DIFFICULTIES IN SPEECH PERFORMANCE OF 6th SEMESTER ENGLISH EDUCATION DEPARTMENT STUDENTS AT UNIVERSITAS
MURIA KUDUS ACADEMIC YEARS 2024 / 2025
By
Alifian Darmawan 202132040
ENGLISH EDUCATION DEPARTEMENT TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY 2025/2026
CHAPTER I INTRODUCTION
This chapter consist of the research’s background, statement of the problem, objective, significance, and scope of the research.
A. Background of the Research
Speaking is one of the essential skills in mastering a language, especially in English as a foreign language (EFL) context. Among the four language skills, listening, speaking, reading, and writing. Speaking is often considered the most challenging for students to master. This is because speech performance requires not only grammatical and lexical competence, but also fluency, confidence, pronunciation accuracy, and the ability to organize thoughts spontaneously. In 20242/2025 academic year, especially for students in English Education Departments, the ability to perform well in speech tasks is crucial, as it reflects their overall language proficiency and teaching readiness.
English Education Department students are expected to achieve a certain level of speaking competence by the sixth semester. They are often required to deliver speeches, presentations, and participate in discussions as part of their coursework.
However, in practice, many students’ still face difficulties when it comes to speech include lack of vocabulary, fear of making mistakes, anxiety, poor pronunciation, limited ideas, and low self-confidence.
Speech is the expression of ideas and thoughts by means of articulate vocal sounds, or the faculty of thus expressing ideas and thoughts. The purpose of speech is to form connections, influence decisions, and motivate change. Speech is very important in terms of improving communication skills, demonstrating integrity, and improving personal brand image for students.
The causes of these difficulties are varied. Some are rooted in individual factors such as limited language exposure, lack of practice outside the classroom, or
personal insecurities. Other are related to pedagogical issues, including insufficient feedback, limited opportunities for authentic speaking practice, and an overemphasis on theory rather than practical application in speaking courses.
Additionally, the learning environment such as class size, peer dynamics, and assessment methods may also play a role in shaping students’ speech experiences.
According to Wahyuni, S. (2018) in her thesis “Students’ Speaking Difficulties in English Presentation at Universitas Islam Negeri Ar-Raniry” found that students struggled with pronunciation, grammatical structure, and speech anxiety when delivering English presentations. The study emphasizes that fear of making mistakes and lack of practice are significant barriers in speech performance.
Similarly, Lestari, I. (2020) conducted a study titled “An Analysis of Students’
Speaking Problems in English Presentation at the Fifth Semester of English Education Study Program of IAIN Curup”. This study revealed that anxiety, lack of vocabulary, poor idea development were the main problems. It also suggested that frequent speaking practice and supportive classroom environments can helps reduce these difficulties.
These difficulties can hinder students’ academic performance and their ability to function effectively as future English teacher. Understanding the types of speech performance difficulties and the factors that contribute to them is important for both students; lecturers can develop more targeted speaking activities, while students can become more aware of their weaknesses and work to overcome them.
Given the critical role of speaking in both academic and professional settings, and considering that sixth-semester students are approaching the end of their undergraduate studies, it becomes essential to investigate the specific difficulties they face in speech performance. Identifying these challenges is important for several reasons. First, it allows educators to design more effective and student- centered speaking instruction that targets the real needs of learners. Second, it helps students develop greater self-awareness of their speaking abilities and identify areas for improvement. Third, it contributes to the broader field of language education by
providing empirical data on speech-related issues among EFL learners in Indonesia higher education.
Therefore, this study seeks to analyze the difficulties in speech performance experienced by sixth-semester students of the English Education Department at Universitas Muria Kudus in the academic year 2024/2025. By examining the types, causes, and implications of these difficulties, this research aims to offer valuable insights that can support both pedagogical improvement and student development.
Ultimately, the findings of this study are expected to contribute to the enhancement of speaking instruction and the preparation of competent, confident, and communicative English teachers in the future.
B. Problem Statement
Based on the background above, the problem of the research can be formulated in the following questions:
1. What are the factors making students’ difficulties in speech performance?
2. What are student’ strategies to overcome the difficulties in speech performance?
C. Objectives of the Research
Based on the problem statement above, this study aims to find out:
1. To find out the factors making students’ difficulties in speech performance.
2. To find out students’ strategies to overcome difficulties in speech performance.
D. Significance of the Research
This research is expected to provide both theoretical and practical benefits.
1. Theoretically
This research hope can be a reference for future research on analysis students’ difficulties in speech performance.
2. Practically
This research can be used as an insight for students, especially sixth- semester, to find out the students’ difficulties in speech performance and the way to fix it.
E. Scope of the Research
This research will focused on three until five students of 6th semester English Education Department of Universitas Muria Kudus academic year 2025/2026. This research will discuss about students’ difficulties in speech performance and find out the way of students’ to fix their problem.
