Thesis Yeni Efrianti

AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN ENGLISH
SPEAKING AT THE EIGHT GRADE OF MTS

MUHAMMADIYAH PENYASAWAN
KAMPAR REGENCY
BY
YENI EFRIANTI
SIN. 11714202664
FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1443 H/2022 M
AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN ENGLISH
SPEAKING AT THE EIGHT GRADE OF MTS
MUHAMMADIYAH PENYASAWAN
KAMPAR REGENCY
By
YENI EFRIANTI
SIN. 11714202664
A Thesis
Submitted as partial fulfillment of the Requirements
for Bachelor Degree of English Education
(S. Pd)
ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1443 H/2022 M
ii
CHAPTER I
INTRODUCTION
A. Backgroud of the Research
In this world, there are so many languages used by human being.
Language is a means of thinking and transfering culture from one generation to
another as well as from one nation to another. Language is one of skills that
should be learned and mastered by human being for communication. If they
cannot use the language that many people use in the world, they will face many
problems in their life. One of languages often used is English. The English
language is used throughout the world for many different reasons: in education,
technology, travelling,, politics, medicine, and etc (Vesela, Puschenreiterova,
Daiko, & Bodorik, 2014).
As the tool of communication, language has an important role to reveal an
intention to someone else. People will be able to express their thought and feeling
by using language. Language, communication and life cannot be separated, one of
the ways in communication is through speaking. In all of these instances speaking
English is vital and learners of the language need to master this skill in order to be
efficient communicators (Vesela, Puschenreiterova, Daiko, & Bodorik, 2014).
In this research, the researcher focuses in speaking. It is one of aspects of
learning a second or foreign language that should be mastered by everyone. It
means that speaking English becomes a need for many people, especially for the
students. By mastering speaking, the students can also do conversation meaning,
receiving, and processing information to others directly. To speak English is not
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easy, because the people should master some aspects in speaking. They are
fluency, vocabulary, pronunciation, grammar and comprehension. According to
Nunan (2003) Speaking is very important in our life because without speaking we
cannot know what the others talk and speaking is the way used to interact with the
other people. It is assumed that speaking skill is one of aspects which is important
to master in English. Succes can be measured through students’ skills in carrying
out the conversation and interaction in that languages. It can be concluded that
speaking skill must be mastered if the native has resolved to raise their abilities of
communication.
Speaking is an action, a process and a skill of someone to communicate to
other people for sharing information. As one of communication system, speaking
play an important part in our everyday lives. In any life aspect, either our social or
personal interaction, the ability to speak has been one of significant element of
interaction process. Furthermore, in language teaching and learning it speaking is
an important part of curriculum (Luoma, 2004). In a process of communication
the students feel difficult to speak with other students in their class. Students’
difficulties are something hard to do or to understand faced by the students who
have behavioral or emotional diseorder, or specific difficulties in learning
(Paris,2004 in (Sari, 2017)). Students get hard to accomplish, deal with, or
understand. While getting hard to do something is a general response to situations
where we feel we do not understand about something.
Based on Kurikulum 13 (K13) students must be able to express simple
meaning with transactional dialog and oral interpersonal to interact in the

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environment. In order to accomplish, school based curriculum (K13) provides
speaking as one of skills in mastering English. Speaking is very necessary as one
of the skills in English that must be taught and learned at Junior High School.
MTS Muhammadiyah Penyasawan, one of the schools that use school based
curriculum. Based on the researcher’s preliminary research at MTS
Muhammadiyah Penyasawan, the researcher chose the eight grade because the
researcher found the research problem based on the interview with one of English
teacher at MTS Muhammadiyah Penyasawan.
The teacher said that students still have difficulties in speaking English
language. The students get difficulties when the teacher ask them to speak in front
of the class they can not know what to say, because they lack of vocabulary and
pronounciation. Then, they still lack of self confidence when they speak English.
Some students still feel confused when the teacher asks them to practice
conversation through dialogue, it is because of the lack of vocabulary and
grammatical mastery. Because English is not as their mother tongue and they do
not use English to communicate in their daily activity, it makes the students need
strategy when they want to get a better in learning foreign language.
Mueen (2000) in Roud (2016) stated that there are several factors which
affect students difficulties in speaking English such as, lack of adequate and
appropriate vocabulary, shyness, nerveous, fearful to speak, and lack od
confidence. Considering the phenomena above, the researcher is interested in
conducting the research about students’ difficulties in speaking. The researcher
wants to know the students’ difficulties in English speaking. From the background
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above, the researcher decides to conduct a research entitle “AN ANALYSIS OF
STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH AT THE EIGHT
GRADE OF MTS MUHAMMADIYAH PENYASAWAN KAMPAR
REGENCY”
B. Problem of the Research
1. Identification of the Problems
a. What are the students’ difficulties in speaking English at the
eight grade of MTS Muhammadiyah Penyasawan?
b. What are factors in speaking English at the eight grade of MTS
Muhammadiyah Penyasawan?
c. What make the students not master vocabularies, grammar, and
pronunciation in speaking English at the eight grade of MTS
Muhammadiyah Penyasawan?
d. Why do the students still feel confused when the teacher asks
them to practice at the eight grade of MTS Muhammadiyah
Penyasawan?
e. Why do the students still lack of self confidence when they
speak English at the eight grade of MTS Muhammadiyah
Penyasawan?
2. Limitation of the Problems
Based on the identification problems above, the researcher wants to know
the students’ difficulties in learning speaking English at the eight grade of MTS
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Muhammadiyah Penyasawan. The researcher focuses on the factors of students
difficulties in speaking, they are: inhibition, nothing to say, low or uneven
participants and mother tongue.
3. Formulation of the Problems
Based on the limitation of the problems stated above, the researcher
formulates the problems as follows: What are the factors that cause students’
difficulties in English speaking at the eight grade of MTS Muhammadiyah
Penyasawan?
C. Objectives and Significances of the Research
1. Objectives of the Research
The objective of this research to find out the factors that cause
students’ difficulties in Speaking English at the eight grade of MTS
Muhammadiyah Penyasawan.
2. Significances of the Research
This research has theoretical significances and practical significances.
a. Theoritically, the researcher hopes that the result of this
research can be used as the reference in the teaching English
speaking at the eight grade students
b. Practically, the researcher hopes this research can give
significance for students, the reader, and other researchers.

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D. Defenition of the Terms
There are some terms involved in this reserach, it is important to
explain the definition of key terms which are used in this reserach. The
following terms are defined as follows:
1. Analysis
Analysis is an investigation of an event to find out the actual
situation (Suharso and Retnoningsih, 2005). In this research, the analysis
means an investigation of something which is used to measure students’
difficulties in speaking English.
2. Students’ Difficulties
Students’ difficulties are something hard to do or to understand
faced by the students who have behavioral or emotional diseorder, or
specific difficulties in learning (Paris,2004 in (Sari, 2017)). In this study,
students’ difficulties refers to the factors that cause students’ difficulties in
English speaking at the eight grade of MTS Muhammadiyah Penyasawan,
have dealing with speaking skill.
3. Speaking
Speaking is defined as literary to say things, express thought aloud,
and use the voice (Brown, 2008). In this research speaking skill means
that the ability of students to speak, to say or express something and use
voice aloud in English language.

CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theorical Framework
1. The Nature of Speaking
Speaking is one of the four language skills. It is used by everyone to
communicate something in daily life. The language skills that are categorized
into productive skills are speaking and writing. While, reading and listening
are as receptive skills. Both components of skills depict how language as
means of communication works. Harmer (2007) stated that the term of
productive skill is the language skills where the students produce the language
themselves.
According to Brown (2008) speaking skills and communication are
closely intertwined and strengthen each other. These skill components are
messages delivered through spoken and printed texts that are produced by
language learners. Meanwhile, Hasibuan in Burns & Joyce (1997) said that
speaking is often spontaneous, open-ended, and evolving. However, speech is
not always unpredictable. Brown (2004) said that speaking is literary to say
things, express thought aloud, and uses the voice.
Rasyidah in Rivers (2004) said that what the students need in a target
language is the skill to use the language in acts of communication, because
speaking is a very complex and different skill to learn especially by the
foreign language students. In other words, learning to speak a foreign
language will be facilitated when students are active to communicate, because
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there is a proverb which says that we learn to read by reading and we learn to
speak by speaking. Speaking is a language skill or means of communication in
which one can express his/her idea, feeling and information to others orally.
Speaking skill needs direct interactions, in which someone speaks to someone
directly.
Based on some theories above, it can be concluded that speaking is
productive skill as second or foreign language that is used to express speakers’
ideas, information, feeling to others directly. In speaking, people must have
ability to use the words with the correct pronunciation, to design the correct
grammar for the utterances, and to choose the diction or choice of words.
Further, Luoma (2004) stated that “being able to speak to friends, colleagues,
visitors and even strangers, in their language or in a language which both
speakers can understand, is surely the goal of very many learners” and the
success of learning English can be seen and measured from their performance
in speaking and how well they present their English in communication.
2. Types of Speaking Skills
According to Brown (2007), there are five basic types of speaking or
oral production they are:
a. Imitative: it is someone interested only what is labeled by “pronunciation‟.
She / he imitates a native speaker’s pronunciation.
b. Intensive: it is someone ability to gain the meaning of the conversation
based on the context.
c. Responsive : it refers to someone comprehension of the short conversation,

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standard greeting and small talk, simple Request and comment, and the like.
d. Interactive : Interaction consist of two forms they are, transactional
language, which has the purpose of exchanging specific information and
interpersonal exchanges, which have the purpose of maintaining social
relationship, it was more complex than responsive.
e. Extensive (monologue): Extensive oral production includes speech, oral
presentation and storytelling during which the opportunity for oral interaction
from listeners is either highly limited (perhaps to nonverbal responses) or
ruled out all together.
Based on explanation above, there are five types of speaking or oral
production. Its someone interest of pronouciation, he/she can imitate. If someone
ability to gain meaning of conversation its called intensive. Responsive it refers to
someone comprehension of the short conversation. Exchanging specific
information and maintaining social relationship it called interactive. Extensive
(monologue) oral production includes speech, oral presentation and storytelling
during which the opportunity.
3. Areas of Knowledge in Speaking
Speaking becomes important because speaking is a skill that can make
people easily understand to what thing explained. According to Kalayo and
Muhammad Fauzan Ansyari (2007) state that learners should be able to make
themselves understand by using their current proficiency to the fullest. In
reality there are many learners still difficult to speak because they do not know
the areas of knowledge of speaking. Beacuse of that make the students

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speaking ability still low. According to Kalayo and Muhammad Fauzan
Ansyari (2007) state that language learners should know the areas of
knowledge in speaking as follows :
a. Mechanics (Pronunciation, grammar, and vocabulary): speaking the right
word in the right order and right pronunciation.
b. Functions (Transactional and interaction): knowing when clarity of
message is essential (Transaction / information exchange) and when precise
understanding is not required (Interaction / relationship building).
c. Social and cultural rules norms: understanding how to take into account
who is speaking to whom, in what conditions, about what and for what reason.
Based on theorist above , as a learners we should know areas of knowledge
in speaking such as mechanics (Pronunciation, grammar, and vocabulary),
functions (Transactional and interaction), and social and cultural rules norms. It is
usefull to make themselves understand by using their current proficiency to the
fullest.
4. Speaking Learning activities
Speaking learning activities should be conducted to improve their speaking
ability. O'Malley and Chamot (1990) state that learning strategies are special
thoughts or behaviors that individuals use to help them comprehend, learn, or
retain new information. These activities can involve some styles. According to
Kavi (2018) in Sofyan (2018), several activities can be used in learning to speak,
such as discussion in a group, storytelling, role-play, speech in front of the
audience, debate, etc.

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a. Discussion in Group
The students are divided into two groups to discuss any interesting topic.
They may aim to conclude, share ideas about an event, or find the solution in the
discussion.
b. Storytelling
Students’ can briefly summarize a tale or story heard from somebody
beforehand, or they create their own stories to tell their classmate. Storytelling
fosters creative thinking, it also helps students express ideas in the format of
beginning, development, and ending, including the characters and setting a story
has to have.
c. Roleplay
In this activity, the teacher gives information to the learner such as who
they are and what they think or feel, the teacher can tell the students that they are
David, you go to a doctor and tell what happen last night.
d. Speech in front of the audience
This is a rather hard activity to be done by students. In this case, the
students should be able to make a paper to be presented in front of the audience,
and then students will present one of the topics of their idea.
e. Debate
In this activity, students are divided into two groups, teachers will give one
topic to debate. They will be free to express their opinion on the topic. At the end
of it, the teacher might like to put the issues to vote or make conclusions about the
topic that has been already debated.

