
present study as follows:
a. To identify the primary speaking problems encountered by the students
of English Study Program at MA At - Tahzib in academic year 2022/
2023.
b. To find out the specific factors that influence the student speaking
performance.
c. To investigate students' strategies to solve speaking difficulties at the
second grade of MA At - Tahzib Kekait.
2. Significances
In this part, the researcher discusses the theoretical and practical
significance and which will be explained as follow:
a. Theoretical significance
1) This research can be used to contribute to learning process and also
verify the previous theory. In this study, it will help to better
understand the students' speaking fluency and the factors affecting
the students' English speaking ability. And can also identify and
explain need-based strategies for solving or anticipating English
speaking problems.
b. Practical significance
 1) This study is intended to provide one of the optional sources of
information regarding the investigation of EFL students’ problems
with mastering speaking skill and determines the learning strategy.
2) For the Educators
Hopefully the finding of this research is able to help the teacher in
more comprehending students’ problems in speaking English and
the factors caused students’ difficulties in speaking English
3) For Students
The results of this study are also expected to help students'
understanding about their difficulty in speaking English and the
factors that cause it difficulty in speaking English.
4) For other researchers
The results of this study are expected to be useful for providing
information to researchers and so that other researchers can explore
and conduct related research to analyze problems or factors in
speaking English.

D. Scope and Setting of Research

This study was conducted at MA AT-TAHZIB Kekait with the subject
of This study is a second grade students. Researchers do it at random Select a
sample to determine the class to conduct the study. This research focuses on
identifying problems faced by students and factors that make it difficult to
speak English. To obtain the data, the researcher gave a questioner measure
students' speaking ability and measure student learning strategies.
E. Review of Previous Research
Research on students' problems with speaking skills is not new. Prior to this study,
there have been many studies on EFL-related issues speaking skills both in school
and university. There are five previous studies discussed here.
The first related previous study conducted by Anita Suciati Rahayu. Entitled
“Analyzing Speaking Problems Faced by EFL Colleges Learners”. 5 The
5
Anita Suciati Rahayu, Erika Ayu Anggraeni, Irfan Safutra, Novia Umi Astari, Vegi Mahlul
Betiya, Linda Septiyana,“Analyzing Speaking Problem Faced By EFL Colleges Learners”Journal
objectives of this research were to describe students’difficulties in speaking and to
describe the factors caused students difficulties in speaking. This previous
research used descriptive qualitative method. The instruments used in collecting
the data for this research were observation and interview. The results of this
research were every student has several difficulties in speaking namely lack of
Vocabulary, Grammar is not well mastered, Fear of negative responses from
others, and low self-confidence in speaking English.
Based on the review above, the researcher finds similarities between this study
and previous study. The similarities between both of this research were the use of
research method, namely using a qualitative descriptive method. Meanwhile the
difference of current study and the previous research is the subject of the research,
in which the previous research took university students while the researcher took
senior high school as the subject of the research.
The second previous study by Nurhidayah entitled “Study Of Students' Coping
Speaking Problem Speaking Problem Conbersation (A Descriptive Research at
the Eleventh Grade Students of SMA Negeri 4 Takalar)”. 6 The objectives of this
research were to find out the students’ problem and their strategies to solve the
problem in speaking English conversation at the eleventh grades students of SMA
Negeri 4 Takalar. The samples of the research was 33 students who were taken
from XI MIA 3 class of students in the academic year of 2018/2019 by using
Purposive Sampling Technique. The researcher employed Descriptive-qualitative
Method. The instrument of this research were conducted through questionnaire
and interview. The research findings showed that students have some speaking
problems in the classroom which hampered them from improving their speaking
ability. The problem are lack confidence, afraid in making mistake, less
motivation, lack of vocabulary, difficulties to pronounce English word, and worry
about grammmar. All these problems occured when students did the activities in
speaking English conversation class, and lack vocabulary is the most reason of

of Linguistics and Applied Linguistics, Vol.2(1),2020

6
Nurhidayah, “A Study On Students' Strategies Overcoming Speaking Problem In Conversation
( A Descriptive Research at the eleventh Grade Students of SMA Negei 4 Takalar, ( Thesis, FKIP
Muhammadiyah University of Makasar, Makasar, 2019).
students problems in speaking. To solve the problem to deliver students meaning
in conversation, students employed some communication strategies, including
avoiding communication, adjusting the message, using paraphrase, creating new
words, switching to the native language, using non-linguistic resources, and
seeking help. Among those all strategies, seeking help was frequently happen in
the classroom.

