International Journal of Research and Review

Volume 11; Issue: 5; May 2024

Website: www.ijrrjournal.com
Research Paper E-ISSN: 2349-9788; P-ISSN: 2454-2237

Challenges in English Oral Exams at Vocational

High School
Erni Rusli1, Nonny Basalama2, Usman Pakaya3
1,2,3
Universitas Negeri Gorontalo, Gorontalo, Indonesia.

Corresponding Author: Usman Pakaya

DOI: https://doi.org/10.52403/ijrr.20240523

ABSTRACT absence of proposed solutions. It calls for

further investigation into effective strategies
This study aims to investigate the challenges for addressing these challenges.
encountered by students during English oral Recommendations include the development
exams at SMK 1 Vocational High School of tailored learning materials and the
Gorontalo and elucidate their underlying creation of supportive environments to
causes. Through qualitative research foster English language proficiency. By
methods, data were gathered from the illuminating the interconnected nature of
participants. Employing thematic analysis, these challenges and their impact on student
the research identifies two primary themes: performance, this research aims to inform
insufficient vocabulary comprehension and pedagogical practices and guide future
low English mastery, compounded by research endeavors in the field of English
psychological conditions. Methodologically, language education.
the study draws on participant narratives to
uncover the intricacies of these challenges. Keywords: English oral exams, vocabulary
The results reveal that inadequate comprehension, learning materials, student
vocabulary hindered participants' ability to performance
articulate responses effectively, while low
English mastery manifested in difficulties INTRODUCTION
with grammatical concepts and The contemporary demand for quality
comprehension. Psychological barriers, human resources aligns with Indonesia's
including anxiety and lack of confidence, competitiveness amidst global competition
further impeded oral proficiency. These and free trade, hinging largely on the
findings align with prior research, outcome of human resource development.
highlighting vocabulary limitations and Consequently, governmental initiatives,
language anxiety among Indonesian such as vocational education, aim to
students. Notably, the study underscores the cultivate high-caliber middle-level
pivotal role of vocabulary in oral professionals capable of meeting industry
proficiency and the influence of confidence standards. Vocational education, as defined
on exam performance. Furthermore, by Fathoni et al. (2019), caters to
environmental factors, such as limited Vocational High Schools (VHS),
English exposure, were identified as institutions geared towards producing
contributing to inadequate practice workforce-ready graduates adept at
opportunities. However, the study navigating the evolving labor landscape.
acknowledges limitations, including its Characterized by a practical approach
exclusive focus on speaking skills and the emphasizing hands-on experience,

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 Erni Rusli et.al. Challenges in English oral exams at vocational high school

vocational education ensures students are essential for language learners, particularly
equipped with industry-relevant skills. in English as a Foreign Language (EFL)
However, challenges persist, particularly in contexts, where verbal communication
communication proficiency, exemplified by facilitates authentic interaction (Florez,
students' struggles during English oral 1999). However, mastering speaking
examinations at institutions like SMK 1 remains challenging, often evoking fear in
Vocational High School of Gorontalo. learners (Yaikhong & Usaha, 2012).
Addressing these challenges necessitates Effective speaking involves various skills,
strategic interventions, including the including grammar usage, audience
adaptation of teaching materials and evaluation, vocabulary selection,
methodologies. Lynch-Brown et al. (2014) comprehension enhancement techniques,
underscore the significance of instructional and adaptability to ensure successful
materials, advocating for their modification communication (Florez, 1999). Yet,
to suit learners' needs and enhance language speaking is a complex cognitive process,
acquisition. Meanwhile, previous studies, demanding effort and processing capacity,
such as those by Fitri (2019) and Aeni et al. highlighting the need for instructional
(2017), shed light on students' linguistic strategies that promote reflective practice,
obstacles and communication apprehension, active engagement, ample communication
offering insights into potential factors opportunities, and skill development
impeding oral proficiency. (Oprandy, 1994). Consequently, a
Building on this foundation, the current comprehensive approach to speaking
research at SMK 1 Vocational High School instruction is crucial for Second Language
of Gorontalo seeks to identify and address (SL) or Foreign Language (FL) learners,
specific challenges encountered during emphasizing both language and
English oral exams, with the overarching communicative skills development (Bygate,
aim of improving students' linguistic 1998).
competence and examination performance.
Formulated research questions and Oral English Examination
objectives guide this endeavor, ultimately Oral examination, a historical mode of
contributing to a more nuanced assessment, remains prevalent in academic
understanding of the dynamics within settings, particularly for evaluating language
vocational education settings and informing proficiency. In assessing oral production,
targeted interventions to support student the open-ended nature of tasks poses
success. This research limited this research challenges in scoring due to the test-taker's
to only look at the challenges faced by freedom of choice, necessitating specific
twelfth-grade students in SMK 1 Vocational stimuli to elicit expected responses (Brown
High School of Gorontalo in going through & Abeywickrama, 2019). Oral
English oral exam without putting any examinations, especially in English
attention on another field that needs to be language contexts, allow for spontaneous
tested such as math, sciences, and et cetera. speaking, revealing students' proficiency
(Anggraeni et al., 2019). Such
Concept of Speaking examinations, solely reliant on spoken
Speaking is a fundamental language skill communication, assess verbal skills and
crucial for communication, where interact with other forms of assessment,
individuals convey thoughts, ideas, and contributing to students' final grades
emotions. It's the most frequently used (Joughin, 2010). The benefits of oral
language skill, emphasizing dialogue and examination include assessing specific
monologue, serving transactional and learning outcomes, probing depth of
interactional functions (Nunan, 1999; knowledge, reflecting real-world practice,
Oprandy, 1994). Proficiency in speaking is improving learning quality, accommodating