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f. Dialogue
This traditional language learning technique has gone somewhat out of
fashion in recent years. The learners think of a brief dialogue and they might learn
by heart. They perform privately in pairs or publicly in front of their friends.
Learners can be asked to perform the dialogue on different topics such as their
relationship with their family, culture, and other ideas.
g. Reporting
It can be used to make students' speak up. In this activity teacher asked
students to read a newspaper or magazines before coming to the class, in the class,
they report to their friends what they find as the most interesting news.
5. The Important of Speaking
As one of communication system, speaking play an important part in our
everyday lives. In any life aspect, either our social or personal interaction, the
ability to speak has been one of significant element of interaction process.
Furthermore, in language teaching and learning it speaking is an important part of
curriculum (Luoma, 2004).
In social interaction, the ability to speak effectively supports how far our
interaction going and how well relationship can be achieved. Then, in workplace
or career lives communication skill is one of main key for career success. For
instance, a leader need communication ability to deliver information, influence,
and direct others to take the actions. Personally, we also need communication skill
to show our ability and capability. Our personality, self-image, knowledge of the
world, and our ability to reason and express our thoughts is all reflected in our
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spoken performance in the target language (Luoma, 2004). Nowadays, effective
speaking has received a lot of attention from the general public. It is has been one
of the prominent qualities that can help you get the attention of other people.
Naturally, we are all a great fan of suceffective speaking skill. Finally, speaking
skill has been very important, since it is one of demanded skill that mostly used in
communication effective speaking skill.
In my consideration, speaking is one of the way to communication.
Communication use to deliver and receive information from people. Speaking is
also use to interact with other people. In language teaching and learning it
speaking is an important part of curriculum. Not only for learners, speaking is also
important for career.
6. The Difficulties in Speaking
English speaking is also not easy for students, because they must study hard if
they want fluency and good comprehension to speak therefore they must learn
more about vocabulary, pronunciation. According to Chens (2009) in Samira
(2014), difficulties in English speaking students common difficulties are they did
not confident, limited fluency and limited vocabulary.
Maenwhile, Zhang (2009) argued that speaking remains the most difficult
skill to master for the majority of English learners, and they are still incompetent
in communicating orally in English. In addition, Mueen (2000) stated that there
are several problems which affect students’ skill in speaking English; such as, lack
of adequate and appropriate vocabulary, shyness, nervous, fearful to speak, and
lack of confidence. According to Brown (2007), there are many factors that
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influence the students in speaking, they are:
a. Internal factors
These factors come from the students themselves that consists of
physiological aspects such as intelligence, attitudes, interest, talent and
motivation.
b. External factors
These factors consist of social environment such as family, teachers,
staffs, society and friends, and nonsocial environment such as house, school,
equipment and atmosphere. Speaking happened spontaneously and orally
among two people and more in real time. Some various kinds of influencing
speaking fluency are cognitive factors, linguistic factors, and affective factors
(Wang, 2014)
c. Cognitive Factors
Speaking process include: conceptualization, formulation, and
articulation (Level, 2007). Conceptualization concern with kinds of
information selected to express meaning. Formulation refers to the ability of
speaker chosen the using of proper words in appropriate grammatical.
Formulation deals with speaker‟s ability to select proper words of grammatical
structures. Articulation was speech articulatory organs that articulated by the
speaker.
d. Linguistic factors
Learner‟s oral proficiency has to use appropriate language forms
(Saunders & O‟Brien, 2006). Some components of linguistic factors include

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pronunciation, grammar, and vocabulary are very important considered by
students.
e. Affective Factors
Some kinds of affective factors related to native language learning are
emotions, self-esteem, empathy, anxiety, attitude, and motivation. “Speaking a
foreign language in public, especially in front of native speakers, is often
anxiety- provoking.
From those explanations, it can be concluded that learning English as a
second or foreign language makes Students get some difficulties, there are
many factors that influence the students such as internal and external factors,
cogninitive, lingusitic and affective factors. Students’ must be mastery skill of
speaking, vocabulary and practice every day.
7. Problems of Students Difficulties
Bygate (2008) Said that there are five problems students in speaking in
English, as follow:
a. Linguistic Obstacles
Linguistic obstacles are obstacles in languages such as grammar error
when speaking English. Not good structure when using English. Problem with
vocabulary and grammar when talking with teacher. And then error pronunciation.
b. Speech Processing Difficulties
This is difficulty in speaking because, students in their daily lives are still
accustomed to using mother tongue. Students also find it difficult to use words
and structures in English. When talking to teachers they don't communicate well
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and effectively. Students still struggle to pay attention to fluency and accuracy
when speaking English, because there are many problems that they have not yet
mastered.
c. Academic and Conversational English Skills
This is a problem in academic conversations in English. Many students‟
find it difficult to lead English-language discussions, do not live in class
atmosphere. Most students‟ are afraid of English speeches in the class and are not
willing to participate in English discussions in the classroom afraid to speak or
joke. When presentation in class.
d. Negative Affect
Negative affect is that students can be interpreted when they want to talk
feeling nervous, have high anxiety if they think negatively worry about grammar,
so silent students‟ in the classroom, especially lack of confidence in speaking
English in the classroom and when the teacher says they choose to be silent.
e. Access to Speaking Opportunities
Access to speaking opportunities There is a growing awareness that individual
learning is not an individual psychological process but also a social process. So it
can be interpreted to speak English not for individuals but socially. Most
students‟ speak less English outside the classroom. And many do not participate
in class.
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8. Factors of Students Difficulties in Speaking
Learning English as a second or foreign languange makes student get
some difficulties. In this research, the researcher will focus on factor that cause
students difficulties in speaking. Penny Ur (1996) , said that there are four
factors in speaking they are :
a. Inhibition
Unlike reading, writing, adn listening activities, speaking requires some
degree of real-time exposure to an audience. Learners are often inhibited about
trying to say things in a foreign language in the classroom. The student worried
about making mistakes, fearful pf critism or losinf face, simply shy of the
attention that their speech attracts.
b. Nothing to say
Even if they are no inhibited, you often hear learners complain that they
cannot think of anything to say, the have no motive to express themselves
beyond the quality feeling that they should be speaking. Not many students
know the vocabulary and the grammar so they should be able to motivate
themselves to have to speak to train their skill.
c. Low or uneven Participation
Only one participant at a time can talk if he is to be heard and in large
groups, this means that everyone will have only very little speaking time. This
problem is compounded by the tendency of some learners to dominate, while
others speak very little or not at all.
d. Mother - Tongue use

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The phenomenon of students we see today a number of students are
accustomed to using mother tongue, they tend to use his mother tongue
because it is indeed familiar since they were small, so it's easier to talk to their
fellow. They feel less to speak a foreign language so that lack of motivation.
They are so accustomed to using Foreign Languages.
From explanation above, there are four factor that cause students
difficulties in speaking such as, inhibition, noting to say, low or uneven
participation and mother tongue use.
9. Factors that Influence Foreign Language
Ellis (1985) stated there are factors that influence foreign language
learning, as follow:
a. Age
Richards and Renandya (2000 ) stated that age is one of the most
commonly cited determinant factors of success or failure in foreign language
learning. People of different ages have different need, competences, and
cognitive skills. The children of primary age to acquire much of a foreign
language through play, for example, whereas for adults can reasonably expect a
greater use abstract thought.
b. Aptitude and Intelligence
The students who has high IQ usually can solve their problem easily
and they can understand the material faster that gave from the teacher than their
friends who have lower IQ. Whereas aptitude is natural ability carried since
born. Some students are better in learning languages than others. It is caused by
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students have different aptitude in learning process. Ellis (1985) said that
aptitude is special ability involved in language learning. Aptitude used to
measure in term proficiency scores achieved by learners in learning process.
Some of researchers mentioned that aptitude is major factor determining the
level of success of classroom language learning.
c. Cognitive Styles
Olivia and Saracho (1997) stated that cognitive style is reflection of
the individual‟s psychological differentiation, and behavioral or intellectual
responses to situations. It is one way to characterize individual differences.
Cognitive style describes consistencies in using cognitive processes. Cognitive
styles include stable attitudes, preferences, or habitual strategies that
distinguish the individual styles of perceiving, remembering, thinking, and
solving problems
d. Personality
Pervin (2008) stated that personality is the characteristic of people
which cause consistency of feeling, thinking, and behavior. Many students
have difficulty in speaking. It can be caused by personality factors. The
students usually afraid about making mistakes, shy of the attention when speak
English, lack vocabulary, error grammatical, and not good pronunciation.
e. Motivation
Motivation is one of factors that play important to get success or failure
good speaking for someone. Harmer (2007) stated that motivation is some kind
of internal drive which pushes someone to do things in order to achieve

