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CHAPTER III

STUDENTS' DIFFICULTIES IN SPEAKING AT ENGLISH INTENSIVE

PROGRAM OF MA AN-NUR CIREBON

This explanation is about students' difficulties in speaking at English Intensive

Program of MA An-Nur Cirebon. This is collected by using study of document (recorder of

the students' in speaking) and interview as primary data. The researcher took 16 students

who join English Intensive Program of MA An-Nur Cirebon as respondents in this research.

The discussion of the students difficulties in speaking at English Intensive program are as

follows :

3.1. The Students' Difficulties in Speaking at English Intensive Program of MA An-

Nur Cirebon

The researcher collected the data by using study of document and interview to the

students of MA An-Nur Cirebon who join English Intensive Program to know their

difficulties in speaking. The researcher found that some students of MA An-nur cirebon

still difficult to speak English. The result of students' difficulties in speaking at English

Intensive program of MA An-Nur Cirebon based on interview and test are as follows :

Table 3.1 Captured how the students express their ideas in speaking

Student The Students' Sentences in speaking

#S1 Dude Herlino. ee..... He name Dude Herlino. He is man handsome. He

wears hat black, hair him black. He is short grey, he has skin white. He has

eyebrow black. And he has noise pointed. Dude Herlino is actor usually in

the movies such as at movie "Dalam Mihrab Cinta". He is actor exelent. He

is actor very admire by to him idol.

#S2 I have cat. Name is Kitty. Cat eat fish. ummm......Cat usually playing with

me. The cat is small and colour black. Thank you.

#S3 I want to describe my favourite animal. I like fish cat. Because is cute.

ummm... It is usually eat vegetable and fish. Its colour is orange. Form is

big. Usually voice meong, meong, meong. Thank You.

#S4 I want describe your animal. I like animal tiger. Because i interest with

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movie film di TV itu tuh miss namanya apa in TV. It eat makan daging

meat. Its colour red orange, black and white. It is big animal and voice

aummmmmm.

#S5 I want to describe my favourite animal. I like rabbit. Rabbit colour is white.

Rabbit is small............................. Rabbit is very nice. Thank you.

#S6 This is handphone. Handphone is my favourite thing. Apalagi ya ?

hmmm.........I usually play music in handphone.

#S7 This is the picture of bag. The bag has two colours dominant. That is blue

and red. It has four all besides two. Black and red. Front and back. The front

has picture of point and line. The colour blue. The use of bag is to handle.

#S8 soekarno is first president in indonesia and become hero, become important

to freedom in Indonesia. He who read proclamacy text when freedom. He

become a pioneer to essence youth of indonesia. His wife is fatmawati. And

he has ever said that gave me one thousand youngest and i will change the

world.

#S9 i like music box because can make fun. It is usually i listen in the bedroom.

ummmm.... My colour is various / colourfull. It is form various. Thank you.

#S10 i have my favourite thing MP3 Player. And it is colorful and small shape. It

can listen to music. Trus..........It fun.

#S11 I have various barcelet. Barcelet is colourful. It is my favourite because

barcelet from my friend

#S12 describe my favourite thing. I think my favourite is phone. I have phone. It

is my favourite phone. I playing game.

#S13 she is my mother. Ummm.......She has eye brow straight. She is beautifull

and pointed nouse. Thank you.

#S14 she is beautiful, she has a long hair, she has big eyes, she has pointed nouse.

She has mukanya bulat tuh apa yah miss face oval. She is tall. She is my

sister.

#S15 he is handsome. He is tall............ He has hair black. He is short. He is my

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favourite idol. He is my father

#S16 I have favourite thing. I like bag. It has two colours. Blue and white. Bag

ee............use for school.

Based on the results above, the researcher found some problems when they express

their ideas in English. These data are analyzed based on the results of the interview with

the students toward difficultien in speak English and doing test based on some

difficulties of speaking. The detail description based on the table above are as follows :

1. Limitedness of Vocabullary

Data collected through interview showed that the students did not rich English

vocabullaries yet. It shown when the researcher asks them to express their ideas in

English. The students asked the researcher when they did not know about English

vocabullaries. The students of MA An-Nur Cirebon use mother tongue in expressing

their ideas in English. Almost of them did not enrich English Vocabullary yet. They

prefer to speak mixing (English and Indonesian) than speak English. So that, they

could not speak spontanously, because of their lacking vocabularies. Their lacking

vocabularies happens because they unable to use English vocabullary in their lives. It

means the students only learn vocabullary without applicate it in their real lifes

condition. This condition needs the teachers’ attention to encourage students to read

or to look up a dictionary and ask them to memorize some words. It is necessary to do

because to enable students to communicate well in a foreign language, they should

acquire an adequate number of words and should know how to use them accurately.