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 Erni Rusli et.al. Challenges in English oral exams at vocational high school

diverse students, clarifying unclear the data, ensuring a systematic and rigorous
questions, and ensuring authenticity analysis process. Through this
(Joughin, 2010). However, challenges methodological framework, the study aimed
abound, including undue anxiety, hearing or to offer insights into students' experiences
speech difficulties, time constraints, lack of and challenges during English oral exams,
anonymity, bias, novelty, recording contributing to a deeper understanding of
logistics, and potential misinterpretation of effective teaching and assessment strategies
articulateness for knowledge (Joughin, in vocational education contexts.
2010). Despite these challenges, oral
examinations provide valuable insights into FINDINGS
students' comprehension, quick thinking, This research aimed to discover the
and application of knowledge in practical challenges faced by students in English oral
settings (Oprandy, 1994). For English as a exam at SMK N 1 Vocational High School
Foreign Language (EFL) students, oral Gorontalo. The overarching goal was to
proficiency is paramount, enabling them to determine the challenges faced by the
engage in dialogue, deliver presentations, students of SMK 1 Vocational High School
and succeed in future academic and Gorontalo during their English oral exam
professional endeavors. Nonetheless, and the cause of the said challenges. Based
addressing challenges while maximizing the on this statement, the researcher questions
benefits of oral examination necessitates are: “To what extend does the students’
thoughtful consideration of instructional challenges occur in English oral exam at
methods and evaluation strategies to foster SMK 1 Vocational High School
students' language proficiency and Gorontalo?” and “What cause the
confidence. challenges to occur in English oral exam at
SMK 1 Vocational High School
RESEARCH METHODS Gorontalo?”.
The research employed a qualitative As mentioned in the earlier chapter, this
approach, chosen over quantitative methods research concentrates on the challenges
to present findings in explanatory and faced by students in the twelfth grade at
descriptive forms rather than numerical SMK 1 Vocational High School of
values or formulas, offering flexibility in Gorontalo in taking the English oral exam
data collection and analysis (Tracy, 2013). without focusing on other subjects such as
The qualitative method facilitates math, science, etc. In addition, the
immersion in a setting to comprehend it researcher only focusses on the opinion of
comprehensively, utilizing subtle indicators students regarding their challenges, which
to guide actions and gain insights into the may include pronunciation, vocabulary, or
culture (Tracy, 2013). Given its suitability psychological condition. In addition, this
for uncovering challenges, the qualitative research concentrates on the oral English
method was chosen to explore the factors exam based on the basic competencies of
affecting students' performance in English the twelfth-grade students and was consider
oral exams at SMK 1 Vocational High the viewpoint of teachers in order to focus
School Gorontalo. Thematic analysis, a solely on students' interpretations.
qualitative technique, was used to identify This research is conducted by employing
patterns and themes in the collected interview as a means of collecting the
interview data, providing a structured necessary data for the research completion.
approach to analyze the challenges faced by This method is employed by interviewing
students (Alhojailan & Ibrahim, 2012). the ten twelfth-grade students of SMK 1
Following Braun & Clarke's (2006) six- Vocational High School Gorontalo as
phase analysis model, the researcher participants. It is worth to note that the
transcribed, coded, and identified themes in researcher first asked the participants