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something. Students have high motivation to success can receive and get better
achievement than the students have weak motivation. Motivation is divided
into two categories, they are extrinsic motivation and intrinsic motivation.
Extrinsic motivation is caused by any number of factors outside the classroom ,
for example the students need to pass an exam, the hope of financial reward, or
the possibility or future travel
10. The Functional of Speaking
According to Richard (2008), the mastery of speaking skills in English
is a priority for many second and foreign language learners. Several language
experts have attempted to categorize the functions of speaking in human
interaction. Each of these speech activities is quite distinct in term of form and
function and requires different teaching approaches. The function as follows:
a) Talk as interaction
Talk as interaction refers to what we said as conversation. It is an
interactive communication which done spontaneous by two or more
person. This is about how people try to convey his message to other
people. Therefore, they must use speaking skill to communicate to
other person. The main intention in this function is social relationship.
The focus is more on the speakers and how they wish to present
themselves to each other than on the message.
b) Talk as transaction
In talk as transaction is focus more on message that conveyed and
making others person understand what we want convey, by clearly and

21
accurately.In this type of spoken language, students and teacher
usually focus on meaning or talking what their way to understanding
rather than interaction.
c) Talk as performance
In this case, speaking activities is focus more on monolog rather than
dialog. The function of speaking as performance happened at speeches,
public talks, public announcements, retell story, telling story and so on.
From those explanations, it can be concluded that there are many
functions of Speaking. So, it is very useful and valuable for English
Students to master Speaking skill.
11. Characteristic of Successful Speaking
Penny Ur (1996) says that the following characteristic are common in
successful speaking tasks.
a. Students talk a lot
The common problem in speaking is that students only speak a little. They
only spend a lot of talking in their native language another common
problem that teachers talk with a lot of time. Should students who are
given a lot of talk in front of the class.
b. Even participation
Participation is the entire students take the place of the students who
participated in the task to talk in group discussion or small group and
whole class. The task should be designed in a way so that the out spoken
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students‟ do not dominate discussion, all get a chance to speak, and
contributions are fairly evenly distributed.
c. High motivation
Students are eager to speak, when the given topic was interesting and clear
objectives to be achieved in then they would talk, and assignments given
the teacher must be in line with the capability of remaining so that students
are eager to work on and dont be too easy given by teachers.
d. Right language level
Tasks should be designed as good as task can be solved so maybe with
language they have. Students can Express themselves in speech to
relevant, easily understood and fellow them and teachers. And of an
acceptable level of Language accuracy. If students have a lack of
vocabulary they'll be frustrated and go back to their native language.
Based on Ur (1996) says that the following characteristic are common in
successful speaking tasks such as, students talk a lot, even participation, high
motivation and right language level. Means that the students must be practice and
express the language in their self to succesful in speaking.
B. Relevant Research
First, Dina al Jamal (2013) conducted a study titled “An investigation
of the difficulties faced by EFL undergraduates in Speaking Skills.” The
presents study aimed at describing difficulties that may be encountered at an
EFL setting. This study used qualitative, questionnaire and 64 students‟ to
survey. The results of the study showed a "low" speaking proficiency level
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among EFL undergraduates along with negligible instruction of the speaking
skill at university courses' level. More highlighted difficulties by this study
were as these of: communication in L1, large classes, and lack of time.
Second, Nadir Awad Kardwish (2016) conducted a study titled
“investigating speaking difficulties that encounter students at secondary
schools.” The aim of this study is to investigated the speaking difficulties that
encounter Sudanese secondary schools students at Omdurman locality. The
technique of analyzing data is qualitative used questionnaire a questionnaire
was distributed to thirty teachers of English language with different
experience at Omdurman Locality. After the researcher conducted and
analyzed the questionnaire data, he found the following: large vocabulary
helps learner to express easily and clearly, learner weakness in listening skill
causes speaking difficulties, some students are unable to choose the right
words or phrase for communication, negative psychological factor speaking
skill, no clear strategy of teaching English language which can help the
students‟ to speak well, teacher no have time for practicing speaking.
Third, Ahmed Maher Mahmoud al Nakhalah (2016), conducted study
titled “problems and difficulties of speaking that encounter English language
students‟ al Quds open university. The aim of study is exploring the speaking
difficulties encountered by English language students at al Quds open
university. The technique of analyzing data is experimental method used
interview. The result showed and indicated there some difficulties in the
speaking of the students due to some reasons such as fear of mistake shyness
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anxiety and lack of confidence.
Fourth, Samira al Hosni (2014), conducted a study titled “Speaking
difficulties encountered by young learners.” The aim of study is speaking
difficulties encountered by grade five students. The technique of analyzing
data is qualitative used observation and interview. The result of the research
there are three major speaking difficulties encountered by the students at this
level, and they are linguistic difficulties mother tongue use, and inhibition.
Five, Nanda Aldila Sari (2016) conducted her study entitle students’
difficulties in speaking skill at the eleventh grade of SMA Muhammadiyah
Karanganyar. The objects were to describe the students difficulties in
speaking, to describe the factors causing of students difficulties in speaking,
and also to describe the students’ strategies that was used to overcome the
difficulties in speaking. This research used descriptive qualitative design, used
observation and interview to collect the data. The result of the research
showed that every students had different difficulties in speaking. They are
fourth difficulties in speaking. They are inhibition, nothing to say, un-event
participant, and mother tongue. The second factor students getting difficulties
in learning speaking they were personality, motivation, cognitive style and
class condition.
Based on the relevan research above we conclude that previous
researchers focused on students difficulties in speaking, factor of student
difficulties in speaking and the students strategies to overcome the difficulties

25
in speaking. This research only focuses on the factors that cause students’
difficulties in English speaking.
C. Conceptual Framework
The factors of students difficulties in

English speaking
(Ur 1996)
Inhibition Nothing to say Low or uneven Mother – tongue

participation use
Figure II.1 Theoritical Framework of Factors of Students Difficulties
According to Urr (1996) there are some factors of students difficulties in
speaking, they areas follows :
1. Inhibition. Student speak in class worried making mistakes, nervous and
see the audience lack of confidence, fearful of criticism, or simply shy.
2. Nothing to say. Student speak in front of their class they can not think of
anything to say because they do not know the vocabulary and the
grammar.
3. 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.

26
4. Mother-tongue use. Learners who share the same mother tongue tend to
use it because it is easier and because learners feel less exposed if they are
speaking their mother tongue.