The factors that makes the students limited of their vocabullaries based on the

result of structured interview with the students is lack of Motivation. The students of

MA An-Nur Cirebon did not have any motive to express their ideas in English. This is

because they have no motivation in learning English. Another reasons is because

English is taught only in school. So that, they only get English language is when they

learned it in English class. In outside the class, they forgot all of English lessons.

Because they think that English is only a lesson, not a medium for them to

communicate with other people. The difficulties of limitedness vocabulary in

speaking are as follows :

63

Table 3.2 Limitedness of Vocabullary

No Students Frequency

of Error

Students' Sentence /

Expression

The Correct

Sentence

1 #S4 2 Because i interest with

movie film di TV itu

tuh miss namanya apa

in TV.

It eat makan daging

meat.

Because i interest

with movie

It eats meat.

2 #S5 1 Rabbit is small.......... Rabbit is small

3 #S6 1 Apalagi ya ?

hmmm.........I usually

play music in

handphone.

I usually plays music

in handphone.

4 #S10 1 It can listen to

music.Trus..........It fun.

It can listen to

music. It makes me

enjoy.

5 #S12 2 I have phone. It is my

favourite phone.

I have my favourite

phone

6 #S14 1 She has mukanya bulat

tuh apa yah miss face

oval.

Her face is oval

Total 6 8

These items are about limitedness of vocabulary. In these items there are 8

errors made by 6 students. Based on recording of speaking, the researcher found that

student 4 lack of vocabulary until she said film di TV itu tuh miss namanya apa,

64

student 5 stopped speaking for a while when she described the animal, student 6 lack

of vocabulary until she said apalagi ya, student 10 stopped speaking for a while then

she said trus......., student 12 repeat the same words, and student 14 lack of vocabulary

until she confused to explain the face by said mukanya bulat tuh apa yah miss.

2. Problems in Choosing Vocabulary

The students struggle to find appropriate vocabulary item when they try to

speak in English, which reflects of their lacking vocabulary selection. They did not

understand to use an aproppriate vocabullary in a sentence. So that, they felt difficult

to build a sentence with appropriate vocabulary. The researcher found that the

students of MA An-Nur Cirebon use mother tongue in expressing their ideas in

English. Almost of them did not enrich English Vocabullary yet. So that, they prefer

to speak mixing (English and Indonesian) than speak English. This is because they

seldom to use English vocabullary in sentences. The solutions are relevant to the

suggestion that one of the solutions for learning vocabulary is by reading or listening

to a lot material on one topic. This activity will help students quickly become familiar

with vocabulary on that topic. It means that the teachers can teach vocabulary through

reading activity in which it will give the students more opportunities to develop their

vocabularies by inferring the meaning of new words from the context.

The factors that makes the students limited of their vocabullaries based on the

result of structured interview with the students are lack the necessary vocabulary to

get their meaning across. This factor happened to the students because the student did

not understand how to use English vocabullary in sentence accurately. The students

consider that the teacher's explanation is simply for meaning or definition of

vocabullary, pronunciation, spelling and grammatical functions. This means that

teaching vocabulary to the students should also be accompanied by an explanation of

each use of the vocabularies given. Because knowledge of vocabulary is founded to

be a causal aspect in oral communication. All these show that mastering more and

more vocabularies is important for students in order to speak more frequently in the

English class. The difficulties in choosing vocabulary are as follows :

65

Table 3.3 Problem in Choosing Vocabulary

No Students Frequency

of Error

Students' Sentence /

Expression

The Correct Sentence

1 #S1 1 Dude Herlino is actor

usually in the movies

such as at movie

"Dalam Mihrab Cinta"

Dude Herlino is actor

usually in movie such as

in the movie "Dalam

Mihrab Cinta"

2 #S3 1 Form is big it has big body

3 #S5 1 Rabbit is very nice Rabbit is very cute

4 #S7 5 It has four all besides

two...... Front and back.