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 Erni Rusli et.al. Challenges in English oral exams at vocational high school

regarding the language that would be used • Participant 8: Yes, I took an English
during the interview and therefore, the exam while I was at SMK 1, Gorontalo
provided answers would be translated to City. In my opinion, this oral exam is
English if the participants decided to use very useful for those of us who are
Bahasa Indonesia. After conducting the majoring in UPW because English is an
interview, the researcher then constructed important skill in this field
the themes that represent the challenges that • Participant 9: Yes, I have. My opinion is
might be faced by the participants, based on that this kind of exam greatly helps me
the thematic analysis by Braun & Clarke in acquiring the necessary skills in
(2006). Below is presented the answers English speaking, especially the skills in
collected from the participants. entering an international office
Have you followed an English oral exam • Participant 10: Yes, of course. In my
during your enrollment in SMK 1 Kota opinion, by passing this exam, I will
Gorontalo? What is your opinion about the know how the English interview model
said exam? will be conducted by an international
• Participant 1: Yes, of course, I took oral company
exam from grade 10 until 12. The exam Are there any challenges during your oral
seemed surprisingly hard but I can pass exam?
it • Participant 1: Yes of course, there were
• Participant 2: Yes, I did, for example some challenges during the oral exam
during a job application interview • Participant 2: Yes, there are a few
material. I think the exam is great challenges in terms of memorizing the
because I can train myself to be words during the interview material
prepared when applying for a job later • Participant 3: Yes, I have many
• Participant 3: Yes, I have followed challenges
several materials in English. I think the • Participant 4: Yes, there are
exam helps me a lot because by doing it, • Participant 5: Of course, there are
I can prepare myself in the future. Also, challenges in oral exam
the exam is a great addition to our • Participant 6: Yes, I have a challenge
current curriculum • Participant 7: There must be
• Participant 4: Yes, I have. I think the • Participant 8: The challenge is from
exam is a great tool in measuring our
myself because I am not very good at
skills in speaking, especially in applying
mastering English
for a job
• Participant 9: Challenges, I think there
• Participant 5: Yes, I have followed and I
is, but it's not a big problem and I can
think that the exam is great for aiding us solve it
in applying for a job in the future
• Participant 10: The challenge in my oral
• Participant 6: Yes, I have, since grade exam is that I don't understand the
10 until now. I think this exam is very
content of the interview material,
good, because besides being trained to usually I find it difficult to compose
speak when applying for a job, my words in language so that what I convey
English is also growing because I have is sometimes not understood
to be able to pass this exam Talking about the challenges, what kind of
• Participant 7: Yes, I have. In my challenges did you experience?
opinion, this exam is very important • Participant 1: The challenge that I
because in the future interviews in experienced is I was nervous during the
English will definitely become oral exam, especially if the exam is in
commonplace and because of that, this the form of presentation test
exam will really help me

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• Participant 2: At the time of interview, it • Participant 5: This lack of self-