F. Operational Definition
To avoid misunderstanding and to clarify the focus of this research, it is important to define the key terms used in the title operationally:
1. Speech
Speech is the expression of thoughts and feelings by articulating sounds; it is verbal of communication using spoken language.
2. Speech Difficulties
The primary issue is that they are afraid of speaking incorrectly. Due to a lack of suitable vocabulary, they are also unable to express themselves clearly or effectively. An additional explanation for students. They are afraid to talk in English because it makes them feel nervous and ashamed.
Because they are uncertain of their own English proficiency, they are hesitant to speak the language in public.
3. Sixth Semester of English Education Department of Universitas Muria Kudus
Students who are still studying at the 6th semester English Education Department of Universitas Muria Kudus.
CHAPTER II LITERATURE REVIEW A. Speech Performance
1. Definition of Speech Performance
Speech performance in the context of second language learning refers to the ability of students to produce oral language that is not only grammatically correct but also meaningful, coherent, and appropriate for a specific audience and context.
According to Bygate (1987), speech performance encompasses the skills of managing both language and content in real-time interactions. It involves the production of language under time pressure, requiring both linguistic knowledge and the ability to organize ideas logically and coherently.
In academic settings, particularly in English as a Foreign Language (EFL) environment, speech performance is viewed as an essential skill that reflects the culmination of listening, reading, writing, and speaking abilities.
2. Characteristic of Effective Speech Performance
Effective speech performance is essential for clear communication and the successful delivery of ideas, especially in academic and professional contexts.
Several characteristic define an effective speech performance:
a. Clarity
An effective speaker articulates words clearly and structures sentences properly, ensuring that the audience easily understands the message.
Pronunciation, enunciation, and appropriate pacing all contribute to clarity
b. Fluency
Fluency involves speaking smoothly without unnecessary pauses, repetition, or hesitation. A fluent speaker maintains a steady flow of ideas, which helps sustain audience engagement and reflects confidence and mastery of the language
c. Accuracy
Effective speech requires grammatical, lexical, and phonological accuracy. Proper use of vocabulary, sentence structure, and correct pronunciation minimizes misunderstanding and strengthens the speaker’s credibility.
d. Coherence and Cohesion
A well- performed speech has logical organization (coherence) and uses appropriate linking words and phrases (cohesion) to connect ideas smoothly. These features help the audience follow the speaker’s argument or narrative easily
e. Confidence
Confidence is reflected through posture, eye contact, voice projection, and gestures. A confident speaker conveys authority and encourages audiences trust and attentiveness.
f. Audience Awareness
Effective speakers adapt their language, tone, and content to their audience’s background, needs, and expectations. Sensitivity to audience reactions allows speakers to adjust their performance dynamically.
g. Engagement and Interaction
Keeping the audience involved rhetorical questions, examples, humor, or direct interaction ensures that the speech is lively and memorable. Good speakers also show active listening and respond appropriately when necessary.
According to Thornbury (2005), fluency, and accuracy are often seen as competing goals; however, a balance between the two is crucial for effective communication.
B. Difficulties in Speech Performance
1. Definition of Difficulties in Speech Performance
Difficulties in speech performance are the obstacles or challenges that inhibit students’ ability to effectively deliver spoken messages. These difficulties can stem from internal factors (like fear of speaking) or external factors (like lack of speaking practice or unsupportive environments).
2. Categories of Speech Difficulties a. Linguistic Difficulties
1) Limited Vocabulary: Students struggle to express ideas because they lack the necessary words
2) Grammatical Errors: Mistakes an in sentence structure, verb tenses, or subject-verb agreement hinder communication
3) Pronunciation Problems: Mispronunciation leads to misunderstanding or loss of meaning
b. Psychological Difficulties
1) Speech Anxiety: Nervousness during speaking tasks results in stammering, trembling, or blanking out
2) Low Self-Confidence: Students hesitate to speak due to fear of making mistakes
3) Fear of Negative Evaluation: Concern about how others perceive their speaking ability can inhibit performance
c. Organizational Difficulties
1) Difficulties Structuring Ideas: Problems in logically organizing thoughts lead to incoherent speeches
2) Lack of Transition Use: Students often jump from one point to another without smooth linking words
d. External Difficulties
1) Limited Speaking Practice: Inadequate opportunities to practice speaking outside the classroom
2) Large Class Size: Less individual speaking time for students during lessons
3) Unsupportive Learning Environment: Lack of encouragement from peers and teachers
3. Common Indicators of Speech Difficulties a. Frequent pauses, fillers like “uh” and “um”
b. Incorrect grammar usage c. Limited range of expressions
d. Poor pronunciation affecting intelligibility e. Difficulty maintaining the audience’s attention
C. Factors Affecting Speech Performance Difficulties 1. Affective Factors
Krashen’s (1982) Affective Filters Hypothesis posits that emotional variables such as anxiety, motivation, and self-confidence affect second language acquisition and performance. High anxiety creates a ‘mental block’ that prevent effective language production.
