An Analysis of The Causes of English Speaking Difficulties Among Eight-Grade Students at SMP Islam Terpadu Qurrota A’yun Palu

Abstract

This study aims to analyze the factors causing English speaking difficulties and to explore students’ perceptions of these difficulties among eighth-grade students at SMP Islam Terpadu Qurrota A’yun Palu. English speaking is considered one of the most challenging skills for Indonesian students due to linguistic, psychological, and environmental barriers. This research employed a descriptive qualitative design. The participants were four eighth-grade students selected through purposive sampling. Data were collected through semi-structured interviews, allowing the researcher to gain in-depth information about students’ experiences, feelings, and perceptions in speaking English. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. The findings show that students’ speaking difficulties are influenced by three main factors. First, linguistic factors include limited vocabulary and pronunciation problems, which cause students to hesitate, stop speaking, or switch to Indonesian. Second, psychological factors such as anxiety, fear of making mistakes, shyness, and low self-confidence significantly reduce students’ willingness to speak English in class. Third, environmental factors, including the lack of English exposure outside the classroom and the dominance of Indonesian and local languages, limit students’ opportunities to practice speaking. These three factors are interconnected and jointly affect students’ speaking performance. Despite these challenges, students show positive motivation when learning activities are interactive and supportive. This study concludes that English speaking difficulties are multidimensional and cannot be separated from linguistic competence, emotional conditions, and learning environment. Therefore, supportive teaching strategies, increased speaking practice, and a more encouraging classroom atmosphere are needed to improve students’ speaking ability.