Based on the review above, researchers found similarities between this

research and previous research. What these two studies have in common is that
both use the same research design and the same data collection methods, namely:
questionnaires and interviews. And also the research subjects used were high
school students.
The third previous research conducted by Sartika Sri Rahayu entitled
“Students' Difficulities In English Speaking Lesson At The Twelfth Grade Of
SMAN 1 Jatinom In Academic Year Of 2020/2021”.7 This research was
conducted to describes the students’ difficulties in English speaking lesson, the
factors that make the students difficult in English speaking lesson, and students’
strategies to overcome their difficulties in English speaking lesson at the twelfth
grade of SMA N 1 Jatinom in the academic year of 2020/2021. This research used
case study design. SMAN 1 Jatinom in XII IPA 1 class was chosen by the
researcher as sample which consists of 36 students. In collecting data, the
researcher used observation, interview, and questionnaire. The data collect were
analyzed by reducing the data, presenting the data, taking the conclusion and
verification. The researcher used data triangulation, to show trustworthiness of the
data. From the data analysis, the researcher found that every student had different
difficult in speaking, there were lack of vocabulary, lack of pronunciation, nothing
to say, lack of motivation, fear to make a mistake, shy, mother tongue use.
Students had factors that caused difficulties in English speaking in English lesson,
there were fourth factors, internal factor, students have no interest in learning
speaking, classroom condition, Students environment. Students had strategies to

7
Sartika Sri Rahayu, “Students' Difficulities In English Speaking Lesson At The Twelfth Grade Of
SMAN 1 Jatinom, (Thesis, FITK UIN Surakarta, Surakarta, 2020).
overcome their difficulties in speaking. Students follow an English club or
English course to improve their speaking, so they could practice speaking English
and ask their friends or teacher to correct their English. Students also listen
English song and watching English movie without Indonesian translating to
improve their speaking.
Based on the review above, researchers found similarities between this
research and previous research. The similarities between these two studies are in
the data collection techniques, namely using interviews and questionnaires.
Meanwhile, what differentiates the current study from previous study is the
research setting, where the current study took the research setting in a private
school while the previous study was in a state school.
The fourth previous research conducted by Nurul Indrawati, entitled “A
Descriptive Study On Students' Problem In English Teaching And Learning On
Speaking Skill At Junior High School”.8 The purpose of this study were to know
what the students' problem in English teaching and learning on speaking skill and
to know what are the solution of students' problem in English teaching and
learning on speaking skill. Research design in this study was a descriptive survey
with quantitative approach. The population and sample of this study were two
class at second year consisting 66 students and 1 English teacher at MTs. Negeri
Gowa. The research instrument were questionnaire and interview, and the data
analysis was using percentage formula.The result showed that students faced
speaking problems. Based on the result showed that 20% students often and 50%
students sometimes feel fear of mistakes, 16% students often and 47% students
sometimes feel anxiety, 24% students often and 45% students sometimes feel
shyness, 13% students often and 36% students sometimes feel lack of confidence.
The second is External factors, these are; 7% students often and 17% students
sometimes feel low motivation. 39% students often and 47% students sometimes
face mother tongue use, 10% students often and 31% students sometimes feel lack
of parents attention, and 7% students often and 45% students sometimes face
learning media use. Based on the explanation, showed that factor who gives big
8
Nurul Indrawati, “A Descriptive Study On Students' Problem In English Teaching And Learning
On Speaking Skill At Junior High School, (Thesis, FKIP UNISMUH Makasar, Makasar, 2019).
influence to the students' speaking problem is the mother tongue use. Based on the
problems, the teachers have some ways to solve the speaking problems. For
solving the problem of fear of mistakes, anxiety, shyness, and lack of confidence,
and low motivation, the teacher builds students‟ motivation, encourages and
increases students' self-confidence. In addition, the teacher also asks students to
take English language courses and training. To motivate students, the teacher
always uses English in the classroom from greeting to the end of the lesson.
Students are encouraged to use English even though combines with Indonesian.
This is so that students are accustomed to using English. For mother tongue use,
the teacher always give encourages and motivates students use English when
learning English in the classroom or not. To solve lack of parents‟ attention is the
teacher providing motivation to students, and also the teacher hold meetings with
parents to discuss the problems or constraints of students in school so that parents
pay attention to their children. For learning media use, the teacher always tries to
provide interesting media for students so students are more interested and excited
when learning speaking.
Based on the review above, researchers found similarities between this
research and previous research. The similarities between these two studies are in
the data collection techniques, namely using interviews and questionnaires.
Meanwhile, what differentiates the current study from previous study is the
research methode, where previous research used quantitative methods, while this
research used qualitative methods. And also The difference between this research
and the previous research is the subject of the research, in which the previous
research took junior high school while the researcher took senior high school
students as the subject of the research.
 The last related study was done by Nur Haliza entitled “Teacher Strategies to
Overcome Speaking Problem At SMPN 2 Pangkajene”. 9 The objectives of the
research were to find out the teacher strategies to overcome speaking problem at
SMPN 2 Pangkajene. The method of the research was descriptive qualitative
research. The subject of the research was a teacher at SMPN 2 Pangkajene. The
researcher used observation, interview and recorder as the research instrument, the
data were qualitatively.The result of the research showed about strategies used
were inquiry strategies related to the expository method and also used the 5 to 10
vocabulary memorization methods in the learning process.the problems faced by
students when speaking are the lack of student vocabulary and student
unfamiliarity factors using English.