was difficult to memorize the words confidence arises from fear or
• Participant 3: The challenges that I embarrassment of making mistakes
experienced were difficulty to when expressing sentences/interviews
pronounce words in English • Participant 6: What caused me to
• Participant 4: The problem is we have to experience this challenge was due to my
answer correctly even though we haven't lack of vocabulary mastery in English
memorized the grammar/I mean, we and besides that I felt less confident in
have to answer the teacher's questions answering questions
correctly even though we don't • Participant 7: Lack of understanding of
understand grammar the material so that lack of confidence
• Participant 5: The challenges are not appears so that my mind goes blank and
confident and difficult in memorizing everything I think about will disappear
the words • Participant 8: Due to environmental
• Participant 6: The challenge I factors I use Indonesian every day and
experienced was that I found it difficult lack of practice in English
to answer questions in English • Participant 9: I think because I am
• Participant 7: Namely lack of Indonesian and used to use Indonesia,
confidence and lack of understanding of which cause the challenge is that I have
the material to learn pronunciation in English,
• Participant 8: Just now, I'm not very sometimes, I memorize and it would be
proficient and can't compose sentences better if memorizing also understand the
in English meaning
• Participant 9: For the challenge, I think • Participant 10: One of the reasons is the
is pronunciation in English. I have to lack of practice in using English to
learn the word I am about to say because string words so that I become nervous,
this is in English, I have to try more so I can try to take deep breaths so that I
because I am Indonesian and I think feel calmer in answering all the
English will be easy if we understand interviews given
vocabulary What is your suggestion regarding the
• Participant 10: The challenge that I exam?
experienced was when I was nervous • Participant 1: I think the exam could be
during the exam, which caused my mind benefited from adding more various
during the interview to suddenly go questions because in job interview, the
blank interviewer might ask unexpected
Based on your opinions, what might cause questions
the challenges that you faced before? • Participant 2: I think the teachers should
• Participant 1: The main cause is provide more explanations about the
nervousness that I felt during exam, my said exam because I was surprised about
lack of confidence, and lack of the questions during the interview
understanding about the material • Participant 3: The exam should simulate
• Participant 2: Maybe I don’t master the real condition of job interview, such
grammar and I also don’t know the as adding more supervisor or asking the
meaning of the words students to make their own personalized
• Participant 3: Maybe lack of vocabulary CV
that I know and lack of confidence • Participant 4: I think the exam should be
• Participant 4: The reason why this explained more to the students since
happened because I’m not confident and some students don’t know about
worried about my grammar grammar extensively

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• Participant 5: I think the teachers should comprehension, low English mastery, and
teach us how to be confident during the psychological condition.
interview because I was too nervous
• Participant 6: In my opinion, maybe the Insufficient Vocabulary Comprehension
teacher could explain more about this In going through the English oral exam,
test because to be honest I'm a bit students are required to show their speaking
lacking in confidence and maybe other proficiency so that they would be able to
teachers can motivate us students more obtain satisfying score. They are also
because sometimes we are afraid to required to possess sufficient amount of
move forward vocabulary in order to hold a conversation
• Participant 7: My advice might be more properly because the school that they are
motivational because I was a bit nervous enrolled in propose a material named job
during the interview training interview. As the name suggested,
• Participant 8: My suggestion might be to this material obligated the students to be
explain more about how to answer able to talk and discuss about how job
interviews in English interview would be conducted. In this
• Participant 9: I think the exam should be theme, the responses stated that they faced a
easier because I cannot speak English challenge in terms of having a hard time in
clearly and I don't know a lot of pronouncing English words.
vocabulary, which makes it hard for me Based on the interview, it can be seen that
to do the exam some participants faced a challenge in terms
• Participant 10: My suggestion is that of being unable to pronounce English words
maybe the teacher can provide more properly. Participants showed that they had
training to us students regarding how to a hard time during the English oral exam,
get rid of nervousness during exams, which is caused by their inability to
such as tips and tricks so that we can pronounce English words. This inability is
pass the exam more easily presumed to be hindering them from
The following are the themes that are engaging fluently during the exam, which
generated from the codes collected from might affect their score regarding the
participants’ answers. subject. Furthermore, it is stated that it was
difficult for them to answer the question by
Students’ Challenges in English oral using English, which presumably due to
exam at SMK 1 Vocational High School their incapability of pronouncing words
Gorontalo necessary for answering the given question.
This segment is dedicated to addressing the It is also added that they are unable to
primary research question, delving into the engage in a full-English conversation due to
participants' responses to unveil a common the Indonesia-speaking environment, which
thread of challenges encountered. The caused them to experienced less English
findings reveal that a significant majority of exposure, necessary for improving their
participants grapple with difficulties related vocabulary. Therefore, it is safe to say that
to accurate language usage. The challenges one of the challenges in English oral exam
manifested in various forms, with is lack of vocabulary comprehension.
participants frequently encountering hurdles
such as the inability to pronounce English Low English Mastery
words correctly and facing complexities in Another challenge that is experienced by the
constructing coherent sentences, particularly participants is low English mastery. Three
during examination scenarios, which is participants exhibited a sign of low English
displayed by the discovery of three themes, mastery in their answers, including lack of
namely insufficient vocabulary grammar comprehension, difficult in
understanding the materials, and even lack