CHAPTER III
METHOD OF THE RESEARCH
A. Research Design
The design of this research is descriptive qualitative research. This
research used qualitative approach because the data analyze qualitative
means describing or explaining the events of the case. According to Berg
(2001) that case study of descriptive design is intended to recognize the
phenomenon and answers the research questions. The goal of descriptive
research statement of Nassaji (2015) that is to describe the phenomenon
and its characteristics. Furthermore, the researcher is particularly interested
in understanding how the participants create a meaning of a phenomenon
in descriptive qualitative research, which illustrates practically all
characteristics of qualitative research (Merriam and Granier, 2019).
Case study focuses on the events surrounding one case in a
contemporary context or setting. Creswell (2013) describes the qualitative
approach to a case a study with the investigator focusing on one or more
cases over time through detailed, in-dept data collection involving mutiple
sources of information. These multiple sources of data come in the form of
textual, visual, and audio files regarding the case or cases. The intent of the
case study is to provide in-dept understanding through data analysis of
multiple sources of information describing all details of the case where
themes or issues are identified by the researcher (Creswell, 2013).
27
28
Based on the explanations above, the researcher concluded that a
case study is a research to investigate detailed information. A case study is
on an in-depth investigation of a single individual, group or event to
explore the causes of underlying principles. In this research, the researcher
analyzed the phenomenon in teaching speaking in English especially that
related to teacher motivational strategies for teaching speaking in the
English classroom.
B. Location and Time of the Research
This research was conducted at MTS Muhammadiyah Penyasawan.
It is located on Jl. Perjuangan Bukit Injin, Penyasawan village, Kampar
Regency. It was conducted on October – December.
C. Subject and Object of the Reserach
The subject of this research were the eight grade students of MTS
Muhammadiyah Penyasawan in academic year 2021/2022. The object of
this research were factors that cause students’ difficulties in English
speaking.
D. Participants and Sample of the Research
1. Participants
The participants in this reserach were students of the eight grade at
MTS Muhammadiyah Penyasawan. The number of participants are 65
students in which:
29
Table III.1
Participants of sample at MTS Muhammadiyah Penyasawan
No Class Number of Students
1 VIII A 19
2 VIII B 18
3 VIII C 28
Total 65
2. Sample
The sample is the group of participants in a study selected from the target
population from which the researcher generalizes to the target population
(Creswell, 2012). In line with Creswell, Fraenkel et al (2012) describes sample as
the small of group of the population on the reserach. Sample is part of the number
and characteristics owned by population (Sugiyono, 2012).
The sampling technique in this study was purposive sampling. According
to Sugiyono (2013) purposive sampling is technique of taking the source of data
sample with certain deliberate. In line with it, Bernard (2002) in Erikan (2015)
stated that the purposive sampling techniques also called judment sampling, is the
deliberate choice of a participant due to the qualities of the participant possesses.
It is non random technique that does not need underlying theorist or a set number
of participants. Simply put, the resaercher decides what needs to be known and
sets out to find people who can and are willing to provide the information.
30
By using purposive sampling, the researcher chose the sample those that
representative and present the participants. They were three classes of the eight
grade at the school. The researcher chose 9 students purposively as the
participants of the study taken based on the lowest speaking score among the
students at the eight grade of MTS Muhammadiyah Penyasawan.
E. Technique of the Data Collection
In this research, the researcher used the techniques of collecting data. They
were two types:
1. Observation
Observation is one of the technique that used to collect the data.
The researcher is able to find the answers by focusing and taking
participant in an event or activity. Observation is taking regular conscious
notice classroom action and occurances, which are particularly relevant to
the issues or topics investigating (Burns, 1999).
In this research, the researcher was observe directly in the research
place, because the situation of Corona pandemic cases have decreased and
the situation allows for the teaching and learning process in the
classroom, at the beginning of September 2021, teaching and learning
activities began to be held again, but the students were divided into
several students in the classroom who could participate in the learning
process. It means that an observer who visits a site and takes notes in the
activities of the participants.

31
2. Interview
This technique used to complete and support the primary data of
research. According to Wilkinson and Birmingham (2003), interview is
used in research to obtain specific information about a topic or subject.
The data it will use to identify motivational strategies interview is best
help to understanding the central phenomenon and answering the study's
questions (Creswell, 2012).
This research used one-on-one interviews, which is a data
collection process in which the writer asked questions and recorded
answers from only one participant in the study at a time, so the participant
can give their opinions, ideas, and perspective on the phenomenon, and
this will be repeated with how many participants.
Table III.II
Blue Print of Interview Guidelines
Research Indicators List of Questions Items
Problem
What are the 1.Inhibition. 1. What is your opinion 1, 2
factors that 2.Nothing to say. when the teacher asks
cause students’ 3
3.Low or uneven you to speak English in
difficulties in
4
English speaking participation. front of the class?
at the eight 4.Mother-tongue 2. How do you feel while 5
grade of MTS
use. you are speaking
Muhammdiyah
Penyasawan? English in front of the
class?
3. What do you feel while
you are speaking
English in front of the
32
class?
4. How do you participate
to speak in your class?
5. What language do you
speak while you are
studying English in the
class room?
F. Technique of the Data Analysis
Sugiyono (2010) said that analyzing data is the process of systematically
searching and arranging the interview transcripts, fieldnotes, and other materials
that you accumulate to increase your own understanding of them and to enable
you to present you to present what you have discovered to others. In this research,
the researcher was used 4 steps by Miles & Huberman (1994).
1. Data Collection
The data from observations and interviews was colletion first. This
recording consists of description by see, hear and experiences by samples.
2. Data Reduction
Data reduction refers to process of selecting, focusing, simplifying,
abstracting and transferring the data that appear in written-up field note or
transciptions. The writer was decided which data chuck to code and which
pull out, with patterns best summarize a number of chucks. The data
reduction is analyzing that sharpens, sorts, focuses, discards and
organization such a way conclusion could be drawn and verified. It means