The difference between this research and the previous research is the subject
of the research, in which the previous research took junior high school while the
researcher took senior high school students as the subject of the research. The
similarities between both of this research were used the same research methode,
namely the qualitative descriptive method.

F. Theoretical framework

1. Speaking

There are four basic skills that one should master in learning English. Speaking is
one of the skills to be mastered by students in order to communicate in English. It
is one of the ways to express ideas, thoughts, feeling, to share information, and to
build social relationship.

a. Definition of speaking

There are many definitions of speaking that have been proposed by some experts.
According to Siahaan, speaking is a produvtive language skills. 10 It means that
9
Nur Haliza, “Teacher Strategies To Overcome Speaking Problem At SMPN 2 Pangkajene,
(Skripsi, FKIP UNISMUH Makasar, Makasar, 2019).
10
Desta Gloria Siahaan, Debora Siahaan, “The speaking ability of the english club's second year
students of the state SMA 1 Kafamenanu,” International Confrence Of Education, Teacher
Training and Professional Development, (august, 2021).
speaking is a person's skills to produce sounds that exists at the meaning and be
understood by other people, so that able to create of good communication.
Furthermore, speaking is the use of language to communicate with other. It means
that this activity involves two or more people in whom the participants are both
hearers and speakers having to react to whatever they hear and make their
contribution a high speed, so each participant has intention or a set of intention
that he wants. So, the English teacher should active the students speaking ability
by providing communicative language activities and interesting media in the
classroom and then giving them the opportunities to practice their speaking skill
as much as possible.

From those theories, it can be concluded that speaking skill is related to

communication. Speaking is a skill to use a language appropriately to express
idea, opinions, or feelings in order to give or get information and knowledge from
other people who do communication.

b. Componen of speaking skills

In speaking, there are some aspects that must be fulfilled by the learners. It can be
used as a measurement whether our speech is good or not. Those are fluency,
comprehension, grammar, vocabulary and pronunciation.

1). Fluency

Fluency can be defined as the ability to keep going when speaking spontaneously.
In a simple term, fluency is the ability to talk freely without too much stopping or
hesitating. When fluently the speakers should be able to get the messages across
with whatever resources and abilities they have got regardless and other mistakes.

2). Comprehension

Comprehension is discussed by both speakers and listeners. It is because

comprehension can make people getting the information they want.
Comprehension is defined as the ability to understand something by a reasonable
comprehension of the subject or as the knowledge of what a situation is really
like.

3). Grammar

Grammar is the way to organize the words into the correct sentence. This is
important that if the speaker can master grammar to organize the word so the
speaker also easily to speak English well.

4). Vocabulary

Vocabulary is the basic of language. It appears in every language skill. It is very

important because we can say nothing without vocabulary in or mind. Vocabulary
is about choice of word which is used appropriately based on the context of
speaking.

5). Pronunciation

Pronunciation is the act or manner of the speakers produce clearer language when
they speak. It deal with the phonological process that refers to the component of a
grammar made up of the elements and principles that determine how sounds vary
and pattern in a language. It is included the segmental features, vowels,
consonants, words stress, tone pitch and intonation patterns. For that reason, if the
speakers want to be able to speak English fluently, they need to be able to
pronounce phonemes correctly, use the appropriate stress and intonation pattern
and speak in connected speech. The speakers must be able to articulate the words
and create the physical sounds that carry meaning.

It can be concluded that everybody who wants to speak English well, she/he has
to knew the ways of speaking English. Speaking is different from the other skills.
In speaking, students need to know about pronunciation, grammar, vocabulary,
fluency, and comprehension.

2. English Speaking Problem

Mastering speaking is not easy. In learning speaking, the students are usually
faced by the problems during teaching learning process. The problems in speaking
can be seen from two aspects, these are psychological aspect and language aspect.

Brown has stated that there are several psychological factors such as shyness and
anxiety are considered as the main root cause of students’ antipathetic to speak. 11
According to Juhana, there are some psychological factors that faced by the
students when they speaking in the class12:

1. Psychological Factors

a. Fear of mistake

Many theorist argued that fear mistake becomes one of the main factors of
students’ reluctance to speak in English in the class room. fear is linked to the
issue of correction by students’ fear of being laughed at by other students or being
criticized by the teacher. So, the students low of motivation and low in
participation in speaking activity. Therefore, it is important for teachers to
convince their students that making mistake is not a wrong thing. Because
students can learn from their mistake.