The front has picture of

point and line. The use

of bag is to handle.

It has four pockets. there

are pictures in bag. The

usage of the bag is picked

up.

5 #S9 3 i like music box

because can make fun.

My colour is various /

colourfull. It is form

various.

i like music box because

it makes me fun. Its

colour is colourfull. Its

shape is various.

6 #S11 1 I have various bracelet. I have bracelet

7 #S16 1 Bag ee............use for

school.

I take the bag when i go

to school

To

tal

7 13

These items are about problem in choosing vocabulary. In these items there

are 13 errors made by 7 students. Based on recording of speaking test, student 1 use

inaproppriate vocabulary in her sentence because she used "at movie" while

aproppriate sentence is in movie, student 3 wanted to describe the characteristics of

bag then she used the word "form is big" to explain the bag while aproppriate

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vocabulary is the shape is big, student 5 wanted to describe the characteristics of

rabbit then she used the word very nice to explain rabbit while aproppriate vocabulary

is rabbit is cute, student 7 used inaproppriate vocabulary so that her sentence made me

confused to understand, student 9 used inaproppriate vocabulary in her sentences,

such as she used the word "can make fun", the word various to explain the colour and

the shape of musix box, student 11 used inaproppriate vocabulary in her sentences,

she used the word "various" to explain bracelet and student 16 made error of

vocabulary in her sentences because she used the word "use" to describe the usage of

bag.

3. Lack of Understanding of Grammatical Patterns

Based on the result of interview and recording of their speaking, the students

did not understand how to use aproppriate grammatical patterns in English sentence.

There are some grammatical errors found in their speaking. In addition, it might be

sensible for the teachers to teach grammar in his communicative approach in order to

make the teaching of grammar is more effective for the students’ understanding of

grammar. His suggestions among others are grammar should be taught in

communicative contexts, contribute positively to communicative goals, as lively and

intrinsically motivating as possible.

The factors that makes the students lack of grammatical patterns based on the

result of structured interview with the students are the Students do not have

opportunity to apply the grammar knowledge and they still confuse to apply the

grammar knowledge because they lack of understanding grammatical patterns in

sentence. The students said that they did not understand how to use grammatical

patterns in English appropriately. In fact, learning foreign language becomes difficult

since the target language has different system from the native language. The students

felt difficult to apply the grammar knowledge in sentence because English sentence is

different with their native language. So that, they should learn English more in order

to understand foreign language structure. The students should practice to

communicate with English in their daily lives, in order to make it habitually. The

students errors in grammatical patterns are as follows :

67

Table 3.4 Lack of Understanding of Grammatical Patterns

No Students Frequency of

Error

The words error The Correct Sentence

1 #S1

11 ee..... He name

Dude Herlino. He

is man handsome.

He wears hat

black, hair him

black. He is short

grey, he has skin

white. He has

eyebrow black.

And he has noise

pointed. Dude

Herlino is actor

usually in the

movies such as at

movie "Dalam

Mihrab Cinta".

He is actor

exelent. He is

actor very admire

by to him idol.

His name is Dude

Herlino. He is

handsome. He wears

black hat, his hair is

black. His hair is short,

the colour is grey, he

has white skin. He has

black eyebrow and he

has pointed nose. Dude

Herlino is actor

usually plays in the

movies such as in the

movie "Dalam Mihrab

Cinta". He is excellent

actor. He is very

admired by his idol.

2 #S2 5 Name is Kitty.

Cat eat fish.

ummm......Cat

usually playing

with me. The cat

is small and

colour black.

Thank you.

Its name is Kitty. It

eats fish. it usually

plays with me. It has

small body and black

colour. Thank you.

3 #S3 4 i like fish cat. i like cat. Because it is

68

Because is cute. It

is usually eat

vegetable and

fish.

cute. It is usually eats

vegetables and fish.

4 #S4 4 I want describe

your animal. It eat

makan daging

meat. Its colour

red orange, black

and white.

I want to describe my

favourite animal. It

eats meat. Its colour is

red, orange, black and

white.

5 #S7 2 This is the picture

of bag. The bag

has two colours

dominant.

This is a picture of

bag. The bag has two

dominant colours.