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 Erni Rusli et.al. Challenges in English oral exams at vocational high school

of knowledge regarding the words’ examination, some students tended to forget

meaning. The answers from the interview the words due to the overwhelming
shed light on various difficulties nervousness experienced by them. Based on
encountered by participants when using the answers, it can be seen that
English. Based on the answers given by the psychological condition of each participant
participants, it can be seen that the greatly hampered their performance during
participants also faced challenges in terms the English oral exam. One participant
of low English mastery. This challenge is answered that they tend to be nervous
shown to be tough for the participants to during the exam, especially if it takes the
overcome due to the lack of necessary skills form of presentation. This condition would
in doing so. One participant explained that likely affect their performance in conversing
they had a hard time in answering teacher’s properly.
questions due to the limitation of their Furthermore, their answer suggests that
grammar comprehension. This might cause standing in front of people; hence the
this participant to be silent or even presentation test, made them greatly nervous
speechless during the examination. presumably due to the pressure of being
Furthermore, it can be presumed that the correct and appropriate during the exam.
pressure of having to answer correctly might Another participant also stated that they had
also affect their memory about grammar a hard time in memorizing words during the
itself. Another participant also stated that examination, which presumably due to the
they are unable to understand the materials, nervousness and lack of confident and by
which is presumably caused by their lack of considering their answer, it is safe to
comprehension in the necessary field. conclude that psychological condition is
Lacking comprehension is considered to be also a challenge faced by students in
a big challenge since understanding the English oral exam.
provided materials would tremendously help
them in passing the examination that would Cause of the Challenges in English Oral
be given in the last meeting of their class Exam at SMK 1 Vocational High School
and to take the exam without any required Gorontalo
comprehension would harm their Following the exploration of the first
performance during the examination research question, this section endeavors to
process. Also, one participant stated that elucidate the second research question,
they do not have the capacity of composing delving into the causes underlying the
English sentences, which would greatly challenges encountered by students during
obstruct them in constructing a sentence English oral exams. Analysis of the
required for passing the oral exam. participants' responses reveals an
Therefore, it can be concluded that having explanation, pinpointing lack of practice and
low English mastery is a significant confidence as the main contributors to the
challenge faced by students in English oral identified challenges. Participants express
exam. that their struggles with English oral
examinations stem from insufficient
Psychological Condition practice, hindering the development of
During the examination, it is assumed that necessary language skills. Additionally, a
some students experienced a challenge that lack of confidence emerges as another
attacks their psychological condition. Some factor, intensifying the difficulties faced by
answers provided by three participants students in articulating themselves
showed they were unable to converse effectively during oral assessments.
properly due to being nervous and not
confident during the oral exam.
Furthermore, it is presumed that during the

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Lack of Practice Based on the answers, it can be seen that

Based on the given answers, three confidence holds a major role in supporting
participants explained that the challenges students’ performance during English oral
that they faced were caused by the lack of examination. The lack of confidence is
practice. It is presumed that low showed to be a hindrance when it comes to
comprehension of vocabulary and English converse or even answer properly. One
itself is caused by students lack of practice participant stated that being nervous and
during the learning session, which leads to lacking of confidence hampered their
the inability to comprehend the materials performance and being not able to
properly or even engage in the examination understand the materials further worsen
fluently. Furthermore, it can be presumed their condition in the examination.
that the participants who were lacking of Another participant similarly stated that
practice were affected by their surroundings. their lack of self-confidence produced fear
Based on the answers, it can be seen that the and shyness since it is presumed that they
cause of participants’ challenges is the lack wanted themselves to be correct about the
of practice, which leads to the inability to sentences or in answering the interview
achieve the intended results during the questions during the examination. The last
examination process. One participant stated participant went a little bit further by saying
that the challenges they experienced were that lacking of confidence would lead to
caused by the lack of vocabulary mastery, speechless condition since it is stated that
which is presumed to be the results of lack they tend to have no words under their
of practice. Apparently, this challenge is one commands due to the inability to think
of the reasons of their hindrance in about it at all. This cause them to experience
performing well during the examination. a great challenge in the examination since
On the other hand, one of the participants they are required to answer the teachers
stated that environmental factor plays a orally and not being able to even say a
huge part in their English practice since it is necessary word would be a big hindrance
assumed that their environment offers little for the students.
English exposure for this participant. This
leads to the inability to practice English DISCUSSION
properly because there is no person to have After conducting this research, it is
a practice with. Finally, another participant discovered that there are two grand themes
explicitly stated that they were lacking of that concern with the cause of the said
English practice and this leads to the challenges. The first theme answers the first
incapability of constructing English research question, which concerns with the
sentence appropriately and the feeling of challenges faced by the students of SMK 1
nervousness during the examination Vocational High School Gorontalo during
process. their English oral exam and the second one
is the cause of the challenges. This first
Lack of Confidence theme is comprised of three sub-themes,
Confidence seems to play a significant role namely insufficient vocabulary
in causing challenges experienced by the comprehension, low level of English
students during the English oral exam. The mastery, and psychological condition where
answers provided by the participants each theme acts as an answer for the first
showed that being not confident or nervous research question. As for the second
greatly obstructed them from appropriately research question, it concerns with the cause
involved in the examination because it leads of the challenges that occur in English oral
them to the incapability of using English exam at SMK 1 Vocational High School of
words, memorizing the words known to Gorontalo, which comprises of two sub-
them, and even making their minds blank. themes namely, lack of practice and lack of