33
researcher made data more specific to easy in draw some of data based on
the data collection.
3. Data Display
Data display are designed to assemble organized information into
an immediately accessible, compact from so that the can see what is
happen in and either draw justifield conclusion. It means, researcher was
led of complex data into simple or selective form, so it will easy to
understand.
4. Conclusion Drawing or Verifying
The last stage is conclusion. After, regularities, patterns,
explanations, possibles configuration, causal flows and propositions. The
next was drawn by looking reviews field note record data and comparing
the data.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
From previous findings and discussions, this chapter presented
conclusion about factor that cause students’ difficulties in English
speaking at the eight grade of MTS Muhammadiyah Penyasawan Kampar
Regency. According to Urr (1996) there are four factors that cause
students’ difficulties in speaking they are inhibition, nothing to say, low or
uneven participant and mother tongue use.
Based on the research finding, the researcher concludes that there
two factors was dominant, they are inhibition and mother tongue use. Firts,
inhibition the researcher analyzed that when the students spoke in the class
they felt nervous and shy. When the teacher asked the students to speak
English in front of the class they are lack of confidence when facing the
audience. Inhibition becomes one of the obstacles for the students to speak
English because it influences it make the students felt nerveous, shy and
unconfident.
Second, is mother tongue use. Based on the interview the
researcher analyzed that the student did not use English well, they still
used their mother tongue. Because they are not able to speak English and
the students used mixed language. The students combine between their
mother tongue and English in speaking class. They use Bahasa Indonesia
and ocunese as their mother tongue. Mother tongue become one of the
48
49
obstacles for the student to speak English because the student use their
mother tongue in speaking habbit in the classroom. So, they can not create
English community in their clasroom.
B. Suggestion
From this research, the researcher wants to give some suggestions
for the readers. The first is for students, it is suggested to be more
confident in speaking performance in front of class or the other places. The
student should practice English all the time an do not be afraid to make a
mistake, and rich vocaburaly, and study grammar seriously, and take a part
in English class and then create English habbit wherever you are.
The second is for the teacher, practically, from this research the
researcher suggest that the teacher help the student to solve the problem
related speaking performance. Therefore, the students can improve their
speaking as well. The last is for the next researchers, the researcher does
hopes that the result of this study can lead the next researchers who
conduct research in the same field as the reference or comparison that
might be informative to the researches. Hopefully, further researchers are
going to be interested in using actual and more corpuses to cover the
limitation of this research.

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Interview with the students
List of questions
1. What is your opinion when the teacher asks you to speak English in front of the
class?
2. What do you feel while you are speaking English in front of the class?
3. What are your difficulties in speaking English?
4. What language do you speak while you are studying English in the class room?
5. How do you participate in your speaking class?
Interview dengan siswa
Daftar pertanyaan
1. Apa tanggapan kamu ketika diminta guru berbicara bahasa inggris didepan
kelas?
2. Apa yang kamu rasakan ketika berbicara bahasa inggris didepan kelas?
3. Apa saja kesulitan yang kamu alami saat berbicara bahasa inggris?
4. Apa bahasa yang kamu gunakan ketika berbicara dalam pelajaran bahasa
inggris dikelas?
5. Bagaimana keaktifan kamu dalam berbicara bahsa inggris dikelas?

Transcript interview with Students 1 ( October 15, 2021)
Reasearcher : Assalamu’alaikum wr, wb. Perkenalkan nama kakak Yeni Efrianti

mahasiswa UIN Suska Riau. Nah, silahkan perkenalkan diri adek
terlebih dahulu.
Students : Wa’alaikumussalam wr, wb. Perkenalkan kak nama saya Helma
Malini dari kelas 8A.
Reasearcher : Baik dek, mohon maaf ya agak mengganggu waktu adek sedikit.
Kakak ingin bertanya seputar bahasa inggris.
Students : Boleh kak.
Reasearcher : Kita mulai ya.
Students : Baik kak.
Reasearcher : Apa tanggapan Helma ketika diminta guru berbicara bahasa inggris
didepan kelas?
Students : Hmm..agak grogi ketika disuruh maju kak.
Reasearcher : Terus... apa yang helma rasakan ketika berbicara bahasa inggris
didepan kelas?
Students : Ada rasa malu kak, karna kalau salah diketawakan teman kak.
Reasearcher : Terus... apa saja kesulitan yang helma alami saat berbicara bahasa
inggris?
Students : aaaaa.... Hmmmm.... (bingung ketika menjawab) banyak si kak saat
melafalkan kosakata bahasa inggris susah kak.
Reasearcher : Ooo saat melafalkannya kesusahan ya dek. Lanjut ya, saat
pembelajaran bahasa Inggris bahasa mana yang sering digunakan?
Students : Bahasa campuran kak. Bahasa Ocu, bahasa Indonesia dan bahasa
Inggris kak.
Reasearcher : Berarti ada 3 bahasa ya dek, tapi bahasa mana yang lebih sering
dek?
Students : Bahasa ocu kak, bahasa Inggrisnya sedikit.
Reasearcher : Ooo begitu dek. Kita lanjut ke pertanyaan terakhir ya. Bagaimana
keaktifan helma dalam berbicara bahsa inggris dikelas?
Students : Helma nggak sering menjawab kak, cuma sesekali.
Reasearcher : Siapa saja yang sering tu dek?
Students : Cuma Nabila dan Azizah kak.
Reasearcher : Berarti tidak semua ya, hanya orang-orang itu saja.
Students : Betul kak, karna yang lain sering malu kak.
Reasearcher : Baiklah dek, terimakasih. Semangat belajar ya!
Students : Oke kak.
Transcript interview with Student 2 ( October 15, 2021)

terlebih dahulu.
Students : Wa’alaikumussalam wr, wb. Perkenal kak nama saya Yandri
Vinanda dari kelas 8A .
Reasearcher : Baik dek, akak minta waktunya sebentar ya ingin mengajukan
pertanyaan seputar bahasa Inggris.
Reasearcher : Kita mulai ya..
Reasearcher : Apa tanggapan yandri ketika diminta guru berbicara bahasa inggris
didepan kelas?
Students : Saya agak grogi untuk maju kedepan kak.
Reasearcher : Terus... apa yang yandri rasakan ketika berbicara bahasa inggris
didepan kelas?
Students : Ada rasa malu dan takut , kalau salah diketawakan teman kak.
Reasearcher : Terus... apa saja kesulitan yang yandri alami saat berbicara bahasa
inggris?
Students : Sulit mengahafal kosakata kak.
Reasearcher : Susah dipelafalan nya ya dek.. kita lanjut ya. Saat pembelajaran
bahasa Inggris, bahasa mana yang sering digunakan?
Students : Campuran kak, ada bahasa indonesia, bahasa inggris dan bahasa
ocu.
dek?
Students : Bahasa indonesia dan ocu kak.
keaktifan yandri dalam berbicara bahsa inggris dikelas?
Students : Kalau saya kurang aktif dikelas kak saat ditanya guru.
Reasearcher : Siapa saja yang sering bertanya dek?
Students : Ada beberapa orang yang sering bertanya dan jawab kak, tapi yang
sering Septi kak.
Reasearcher : Baiklah dek. Terimakasih ya atas waktunya.
Students : Ya kak, sama-sama.
Researcher : Assalamu’alaikum wr, wb. Perkenalkan nama kakak Yeni Efrianti
terlebih dahulu.
Students : Wa’alaikumussalam wr, wb. Perkenal kak nama saya Nur Azizah
Reasearcher : Baik dek, mohon maaf ya mengganggu waktunya sebentar, ada
beberapa pertanyaan yang ingin kak tanyakan seputar bahasa Inggris.
Reasearcher : Apa tanggapan azizah ketika diminta guru berbicara bahasa inggris
didepan kelas?
Students : Yaa maju kedepan harus percaya diri kak, tapi ada sedikit rasa
grogi.
Reasearcher : Terus... apa yang azizah rasakan ketika berbicara bahasa inggris
didepan kelas?
Students : Ada rasa malu sih kak. Tapi ya harus percaya diri.
Reasearcher : Terus... apa saja kesulitan yang azizah alami saat berbicara bahasa
inggris?
Students : Saat melafalkan kosakata bahasa inggris agak sulit kak.
ocu.
dek?
Students : Bahasa ocu kak.
keaktifan fazri dalam berbicara bahsa inggris dikelas?
Students : Kadang menjawab kak kadang tidak, tapi berusaha kak.
Reasearcher : Didalam kelas siapa saja yang sering menjawab dek?
Students : Hanya beberapa orang kak, cuma Nabila dan Septi yang sering
Students : Hmmm oke kakak.