6 #S9 4 It is usually i

listen ........in the

bedroom.

ummmm.... My

colour is various

colourfull. It is

form various.

Thank you.

I usually listen to

music in the bedroom.

The colour is

colourfull. Its shape is

various. Thank you.

7 #S10 5 i have my

favourite thing

.........MP3 Player.

And it is colourful

and small shape.

i have my favourite

thing. It is MP3 Player.

It is colourful and

small.

8 #S12 3 describe my

favourite thing. I

think my

favourite is

I want to describe my

favourite thing. I think

my favourite thing is

phone. I am playing

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phone. I playing

game.

game in handhone.

9 #S15 1 He has hair black. He has black hair.

Tota

l

9 39

These items are about lack of grammatical patterns. In these items there are 36

errors made by 9 students. Based on recording speaking, the reseracher found that

student 1 made error in using pronoun 'his' for he, error in adjective such as 'man

handsome', 'skin white', 'eyebrow black', 'hair him black', 'actor excellent', she also

made error in passive voice such as 'very admire', error in using to be 'is', misused of

verb 'play' in the sentence 'usually in the movie', error in used definite article 'a'.

Student 2 made error in using pronoun 'its' for 'cat', error in used present tense in

sentence 'cat eat fish' because the sentence must be 'cat eats fish', error in used tenses

in the sentence 'cat usually playing with me' and the sentence must be 'it usually plays

with me', error in adjective such as 'colour black' and the sentence must be 'black

colour', and error in using noun in the sentence 'the cat is small' for 'it has small body'.

Student 3 made error in using noun in the words 'fish cat' for the word 'cat', error in

used subject 'it' in the sentence 'because is cute', error in used tenses in the sentence 'it

is usually eat', and error in used noun for plural noun in 'vegetable'. Student 4 made

error in used preposition 'to' in the sentence 'i want describe', error when she wanted

to explain her favourite animal but she used 'your animal' to describe her animal,

misused in used auxiliary 'is' in the sentence 'its colour red'. Student 7 made errors in

used article, he used indefinite article 'the' in the word 'the picture', error in used

adjective in the word 'colours dominant'. Student 9 misused of preposition 'to' in the

sentence 'i listen....... in the bedroom', she also misused of noun of the word 'music' in

the sentence above, error in used pronoun in the word 'my colour' but it should be 'its

colour' and error in used noun of the sentence 'it is form various'. Student 10 made

error in used subject 'it' to describe her favourite thing (Mp3 Player), error in used

conjunction 'and' in the sentence 'i have my favourite thing MP3 Player and it is

colourful and small shape', error in used noun in the word 'shape' in the sentence 'and

it is colourful and small shape'. Student 12 misused of subject 'I' in the sentence

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'describe my favourite thing', misused of noun in the word 'thing' in the sentence 'i

think my favourite is phone', error in tenses in the sentence 'I playing game'. And

student 15 made error in used adjective in the word 'hair black'.

4. Incorrect Pronunciation

The students of MA An-Nur Cirebon still difficult to pronunce English words.

It shown when the researcher asked them to express their ideas in English. Their

pronunciation are not clear enough and there are some errors found when they

pronunced vowel and consonant letters. This is one of crucial problems in speaking.

Because, pronunciation is one of important part in English. If someone speak English

unclear, it will be difficult for the listener to understand what the message that will

delievered to the listener.

The factors that makes the students difficult in pronunciation based on the

result of structured interview with the students is because the lack of sound similarity

between English and the students' native language. The students do not have self-

confidence to speak because they do not know how to pronounce a certain word well.

This condition becomes an obstacle for them to speak in English class. All these show

that allowing students to practice pronouncing words more in the class is also worth

considering. The incorrect pronunciation is often caused by the lack of sound

similarity between English and the students’ native language. In this situation,

students wish that they could speak English fluently but most of them think that

English is too challenging for them to master. The students' difficulties in

pronunciation are as follows :