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confidence and these themes answer the saying in English, but conveying their ideas
second research question. In addition, this in English may still be difficult for them.
section includes interpretations regarding Therefore, it can be concluded that
the data that was evaluated, which are then insufficient vocabulary comprehension is a
compared to the previous studies and challenge in English oral exam and by
theories that were presented in the earlier considering previous claims about the said
chapter. Therefore, as a means of challenge is deemed as the most crucial
elaborating each theme in detailed, the first challenge due to vocabulary importance in
theme is explained below. speaking since according to Dakhi & Fitria
The first theme is the insufficient (2019) vocabulary size and depth in
vocabulary comprehension, which as communication appear to be associated with
suggested by the name that it is related to a good interaction meeting the principles of
the amount of vocabulary possessed by each communication itself.
participant. Based on the findings, the The second theme is a low level of English
participants in this theme experienced a mastery, which was displayed when it
challenge during the examination process showed that participants demonstrated an
due to their inability to utilize vocabulary indication of low English mastery in their
properly and resulting in bad examination answers. This includes a lack of
performance. One of the participants comprehension of grammatical concepts,
mentioned that it was difficult for them to difficulty in comprehending the materials,
respond to the question by using English, and even a lack of knowledge regarding the
which is most likely due to the fact that they meaning of the words. Based on the
were unable to correctly pronounce the findings, one participant stated that they did
words that were necessary for responding to not have the capability of memorizing
the question that was provided. Another grammar during the process of answering
participant also seemed to be experiencing the examination questions. It is claimed by
this challenge, which caused them to be Sahid (2019) that grammar is one of the
unable to engage in a full-English vital components in the aptitude of speaking
conversation. because it is considered as the knowledge
This finding is seemingly similar to the about units and rules of language (Fromkin
study conducted by Wahyuningsih & et al., 2013). Fromkin et al. (2013) further
Afandi (2020) who discovered that lack of explained that to understand the nature of
vocabulary was regarded as a main obstacle language, an individual is required to
for spoken communication by Indonesian understand the nature of grammar itself;
English students and in their study, this thus, it is safe to assume grammar is an
finding is considered as the primary important factor in language proficiency.
challenge in English speaking, especially in The third theme that demonstrates the
English oral exam. On the basis of the difficulty of an oral exam is psychological
aforementioned explanations, it can be condition. During the oral examination,
determined that the students of SMK 1 research participants were unable to
Vocational High School Gorontalo concur converse adequately due to anxiety and lack
with the assertion that a lack of vocabulary of confidence. In addition, it is thought that
is the primary reason why they cannot several students completely missed the
express their views precisely in English. In vocabulary throughout the exam due to the
addition, they are of the opinion that the sheer amount of nervousness experienced
challenge of vocabulary may act as a barrier by them. One participant mentioned that
to the fluency of their English vocabulary they are typically nervous during
mastery. This finding also similar to Sitorus examinations, particularly if they involve of
et al. (2022) who discovered that some something like a presentation. This
students may understand what others are condition would inevitably hinder their