b. Shyness

Shyness is an emotional thing that many students suffer from at home time when
they are required to speak in English class. Shyness is the one of common
problem in student’s speaking performance. Shyness also being a problem in
speaking learning class, so paying attention on this aspect is also quite important
in order to help the students do their speaking performance in the classroom.
therefore, speaking in front of other people is one of the most common phobias
the student's face and a feeling of embarrassment appeared in the mind of the
student who made the decision blank or they will forget what to say.
11
Douglas Brown, Principle of Language Learning and Teaching (San Fransisco State University:
Longman, 2000).
12
Juhana, “Psychological Factors That Hinder Students Speaking From English Class ( A Case
Study In a Senior High School Tangerang, Banten, Indonesia). The English Dpartmen, Indonesia
Open University Journal Of Education and Practice, Vol 3, No. 12, 2012.
c. Anxiety

Anxiety is a feeling of tension, apprehension and nervousness with the situation of

learning foreign language, Anxiety is one of problems that can make the students
do not feel comfortable when they doing speaking performance. Anxiety about
speaking a particular language can affect a student's performance. This can affect
quality of oral language production and make individuals appear less fluent than
the really are. By the explanation above, the teacher should make an attempt to
create a learning atmosphere which gives students more comfortable situations in
their learning activity.

d. Lack of confidence

Lack of confidence usually occurs when students realize that their conversation
partners have not understood them or when they do not understand others speaker.
In this situation, they would rather keep silent while others do talking showing
that the students are lack of confidence to communicate. Students who lack of
confidence about themselves and their English necessarily suffer from
communication apprehension. By the explanation above, the teacher should more
give attention in building student’s confidence when they speaking.

e. Lack of motivation

In speaking performance, motivation influences the success of speaking

performance. Motivation also will influence the score of speaking performance.
Motivation is an inner energy, the learners process will enhance their study
interest from motivation. So, the students should to have the motivation so that
their speaking performance will be successful.

f. Lack of pronunciation

Pronunciation refer to the production of sounds that includes attention to the

particular sound of language (segment), such as intonation, phrasing, stress,
timing, and rhythm. Many students think that good English speaker assessed by
the correct grammar and good pronunciation. The problem which is often faced
by the students is about pronunciation. They felt difficult to pronounce certain
words because in English between pronunciation and writing are different.

g. Lack of vocabulary

Vocabulary is a component in speaking. In speaking English, students need to

master a lot of vocabulary, because by mastering many words, they would study
way of speaking easily. Sometimes, students felt difficult when they were learning
because they had limited vocabulary. The students that do not know the
vocabulary, then they use Indonesian Language when they have to speak English.
It is too pity because they will use Indonesian language for several time. It is an
advice that conversation requires vocabulary mastery. The students have not
confidence in speaking English because they are afraid if they choose the wrong
word.

2. Language Factors

According to Penny Ur, the students’ speaking difficulty are: inhibition, lack of
topical knowledge, low or uneven participation, and mother tongue use.13

a. Inhibition

Speaking demands some actual face in real time with an audience, unlike reading,
writing, and listening. When speaking in a foreign language in class, students are
frequently inhibited by concerns such as fear of making mistakes, anxiety over
criticism, or shyness.

b. Nothing to say

Even when they are not inhibited, students frequently criticize their failure to
think of something to say since they lack any strong reason to do so other than the
guilt they feel for not speaking.

c. Low or uneven participation

13
Ur, Penny. A Course In Language Teaching : Practice and Theory. Cambridge Teacher
Training and development. England: Cambridge University Press, 1996.
Each participant will have relatively little speaking time in a large group because
only one participant can speak at a time and yet be heard. The tendency of certain
students to dominate while others talk very little or hardly at all worsens this
issue.

d. Mother tongue use

If students in a class speak the same mother tongue, they may be more likely to do
so since it is more convenient and feels awkward speaking foreign languages to
one another. Speaking their mother tongue also makes them feel less vulnerable.
When students are speaking in small groups, it might be difficult to encourage
them to stay to the target language, especially the less motivated or disciplined
students.

According to the previous study entitled “Students' Difficulities In English

Speaking Lessonn At The Twelfth Grade Of SMAN 1 Jatinom In Academic Year
Of 2020/2021”. Found out some reasons why students face problems in speaking
English.14. The reason were lack of vocabulary, lack of pronunciation, nothing to
say, lack of motivation, fear to make a mistake, shy, mother tongue use. And also
Students had factors that caused difficulties in English speaking in English lesson,
there were fourth factors, internal factor, students have no interest in learning
speaking, classroom condition, Students environment. Therefore, it is clear that
speaking has many problems or difficulties that hinder learners' successful
learning of this skill.

Based on the explanation above, it can be concluded that there are four problems
in learning speaking, namely: inhibition, nothing to say, uneven/low participation,
use of mother tongue. The teacher should find the suitable technique in teaching
and give motivation to students fell more confidence to share ideas in front of
class.

14
Rahayu, “Students' Difficulities In English Speaking Lesson At Twelfth Grade Of SMAN 1
Jatinom In Academic Year aof 2020/2021”.
The present study aims to utilize the students problem in second grade students'
of MA At-Tahzib Kekait.. Furthermore, the researcher willing to know what are
the differencies of the speaking learning style between the the student with highest
score and the lowest score.