Table 3.5 Incorrect Pronunciation

No Students Frequen

cy of

Error

The words

error

The students'

pronunciation

The phonetic

symbol

1 #S1 4 Handsome

Nose

Very

Admire

/hensom/

/nous/

/feri/

/edmaiǝ r/

/'hænsǝ

m/

/noʊ z/

/'vεri/

71

/ǝ d'maiǝ

/

2 #S2 2 Usualli

Colour

/yusualli/

/kalǝ r/

/’yuʒ uǝ l

li/

/’kʌ ǝ /

3 #S3 4 Favorite

Animal

Vegetable

Form

/favorit/

/enimǝ l/

/vegeteb

ǝ l/

/fom/

/’feivǝ rit

/

/’ænǝ m

ǝ l/

/’vεʤtǝ b

ǝ l/

/fͻ rm/

4 #S4 2 Tiger

Because

/taiger/

/bicaus/

/’taigǝ /

/bi’kͻ z/

5 #S5 4 Describe

Favorite

Rabbit

Very

/des’krai

b/

/favorit/

/rabit/

/veri/

/di'skraib/

/’feivǝ rit

/

/’ræbit/

/'vεri/

6 #S6 2 Usualli

Music

/yusualli/

musik/

/’yuʒ uǝ l

li/

/’myuzik/

7 #S7 6 Dominant

Colours

Besides

Front

The use

Handle

/dominan

t/

/kalǝ rs/

/bisaids/

/front/

/ðǝ yus/

/hendǝ l/

/’damǝ n

ǝ nt/

/’kʌ ǝ s/

/bi’saidz/

/frʌ nt/

/ðI; yuz/

/’hændl/

72

8 #S8 4 Hero

Youth

Ever

Gave

/hero/

/yout/

/ever/

/gev/

/’hiroʊ /

/youƟ /

/’εvǝ /

/geiv/

9 #S9 4 Music

Make

Listen

Vario

us

/musik/

/mek/

/listen/

/varius/

/’myuzik/

/meIk/

/’lisǝ n/

/’vεriǝ s/

10 #S10 2 Shape

Listen

/sep/

/listen/

/ʃ eIp/

/’lisǝ n/

11 #S11 3 Vario

us

Brace

let

Colou

rful

/varius/

/braselet/

/kalǝ r

ful/

/’vεriǝ s/

/’breIslit/

/’kʌ ǝ

ful/

12 #S12 1 Descr

ibe

/deskraib

/

/di’skraib

/

13 #S13 2 Straig

ht

Nose

/straig/

/nous/

/streit/

/noʊ z/

14 #S14 2 Eyes

Oval

/eis/

/oval/

/ais/

/’oʊ vǝ l/

15 #S15 1 Hands

ome

/hensǝ m

/

/’hænsǝ

m/

16 #S16 2 Colou / kalǝ r/ /’kʌ ǝ /

73

rs

Use

/yus/

/yuz/

Total 16 45

Based on the recorder sheet of the students above, there are some errors found

in pronunce English words. In these items there are 45 errors made by 16 students made

error in pronunciation or. According to the recording, student 1 made error in pronunce

middle vowel, and final consonant. Student 2 made error in pronunce middle consonant

and silent letter. Student 3 made error in pronunce initial vowel sound, middle vowel,

and middle consonant. Student 4 made error in pronunce silent letter, middle vowel and

final consonant. Student 5 made error in pronunce middle vowel. Student 6 made error

in pronunce middle consonant, and middle vowel. Student 7 made error in pronunce

middle vowel and final consonant. Student 8 made error in pronunce initial vowel,

middle vowel, final vowel and final consonant. Student 9 made error in pronunce

middle consonant, silent letter and middle vowel. Student 10 made error in pronunce

initial consonant, middle vowel, and silent letter. Student 11 made error in pronunce

middle vowel, and final consonant. Student 12 made error in pronunce middle vowel.

Student 13 made error in pronunce silent letter and final consonant. Student 14 made

error in pronunce initial vowel and middle vowel. Student 15 made error in pronunce

middle vowel. Student 16 made error in pronunce middle vowel, final vowel and final

consonant.

5. Inconfidence to speak (inhibition)

The students feel fear of making mistakes in front of their classmates was the

reason for not speaking in the class. Based on the result of recorder sheet above, they

seem fear to express their ideas in speaking English if their friends watch on her. They

should prepare well before they speak English. It means they make English sentences

before they want to speak. It will eliminate them for inhibit when they are speaking

English.