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ability to converse effectively. Moreover, regular feedbacks regarding the students’

their answer implies that standing in front of performance. Therefore, it is safe to
people, i.e., the presentation test, made them conclude that in achieving mastery over
extremely anxious, possibly because of the English, a student is required to practice and
sheer amount of pressure to be correct and possibly in an intensive way.
appropriate during the exam. Another participant stated that
Damayanti & Listiyani (2020) explained environmental factor plays a huge part in
that during academic speaking context, the their English practice since it is assumed
common causes of their unsatisfactory that their environment offers little English
grades were caused by being nervous, being exposure for this participant. This leads to
confused because of less vocabulary, the inability to practice English properly
shyness, or other factors. Abrar et al. (2016) because there is no person to have a practice
explained that foreign language anxiety can with or even lack of necessary exposure in
be assumed to be a distinct complex of self- the classroom. Wilde et al. (2020) explained
perception, behavior, feeling, and belief that formal teaching must be supplemented
related to using a foreign language in with informal learning in everyday settings,
classroom communication. This claim which further tells that English exposure is
shows that being anxious and nervous in not only in the classroom but also outside
front of a class is a condition experienced by the classroom. Wahyuningsih & Afandi
those who are trying to learn foreign (2020) added that some students receive less
language, in this case English. As one of the input about using English, particularly in a
productive language abilities, speaking is non-English-speaking environment. In fact,
considered crucial to master in Foreign some of them only use English in the
Language classes. However, this finding classroom and hardly ever use it outside of
shows that students frequently demonstrate it. Since students hardly ever hear sounds
nervousness when speaking the target and words from others speaking English
language and therefore, it is safe to assume outside of class, their lack of input may not
that psychological condition is a significant improve their English growth, particularly
challenge to be encountered during the in speaking. This further confirms that in
English oral exam. order to obtain more aptitude in terms of
Aside from the aforementioned themes, this oral exam, a student is required to receive
research also discovered themes that more English exposure from their
concern with the cause of each challenge surroundings.
found in the previous section. The fourth The last theme is lack of confidence where
theme is lack of practice where it is assumed confidence seems to play a significant role
that low practice engagement results in low in causing challenges experienced by the
English comprehension, the inability to students during the English oral exam. The
comprehend the materials properly or even answers given by the participants revealed
engage in the examination fluently. One that feeling insecure or anxious prevented
participant stated that the challenge they them from participating in the examination
encountered were due to a lack of in a significant sense since it prevents them
knowledge of the language, which is likely from using English words, memorizing the
the result of inadequate practice. Evidently, words they already know, and even renders
this challenge is one of the factors their minds blank. One participant stated
preventing them from performing well on that they typically have little or no
the exam. This result is reinforced by vocabulary at their minds since they are
Thompson (2019), who discovered that unable to think about it at all and a lack of
language learning is possible to be increased confidence would result in this condition.
through purposeful practice by studying at Since they must respond orally to the
appropriate times of the day and receiving teachers throughout the exam, this is a

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 Erni Rusli et.al. Challenges in English oral exams at vocational high school

significant challenge for the students who therefore, further investigation is heavily
find it difficult to even utter a single word. required
Furthermore, it is explained that EFL
students may feel anxious in speaking CONCLUSION
English (Chou, 2018) and therefore, it is This research intends to discover challenges
safe to conclude that the role of confidence faced by students in English oral exam at
in English oral exam. SMK 1 Vocational High School Gorontalo
In this research, the researcher intended to and the cause of the said challenges. The
discover the challenges faced by the result showed that the students encountered
students in English oral exam in SMK 1 challenges insufficient vocabulary
Vocational High School Gorontalo. It is comprehension, low English mastery, and
found out that students faced several psychological condition. The result also
challenges, namely; insufficient vocabulary showed that there are two causes of the
comprehension, low English mastery, and challenges, namely lack of practice and
psychological condition. Furthermore, it is confidence. This research concludes that
revealed that the said challenges were each challenge is interconnected and
caused by lack of practice and confidence. therefore, one challenge has the capability
Sitorus et al. (2022) and Fitriani & of affecting other challenges which would
Zulkarnain (2019) focused more on greatly hinder students’ performance in
students' difficulties than on their challenges English oral exam.
in their previous studies, which were
presented in the earlier chapters. Although Declaration by Authors
difficulty and challenge seem similar, Acknowledgement: None
according to the Oxford University (1999), Source of Funding: None
the former refers to the state or condition of Conflict of Interest: The authors declare no
being difficult, whilst the latter refers to a conflict of interest.
demanding and challenging activity.
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2024; 11(5): 187-198. DOI:
https://doi.org/10.52403/ijrr.20240523

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