3. Students’ coping strategy in English Speaking Problems

To solve many problems in speaking, the learners need strategy to overcome in

learning speaking. In terms of solution, numerous researches conducted to
overcome. Related to the previous research entitled “A Descriptive Study On
Students' Problem In English Teaching And Learning On Speaking Skill At Junior
High School”.15To overcome the problems of fear of making mistakes, anxiety,
shyness, lack of self-confidence and low motivation, teachers build student
motivation, encourage and increase students' self-confidence. (1) motivate
students, teachers always use English in class from greetings to the end of the
lesson. Students are encouraged to use English even if combined with Indonesian.
So that students get used to using English. (2) use of mother tongue, teachers
always encourage and motivate students to use English when learning English in
class or not. (3) use of learning media, teachers always try to provide interesting
media for students so that students are more interested and enthusiastic when
learning to speak.

The following overview of coping mechanisms from diverse literary works.

According to previous study entitled “English Language Anxiety Of Fre-Service
Teachers: Causes and Coping Strategy”16 Students felt that being anxious hindered
them from giving their best. Therefore they used different ways in tackling these
problems. They managed their anxiety using personal, professional, social and
institutional coping strategies. (1) Personal Coping Strategies, Murray-Harvey

15
Indrawati,“A Descriptive Study On Students' Problem In English Teaching And Learning On Speaking
Skill At Junior High School”
16
Truly Almendo pasaribu and Monica Ella Harendita, “ English Language Anxiety Of Fre-Service
Teachers: Causes and Coping Strategy,”LLT Journal: A Journal On language and Language Teaching, Vol.
21, No. 2, October 2018.
mentioned there are five categories under personal coping strategies, namely: 17
cognitive strategies, physical strategies, behavioral strategies, emotional strategies
and rational strategies. The strategies are using humor, planning and preparing,
getting close with the students, talking positively, rewarding the students and
accepting their being nervous as a part of their learning process.behavioral
strategies, emotional strategies and rational strategies. (2) Professional Coping
strategies, Besides personal coping strategies, there are three categories under
professional coping strategies related to knowledge, skills and qualities of the
teacher. Such as : Planning and Preparing, adapting with students and rewarding
students. (3) Social Coping Strategies, Sharing the problems to their social
supports, like friends and family, could be a way to reduce anxiety. (4)
Institutional Coping Strategies, Although the students realized that they had to be
active in managing their anxiety by themselves, they also seek help from
institutional authority.

4. English Speaking Strategies in EFL Language Learning

Language Learning Strategy addresses the process by which students learn

English. These have become a central aspect of language acquisition. All
language learners use language learning strategies in their learning process.
There are many types of learning strategies that can be found in EFL learners
when learning a language. Learning strategies are often defined as activities or
procedures consciously or unconsciously chosen and used by learners to learn the
target language or facilitate a language task. Language learning needs some
effective strategies in learning process, especially in learning speaking. Regarding
to this, there are some learning strategies that can apply by learners in improving
their speaking ability. According to Penny, there are a few techniques to address
speaking issues. Such are:18

17
Rosalin Muay-Harvey, Grace Skrzypiec and Phillip T. Slee, “ Effective and Inefective Coping
Bullying Strategies as Assessed by Informed Professionals and Their Used by Victimised
Students.” Australian Journal of Guidance and Conselling, Vol. 22, No. 01, 15 june 2012.
18
Ur, Penny, A Course in Language Teaching. Cambridge:Cambridge University Press. 1996.
a. Discussion

When students suddenly want to talk about something in a lesson and discussion
occur spontaneously, the result often highly gratifying. The teacher should always
remember that the students need time to assemble their thought before any
discussion. Beforethe discussion, it is essential that the purpose of the discussion
activity is set bythe teacher. In class or group discussions, whatever the aims is,
the students should always be encouraged to ask questions, paraphrase ideas,
express support, check for clarification and so on.

b. RolePlay

In role play activities, the teacher gives information to the learners such as who
they are and what they think or felt. Role play stimulateas the real world in the
same kind of way,butthestudents are given particular roles they are told who they
are and often what they think about a certain subject. They have to speak and act
from their new characters point of view.

c. Simulation

Simulations are very similar to roleplay, but the different is that they are more
elaborate. In simulations, students can bring items to the class to create a realistic
environment. In his book under the title how to Teach English, in simulations,
students acts as if they were in real life situation.

d. Telling Stories

Storytelling fosters creative thinking. It also helps students express ideas in front
of their friends. Students can tell riddles or jokes. For instance, at the beginning of
each class session, the teacher may call a few students to tell short story or jokes
as an opening.

e. Picture Describing
Another way to make use of pictures in a speaking activity is to give students just
one picture and having them describe what itis in the picture. For this activity,
students can form groups and each group is given a different picture.

f. Find the Difference

Students can work in pairs and each couple is given two different pictures, for
example picture of boys playing football and another picture girls playing tennis.
Students in pairs discuss the similarities and/ or differences in the picture.