The factors that makes the students inconfidence in speaking based on the result

of structured interview with the students are Limited Opportunities Outside of class to

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practice. Limited opportunities outside of class to practice speaking English, because

their environment does not support them to speak English as well as possible. This is

happen bacause Indonesian is used by their society as a tool to communicate each

others. It means the students need a club that provides some activities for facilitate them

in speaking English as much as possible. This is because practice makes perfect.

Inconfidence to speak of students at MA An-Nur Cirebon are as follows :

Table 3.6 Inconfidence to speak

No Students Frequency

of Error

The words error The correct

sentence

1 #S1 1 ee..... He name Dude

Herlino

His name is Dude

Herlino

2 #S2 1 ummm......Cat usually

playing with me

Cat usually plays

with me

3 #S3 1 ummm... It is usually

eat vegetable and fish

It is usually eats

vegetable and fish

4 #S5 1 Rabbit is

small..................

Rabbit is small

5 #S6 1 hmmm.........I usually

play music in

handphone

I usually plays music

in handphone

6 #S9 1 ummmm.... My colour

is various

Its colour is colourful

7 #S13 1 Ummm.......She has eye

brow straight

She has straight

eyebrow

8 #S15 1 He is tall............ He is tall.

9 #S16 1 Bag ee............use for

school.

I take bag when i go

to school

Tota

l

9 9

75

These items are about inconfidence to speak of the students MA An-Nur

Cirebon. Based on recording of speaking test, the researcher found some errors in the

students' sentence. Based on the table, there are 9 errors heard in recording students’

speaking made by 9 students, covering student 1, 2, 3, 5, 6, 9, 13, 15, and 16. They

stopped speaking for a while or stopped speaking at all. These indication shows that

some of students inconfidence to speak English.

3.2 The conclusion of The students' difficulties in speaking

This chapter is discussed about the students' difficulties and the factors that

makes the students difficult in speaking. Based on the result of speaking record and

structured interview with the students, the researcher found some problems in their

speaking. The problems happen because they still difficult to speak English. The

difficulties of students in speaking consist of limited of vocabulary mastery, problems

in choosing vocabulary, lack of understanding of grammatical patterns, incorrect

pronunciation, and inconfident (inhibition) to speak. The quantitiy of difficulties in

speaking are as follows :

Based on the results of interview and students test, the researcher found some

problems when they express their ideas in English. These data are analyzed based on

some difficulties of speaking.

Table 3.7 The quantity of errors in speaking

No The Aspect The Quantity of errors

1

Vocabulary

Limitedness of

vocabulary

Problem in choosing

vocabulary

8 errors

13 errors

Total 21 errors

2 Grammar

Pronoun

Adjective

4 errors

8 errors

76

Passive voice

Auxiliary verbs

Verb

Article

Tenses

Noun

Plural nouns

Preposition

Conjunction

Subject

1 error

1 error

2 errors

2 errors

4 errors

5 errors

1 errors

2 errors

1 errors

2 errors

Total 33 errors

3 Pronunciation

Middle vowel sounds

Initial vowel

Initial consonants

Middle consonants

Final consonants

Silent letter

Final vowel

33 errors

4 errors

1 errors

5 errors

8 errors

5 errors

1 errors

Total 57 errors

4 Fluency (Inconfidence

to speak)

9 errors

Total of Errors 120 errors

While, the factors that makes the students difficult in speaking consist of Lack of

Motivation, lack the necessary vocabulary to get their meaning across, the Students do

not have opportunity to apply the grammar knowledge, the lack of sound similarity

between English and the students' native language and their environment does not

support them in speaking English. The research finding showed that most of students

felt difficult to pronunce English words, because they did not understand how to

pronunce it accurately. So that, they need practice in speaking English more. The

77

teacher also should provides some activities that facilitate them in speaking English as

well as possible.

Table 3.8 The research finding of chapter 3

Types of the students difficulties in

speaking

The factors that makes the students

difficult in speaking

1. Limited of vocabulary Mastery

2. Problems in Choosing Vocabulary

to use

3. Lack of Understanding of

Grammatical Patterns

4. Incorrect Pronunciation

5. Inconfidence to speak (Inhibition)

1. Lack of Motivation

2. Lack the necessary vocabulary

to get their meaning across

3. The Students do not have

opportunity to apply the

grammar knowledge

4. The lack of sound similarity

between English and the

students' native language

5. Limited Opportunities Outside of

class to practice