terlebih dahulu.
Students : Wa’alaikumussalam wr, wb. Perkenal kak nama saya M.Fazri dari
kelas 8A .
Reasearcher : Apa tanggapan fazri ketika diminta guru berbicara bahasa inggris
didepan kelas?
Students : Hmm.. kadang grogi kak.
Reasearcher : Terus... apa yang fazri rasakan ketika berbicara bahasa inggris
didepan kelas?
Reasearcher : Terus... apa saja kesulitan yang fazri alami saat berbicara bahasa
inggris?
Students : Saat berbicara bahasa inggris pengucapannya susah kak, masih
terbata-bata.
ocu.
dek?
Students : Kadang bertanya kadang tidak kak, tapi lebih banyak diam kak.
sering Nabil kak.
mahasiswa UIN Suska Riau. Oh iya nama adek siapa?
Students : Wa’alaikumussalam wr, wb. Perkenal kak nama saya Septi
Ramadhan dari kelas 8A .
Reasearcher : Baik dek, kakak minta waktunya sebentar ya ingin mengajukan
pertanyaan yang ingin kakak tanyakan.
Reasearcher : Apa tanggapan septi ketika diminta guru berbicara bahasa inggris
didepan kelas?
Students : Hmm.. agak grogi kak.
Reasearcher : Terus... apa yang septi rasakan ketika berbicara bahasa inggris
didepan kelas?
Reasearcher : Terus... apa saja kesulitan yang septi alami saat berbicara bahasa
inggris?
Students : Saat berbicara bahasa inggris pengucapannya susah kak.
Reasearcher : Begitu dek.. Saat pembelajaran bahasa Inggris, bahasa mana yang
sering digunakan?
ocu.
dek?
Students : Kadang bertanya kadang tidak kak, tapi lebih banyak diam kak.
Reasearcher : Siapa saja yang sering bertanya dikelas dek?
Students : Ada beberapa orang yang sering bertanya dan jawab kak.
terlebih dahulu.
Students : Wa’alaikumussalam wr, wb. Perkenal kak nama saya Raian Ziyad
Muzaki dari kelas 8A .
Reasearcher : Baik dek, akak minta waktunya sebentar ya untuk di interview. Ada
beberpa pertanyaan seputar bahasa inggris.
Reasearcher : Apa tanggapan raian ketika diminta guru berbicara bahasa inggris
didepan kelas?
Students : Hmm.. saya agak grogi kak.
Reasearcher : Terus... apa yang raian rasakan ketika berbicara bahasa inggris
didepan kelas?
Reasearcher : Terus... apa saja kesulitan yang raian alami saat berbicara bahasa
inggris?
Students : Susah menghafal bahasa inggris .
ocu.
dek?
Students : Saya sesekali menjawab kak pertanyaan dari guru
Reasearcher : Siapa yang sering menjawab dek?
Students : Ada beberapa orang yang sering menjawab kak, yang sering rizki.
terlebih dahulu.
Students : Wa’alaikumussalam wr, wb. Perkenal kak nama saya Nopa Nabila
dari kelas 8A .
Reasearcher : Apa tanggapan Nabila ketika diminta guru berbicara bahasa inggris
didepan kelas?
Students : Sedikit grogi saat didepan kak, tapi menyenangkan.
Reasearcher : Terus... apa yang Nabila rasakan ketika berbicara bahasa inggris
didepan kelas?
Reasearcher : Terus... apa saja kesulitan yang nabila alami saat berbicara bahasa
inggris?
Students : Sulit melafalkan kosakata bahasa inggris kak.
ocu.
dek?
keaktifan Nabila dalam berbicara bahsa inggris dikelas?
Students : Alhamdulillah aktif kak. Sering bertanya dan menjawab juga.
Students : Ada beberapa orang yang sering bertanya dan jawab kak, tidak
semua.
terlebih dahulu.
Students : Wa’alaikumussalam wr, wb. Perkenal kak nama saya Gelbita Kasih
dari kelas 8A .
Reasearcher : Baik dek, mohon maaf ya mengganggu waktunya sebentar, ada
beberapa pertanyaan yang ingin kakak tanyakan.
Reasearcher : Apa tanggapan Gelbi ketika diminta guru berbicara bahasa inggris
didepan kelas?
Students : Yaa.. agak grogi gitu kak ketika disuruh maju.
Reasearcher : Terus... apa yang gelbi rasakan ketika berbicara bahasa inggris
didepan kelas?
Students : Hmmmm malu gitu kak, karna kalau salah diketawakan teman kak.
Reasearcher : Terus... apa saja kesulitan yang gelbi alami saat berbicara bahasa
inggris?
Students : Saat berbicara bahasa inggris susah melafalkannya kak, kosakata
kata yang hafal cuma sedikit.
ocu.
dek?
keaktifan gelbi dalam berbicara bahsa inggris dikelas?
Students : Kalau ditanya kadang menjawab kak.
sering Fazri kak.
Students : Ya kak, sama-sama
terlebih dahulu.
Students : Wa’alaikumussalam wr, wb. Perkenal kak nama saya Lutfi Nabil
Siraj dari kelas 8A .
Reasearcher : Apa tanggapan Nabil ketika diminta guru berbicara bahasa inggris
didepan kelas?
Students : Hmm. Tanggapan saya ketika saya maju kedepan itu agak grogi
kak.
Reasearcher : Terus... apa yang Nabil rasakan ketika berbicara bahasa inggris
didepan kelas?
Reasearcher : Terus... apa saja kesulitan yang Nabil alami saat berbicara bahasa
inggris?
Students : Menghafal kosakata nya susah kak dan mengucapkan bahasa
inggris belum terbiasa kak.
ocu.
dek?
keaktifan Nabil dalam berbicara bahasa inggris dikelas?
Students : Saat ditanya guru saya menjawab kak, tapi kadang benar kadang
salah.
Students : Ada beberapa orang yang sering bertanya dan jawab kak.
Observational Fieldnotes
Researcher : Yeni Efrianti