According to Sari, To improve speaking, explain some useful strategies for

students in overcoming speaking difficulties, including:19

1. Expand Vocabulary

Before we can master English communication and grammar, we must have

vocabulary that is used every day in conversation. Here we know and master some
vocabulary to help facilitate our conversation. It will be difficult if we do not have
the slightest basic vocabulary that is commonly used in everyday life.

2. Reading aloud

Reading English aloud, not only develops word pronunciation skills but also plays
a role in improving grammar and vocabulary listening skills. Learn English by
reading.

3. Studying English Grammar

Simple Grammar or grammar in English may be difficult for us to master

perfectly. But we don't have to worry about studying English grammar or
grammar in more detail. The important thing is that we have a basic understanding
of English grammar, it becomes our capital to develop language skills English at a
higher level. Examples of simple grammar that we can learn are nouns, verbs, to
be, adjectives, adverbs, personal pronouns, and simple tenses, such as simple

19
Linda Sari & Zuliana L . Meningkatkan Kemampuan Berbicara Bahasa Inggris Siswa Dalam Menghadapi
Era Revolusi 4.0. Universitas PGRI Palembang. 2019.
present tense, continuous tense, past tense future tense, and so on. Even if you
know a little basic grammar, it can be used as sufficient capital to develop further
skills.

4. Reading English Text

The habit of reading text/writing/reading English make us understand and enjoy

the story/content/text message earlier. In addition, we can find new vocabulary so
that our English vocabulary increases. Reading doesn't have to be forced but our
own consciousness and we enjoy it.

5. English Conversation

Conversations with other people can help us to be confident, can help us learn
from mistakes, help us learn from others.

6. Listening to English Songs

One of the most effective media to quickly master English is to get used to and
like songs in English. We can also sing songs. By listening to these songs, we can
hear words and sentences in English. After we hear it hopefully we can sing it too.
In addition, we feel happy with the song, and we also indirectly learn to hone our
hearing and speaking. So that our English skills increase. The key is to like
English songs, listen to them, and not be shy about singing them.

7. Watch English Movies

Foreign films are very interesting to watch and we can also use them to learn
English. From watching movies, we can learn to recognize expressions and
sentences, both standard and non-standard, spoken by foreign actors and actresses.
Watching western movies can help us familiarize ourselves with words, sentences,
and expressions from native speakers. It can also help us listen and talk.

8. Happy with English

Before we learn English any further, we must learn to enjoy this language first. As
in liking or liking something. If in our hearts there is a sense of pleasure and
enthusiasm for learning English is embedded, so that it becomes the basic capital
for us to make it easier to learn English. With enthusiasm and pleasure, it is not
impossible that knowledge related to English would easily enter our memories.

It can be concluded that this strategy is very important for students to understand
or learn better to speak English. Some researchers in related studies also said that
there are many strategies to solve speaking problems, they practice more,
improve vocabulary mastery, increase motivation, use hobby strategies, continue
speaking English, group work, watching movies, listening to songs and daily
writing activities (self-directed).

G. Research Methods

Generally, research method means scientific ways to get the data with specific
purposes and uses. In this research, the researcher takes a certain procedure
covering six components. They are (1) Approach and Type of Research, (2) The
Presence of the Researcher, (3) Research setting (4) data and source of the data,
(5) techniques of collecting data, (6) techniques of analyzing data and (7) the
trustworthiness of the data.

1. Approach and Type of Research

Qualitative methods will be applied in this study. The researcher tried to identify
the difficulties EFL students encountered in speaking classes. Additionally, the
researcher chose the qualitative aproach because it can provide detailed data to
conduct an objective investigation. According to Andriyani, The qualitative
research method is a research method that is descriptive in nature, uses analysis,
refers to data, uses existing theories as supporting material, and produces a theory.
Qualitative research is a type of social science research that collects and works
with non-numerical data and which seeks to interpret the meaning of this data so
that it can help us understand social life through the study of targeted populations
or places. Qualitative research methods are subjective from the perspective of the
participants in a descriptive manner so that the results cannot be generalized. In
other words, this research method is more of a clear description of a problem
following the facts in the field.20

the researcher used of descriptive method which wasa method of research the
attempt to describe and interpret the object in accordance with reality. The
descriptive method is implemented because the data analysis is presented
descriptively

In conclusion, This study used qualitative approach because itgenerated the data
through the using of instruments such as field notes and transcriptions from
observation, interview, and questionnaire. This study also used data from
observation, interview, and questionnaire from Second grade students at MA At-
Tahzib Kekait in the academic year of 2022/2023.

2. The Presence of the Researcher

The presence of the researcher in this study indicates that the researcher played an
important role in the design, collection, analysis, and reporting of the data. In
this study, the researcher will collect the necessary data through questionnaires
and interviews.

The presence of the researcher is an important element in qualitative research

because the researcher is both the primary instrument and the person collecting
the data. The researcher participated in data collection by interviewing
informants.

3. Setting of Research

The researcher conducted this research MA At-Tahzib Kekait. The subject of the
research is second grade students’ in the academic year of 2022-2023. The

20
Zulfi Zumala Dwi Andriyani, Mega Apriliyana,“The Use of Describing Picture In Teaching
Speaking Skill,”Journal Of English Language And Pdagogy, Vol. 1, NO.1, 2021.
researcher chose them as the subject of this research because second grade
students were taught using English instruction in classroom. They have more
experiences in speaking because they had passed tenth grade.

4. Data and source of the data

Lafoland in Lexy. J. Moleog “the main sources of data in qualitative research are
words and actions, additionally in form of data and others.”21There are two kinds
of Data : Primary and Secondary data. Data is something important in the
research. The sources of data are subject where data can be get. According to
Sugiyono data classified into two those are primary data and secondary data, as
follows:22

1. Primary data

The primary data source is source of data which is related to the subject of this
study that is taken through the researcher directly. In this research the primary
data source came from the conducting of observation and interview with the
subject of this research

2. Secondary data

The secondary data source is a source of data that is taken by the researcher
indirectly from the subject. And this data also were accepted to complete the
primary data. It was from any relevant book, form of journals, journal of school,
school archives about the history of school, and the other source that relevant to
support this research.

5. The Procedure of data collection

Instrument was something needed to be stated to conduct the research. The

instrument of research was the equipment that was used by the researcher to
collected the data, in which it was important to get the accurate data. There were

21
Lexy J. Moleong, Metodologi Penelitian Kualitatif (PT Remaja Rosdakarya, 2018).
22
Prof. Dr. Sugiyono, Metode Penelitian Kuantitatif Kua;Itatif Dan R&D (Bandung: ALFABETA,
2013), 153.
many ways to collect the data from best, he argued that descriptive studies used
techniques of observation, description, and analysis. While in qualitative studies,
researcher gathers data by participant observation, interviews, and questionnaire
materials.

In this research, the researcher investigated about students’ problems in speaking

English conversation and their strategies in overcoming speaking problems used
by eleventh grade students at MA At-Tahzib Kekait and the kinds of data should
be collected were students’ experiences when they faced the difficulties in
speaking. The researcher does some ways to collected the data, such as doing
Questionnaire and interview.

a. Observation

The most popular method is observation, particularly in investigations involving

behavioral science. The act or process of closely examining something or
someone in order to learn more is called observation. The researcher uses this data
collection to discover the problems EFL students have in speaking class during
the second semester.

The researcher acted as a non-participant observer in this study, indicates that

while doing the observation, the researcher is not involved in the daily activities
of the person being observed. The researcher only observes the teaching and
learning process passively and records the students' behavior in order to learn
about the problems and aspects that contributed to students speaking performance.

The researcher displays data in the form of field notes of observations on the
difficulties students had speaking during the course of learning activity relevant to
the topic of the research.

b. Questionnaire

In this study, the researcher gave questionnaire as the second instrument.

Questionnaire was a number of written questions used to get information from
respondents about their experiences individually. Questionnaires were delivered to
students. The choices in the questionnaire consisted of five choices, namely:
Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree. Students were
only provided a checklist in the column. In this case, the questionnaire was used
to obtain information about psychological problems and language problems in
speaking English difficulties faced by students.

Questionnaire Students’ Difficult Speaking in Language Problems

No Questionnaire Strongly Agree Neutral Disagree Strongly

Agree Disagree

1 I feel afraid to
speak in English
because my
vocabulary is
limited.

2 It feels difficult
for me to express
ideas when
speaking.

3 I often get confuse

to combine and
use the proper
vocabulary to
speak.

4 I rarely response
to my partner
when speaking
 because they
speak faster.

5 I have difficulty to
arrange the words
into sentences to
speak in english.

6 I have trouble
responding to a
conversation if the
speaker’s
intonation is not
understandable.

7 I have difficulty
responding to
speakers in
english.

8 I have a habit of
using mother
tongue when
speaking to avoid
misunderstanding.

9 I start to panic
when I have to
speak without
preparation in
language class.

10 I worry about the

consequences of
failing my
speaking class.

11 I just want to
speak when I
think my grammar
is correct.
12 I get ashamed to
speak in english
because I do not
have a good
pronouncation.

13 I feel shy speaking

in English because
of lack of
confidence.

14 I have low
motivation in
developing speaking
skill

15 I never feel quite

sure of myself
when I am
speaking in my
foreign language
class.