Date : Monday, 15 November 2021
Time : 09.00 – 09.50
Location : MTS Muhammadiyah Penyasawan
Class : VIII C
Note : Class Observation
At 08.50 the teacher invited the researcher to watch what the students did
in the class. Then, at 09.00 the teacher and the researcher came to the class. There
were 19 students in the classroom. The teacher started the lesson and asked the
students to focus and pay attention to learn. Before that, the teacher checked the
attandance list and mentioned “Nabila Zahira”, the student answered “sick miss”
then the teacher ask again “Send message to me?” the student answered “No miss,
abis olahraga tadi pingsan, kemudian izin pulang”. It is related to one of problems
in English Speaking is Mother tongue use. The data show the student did not used
english language well, she still used her mother tongue because occured within a
sentence and in word form. Base language is Bahasa Indonesia and second
language is English.
When the teacher ask to student about day “What day to day?”, the
students silent and confused when to answer in english, the student just know in
indonesian language, for example “senin” but not say just silent and smile. This
situation also related to one of problems of English speaking is Nothing to say.
The data show that students nothing to say , student have no motive to express
themself. If get the question do not say something or speecless. Next, the teacher
started the lesson “any body ask about material today? ayo siapa yang ingin
bertanya?”. The student answered “No miss”, only one participant can talk at a
time some learners to dominate, while other speak very little or not at all. The data
show one of the problems in English Speaking is Low or uneven participation.
The data included that the student low in participant, because just some student
respont in class.
While the learning, the teacher ask the student to repeat the sentence after
teacher say and the teacher point out one of student in the class “it is no trouble
for you”, the student response “it is ,,,,(malu miss), ulangi miss”. The data show
students are worried about making mistake, fearful of criticism, and shy to speak
English. It is related to problems of English speaking is Inhibition. After 50
minutes in the classroom, the teacher asked permission to the students for going
out from the class. After that the teacher and the researcher went out from the
class.
Link voice recorder siswa:
https://drive.google.com/file/d/1DOttcUKpuRF8sL4Cp4f6M_-
42fuV8Lpu/view?usp=drivesdk
https://drive.google.com/file/d/1DLSk-
mo6de_cXXDpr7wXLAmFBCVMLzWW/view?usp=drivesdk
https://drive.google.com/file/d/1DJmnKoDUsd1HyAmhN9UFgDZRmfCbP2w6/v
iew?usp=drivesdk
https://drive.google.com/file/d/1D97GyBWN0zYZvgOmZ8GDJGBWRQuX0isO/
view?usp=drivesdk
https://drive.google.com/file/d/1D78XntfrVjstdW9u8890h9wEOsLg5N66/view?u
sp=drivesdk
https://drive.google.com/file/d/1D3ETP95J3k9SC8jWvrcLn9cj8R6xSAiy/view?u
sp=drivesdk
https://drive.google.com/file/d/1Cw9ur0GMizMYLQpoM1aCnoU7YAy_3Aj7/vi
ew?usp=drivesdk
https://drive.google.com/file/d/1CttDQvT0lilH3-
Qrhb0xxKarHAp67ltc/view?usp=drivesdk
CURRICULUM VITAE
YENI EFRIANTI was born on December, 9st,
1999 in Ranah Singkuang. She is tree of four children by
couple Mahyudin and Nurlaili. She had finished her study
at SDN 017 Ranah Singkuang (2005-2011) then, she
continued at MTS Muhammadiyah Penyasawan (2011-
2014) then, she continued at MA Muhammadiyah
Penyasawan (2014-2017).
On September 2017, she continued her study at English Education
Department, Faculty of Education and Teacher Training in State Islamic
University of Sultan Syarif Kasim Riau. She was doing KKN (Kuliah Kerja Nyata)
in Tanjung Mutiara, Danau Singkarak, Sumatra Barat on July-August 2020, and
she was doing Teaching Practice (PPL) in SMA Datuk Batu Hampar Pekanbaru
on September-December 2020.
In finishing her study to fulfill requirements for Undergraduate Degree in
English Education Department, she conducted the research on November by the
thesis entitled “ An Analysis of Students'Difficulties in English Speaking at the
Eight Grade of MTS Muhammadiyah Penyasawan Kampar Regency"

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AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN ENGLISH

SPEAKING AT THE EIGHT GRADE OF MTS

FACULTY OF EDUCATION AND TEACHER TRAINING

ENGLISH EDUCATION DEPARTMENT

A. Backgroud of the Research

In this world, there are so many languages used by human being.

Language is a means of thinking and transfering culture from one generation to

should be learned and mastered by human being for communication. If they

technology, travelling,, politics, medicine, and etc (Vesela, Puschenreiterova,

Daiko, & Bodorik, 2014).

As the tool of communication, language has an important role to reveal an

by using language. Language, communication and life cannot be separated, one of

the ways in communication is through speaking. In all of these instances speaking

efficient communicators (Vesela, Puschenreiterova, Daiko, & Bodorik, 2014).

In this research, the researcher focuses in speaking. It is one of aspects of

learning a second or foreign language that should be mastered by everyone. It

students. By mastering speaking, the students can also do conversation meaning,

receiving, and processing information to others directly. To speak English is not

fluency, vocabulary, pronunciation, grammar and comprehension. According to

to master in English. Succes can be measured through students’ skills in carrying

Speaking is an action, a process and a skill of someone to communicate to

other people for sharing information. As one of communication system, speaking

interaction process. Furthermore, in language teaching and learning it speaking is

an important part of curriculum (Luoma, 2004). In a process of communication

difficulties are something hard to do or to understand faced by the students who

have behavioral or emotional diseorder, or specific difficulties in learning

(Paris,2004 in (Sari, 2017)). Students get hard to accomplish, deal with, or

understand. While getting hard to do something is a general response to situations

where we feel we do not understand about something.

Based on Kurikulum 13 (K13) students must be able to express simple

meaning with transactional dialog and oral interpersonal to interact in the

environment. In order to accomplish, school based curriculum (K13) provides

speaking as one of skills in mastering English. Speaking is very necessary as one

curriculum. Based on the researcher’s preliminary research at MTS

teacher at MTS Muhammadiyah Penyasawan.

conversation through dialogue, it is because of the lack of vocabulary and

strategy when they want to get a better in learning foreign language.

appropriate vocabulary, shyness, nerveous, fearful to speak, and lack od

confidence. Considering the phenomena above, the researcher is interested in

conducting the research about students’ difficulties in speaking. The researcher

above, the researcher decides to conduct a research entitle “AN ANALYSIS OF

STUDENTS’ DIFFICULTIES IN SPEAKING ENGLISH AT THE EIGHT

GRADE OF MTS MUHAMMADIYAH PENYASAWAN KAMPAR

B. Problem of the Research

1. Identification of the Problems

a. What are the students’ difficulties in speaking English at the

eight grade of MTS Muhammadiyah Penyasawan?

b. What are factors in speaking English at the eight grade of MTS

c. What make the students not master vocabularies, grammar, and

pronunciation in speaking English at the eight grade of MTS

them to practice at the eight grade of MTS Muhammadiyah

e. Why do the students still lack of self confidence when they

speak English at the eight grade of MTS Muhammadiyah

2. Limitation of the Problems

Based on the identification problems above, the researcher wants to know

Muhammadiyah Penyasawan. The researcher focuses on the factors of students

difficulties in speaking, they are: inhibition, nothing to say, low or uneven

participants and mother tongue.

3. Formulation of the Problems