The researcher was distributed questionnaires in class when students have finished
learning. From collected data through questionnaire, the researcher find out the
students’ language problems in speaking

The researcher used the specification of the questionnaire as follows: Analysis

from the questionnaire used the formula :

Aspect of questionnaire

Indicators Aspects Number of

Items

Inhibition 1,2

There’s nothing 3,5,10

to say
 Language Low or uneven 4,9
Problems in
participaton
Speaking English
Use of mother 6,7,8

tongue

P= F/N x 100%
P= The percentage of students problem

F= The number of frequency of the respondents answer

N= The number of responden

100= Constant number

c. Interview

In this study, the researcher used a structured interview method, meaning the
interviewer prepared questions before conducting the interview. This interview
was conducted with students of the second grade students at MA At-Tahzib
Kekait. The purpose of the interview is to identify and find out the most common
factors causing students' speaking difficulties and solutions to overcome
students' speaking difficulties. The interviews for this study were conducted the
day after questionnaire analysis. Participants were invited to attend an interview.
Participants were selected based on students who had previously responded to the
questionnaire, and during the interview several questions were asked of the
students. During the interview, the researcher recorded all processes using a tape
recorder. The interview lasted 10 minutes. Once the interview was complete, the
researcher analyzed the results, recorded them, and then presented the research
findings in a research paper. To analyze the interview data, the researcher
conducted a synthesis of the informants' data.
The interview guideline was created by the researcher by considered the students’
need and several foundations from previous related studyabout some possible
problems faced bystudent’sdifficulties speaking.

1. Students Personal Felting

a. Do you like or dislike speaking? Why?

b. Do you have difficulty inspeaking? What are the difficulties?

2. Factors that cause difficulty in speaking English

a. What factors make you worry or hesitate when speaking English in

class?

3. Strategies to reduce difficulties in speaking English

a. How did you find away to solve your problems in speaking?

6. The Technique of Data Analysis

Data analysis is a process whereby the researchers systematically search and

arrange the data in order to increase their understanding of the data presented and
to enable them to present what they learned to others. Data analysis in qualitative
research is a timeconsuming and difficult process because typically the researcher
faces massive amounts of filed notes, interview transcripts, audio recordings,
video data, reflections, or information from documents, all of which must be
examined and interpreted. Analysis involves reducing and organizing the data,
synthesizing, searching for significant patterns, and discovering what is important.
The researcher must organize what he/she has seen, heard, and read then try to
make sense of it in order to create explanations, develop theories, or pose new
questions.

In this research, the researcher followed some steps by Milles and Huberman in
analyzing the data which is called as Interactive AnalysisModel that consists of
data collection, data reduction, data display and drawing conclusion. Those are
will be defined as follows :23

1. Data Collection

In this step, the researcher collected required data, those were from the interview
with native speaker and also the sudents who were taught by the native speaker
teacher, recorded data during an observation which was collected from the
observation sheet/guide and data taken from documentation.

2. Data Reduction

The next phase is data reduction. In this data reduction phase, there are living in
process and living out process. It means that the selected data are included in the
needed data and it stays in the living in data and the unselected data are included
in the living out data. In this research, data reduction was about the informations
those were gained from the observation and interview with the native speaker and
the students of native speaker teacher in the English Club classroom. Some
information was needed in filling the data, but some of them were not necessary.
Therefore, unimportant data were reduced by the researcher.

3. Data Display

This is the third component in analyzing the data. Display data is an organized
and compressed collection of information that enables conclusion and action. The
data display is a description of the data in this study. Researchers was described
the data that has been reduced.The data is drawn and explained in the form of
words, sentences, and paragraphs. The researcher displays the data and then
describes it, after describing the data, the researcher analyzes the data. Some
activities in analyzing the data that has been done by the researcher in data display
are:

a. Observing the teaching and learning process

23
Matthew B. Miles, A. M. Huberman, and Johnny Saldaña, Qualitative Data Analysis: A Methods
Sourcebook, Third edition. (Thousand Oaks, Califorinia: SAGE Publications, Inc, 2014).
In this step the researcher observed the teaching and learning process by the field
note from observation to know how was the process of teaching and learning
speaking. From the observed the class the researcher knew how was the process of
teaching and learning and the students’ language problem in speaking.

b. Giving questionnaire

In this step, the researcher gave the questionnaire to students. This step was
conducted to know what students’ factors in speaking. From display the data, the
researcher got the conclusion in order to answer all about the research questions in
this research.

c. Interviewing the students

In this step, the researcher interviewed students who got the highest score on the
questionnaire where high scores were included in students who had the highest
difficulty in speaking. From the student interviews, researchers can find out what
factors cause students' difficulties in speaking and strategies to overcome the
difficulties in speaking.

4. Drawing Conclusion

The last step of analyzing the data was draw conclusion. Conclusion drawing
involves stepping back to consider what the analyzed data mean and to assess
their implication for the questions at hand. Verification is linked to draw
conclusions, entails revising the data as many times as necessary to cross check or
verified these emergent conclusions. Verification refers to the process which is
able to explain the answer of research questions and research objectives.

In this step, the researcher conclusion drwaing or verified the answer of research
question that have been done in displaying the data by comparing the observation
data, questionnaire data, and interview data. Thus, the researcher got the
conclusion about students’ difficulties in speaking at the tenth grade of MA At-
Tahzib Kekait in the academic year 2022/2023.
.