a. Motivation: Learners with high motivation are more likely to engage actively in speaking activities. Lack of motivation can result in reduced practice, participation, and ultimately weaker speech performance.
b. Self-confidence: A learner’s belief in their ability to speak English fluently can directly influence their willingness to participate. Low self-confidence often leads to speech hesitations and avoidance behavior.
c. Anxiety: Speaking anxiety, also known as communication apprehension, is one of the most reported difficulties in language learning. High anxiety can cause mental block, hesitation, and fear of making mistakes, leading to poor speech performance (Horwitz et al., 1986).
2. Linguistic Factors
Linguistic competence is a core dimension of communicative proficiency in as second language. According to Tuan and Mai (2015), students’ speech performance is significantly constrained by limitation in several linguistic subcomponents, namely vocabulary knowledge, grammatical accuracy, phonological competence, and oral fluency. Each of these domains interacts with affective factors to shape the learners’ overall oral ability.
a. Vocabulary deficiency: student lack sufficient vocabulary to express their ideas clearly.
b. Grammatical inaccuracy: Students often struggle to apply correct grammatical structure during speech.
c. Pronunciation problems: Students mispronounce words or apply incorrect stress and intonation patterns.
d. Lack of fluency: Students struggle to speak smoothly and continuously.
3. Sociocultural Factors
Sociocultural Factors background influences speaking behavior.
Students from cultures that value modesty may feel uncomfortable speaking publicly, while those accustomed to oral traditions may perform better.
D. Strategies to Overcome Speech Difficulties
Several strategies can help student’s address their speech performance difficulties:
a. Practice Speaking Regularly: To help outside the classroom
b. Use Speaking Frames and Outlines: To help organize ideas before speaking c. Peer Feedback: Encourages Constructive critique and confidence building d. Focus on Communication Over Perfection: Reducing fear of making
mistakes
e. Incorporate Drama and Role-Play Activities: To create authentic speaking environments
According to Ur (1996), providing students with opportunities to use language communicatively and meaningfully is crucial for developing speaking skills.
E. Previous Related Studies
Several previous studies have been conducted to examine the difficulties students face in speech performance. Wahyuni, S. (2018) in her thesis entitled
“Students’ Speaking Difficulties in English Presentation at Universitas Islam Negeri Ar-Raniry”, identified several challenges faced by students during English presentations, notably difficulties with pronunciation, grammatical accuracy, and speech-related anxiety. Her findings highlights that a major hindrance to effective speaking performance lies in the fear of making mistakes and insufficient speaking practice. The similarities between this research and the previous research are, both focus on researching cognitive factors that cause students to have difficulty in speech performance. Moreover, the differences is on object of the research.
Lestari, I. (2020) conducted a study titled “An Analysis of Students’
Speaking Problems in English Presentation at the Fifth Semester of English Education Study Program of IAIN Curup”. This study revealed that anxiety, lack of vocabulary, and poor idea development were the main problems. It also
suggested that frequent speaking practice and supportive classroom environments can help reduce these difficulties. The similarities with this research are on the subject of the research and the method of the research.
Moreover, the difference with this research is on the object of the research.
Fitriani, E., et al. (2017) in “A Study on Students’ Speaking Problems in Speaking Performance” concluded that students commonly experience linguistic problems such as limited vocabulary and incorrect grammar, as well as non-linguistic problems like nervousness and lack of confidence. These issues significantly affect their ability to perform well in oral communication.
The similarities between this research and previous study is on subject of the research. Moreover, the difference are on object and method, the method on previous study use descriptive methodology, and this research use case study.
Al-Nouh, N., et al. (2015) in their journal article “EFL College Students’
Attitude towards Oral Presentation as a Classroom Activity” found that although students saw oral presentation as beneficial, many were hindered by stage fright, low English profiency, and insufficient speaking experience. The similarities between previous study and this study are on subject of the research. In addition, the difference between previous study and this study is on method of the research and object of the research.
Herlina, R. (2019) in her thesis “An Analysis of Students’ Difficulties in Public Speaking Class at English Education Department of Universitas Muhammadiyah Makassar” pointed out that even advanced learners still face difficulties such as poor fluency, low self-esteem, and difficulties organizing ideas during a speech. The difference between this study and previous study is on object of the research. And the similarities between two study are on background of the research, problem statement, and objective of research.
Tuan, N.H, & Mai, T.N. (2015) in their study “Factors Affecting Students’
Speaking Performance at Le Thanh Hien High School” in Vietnam concluded that inhibition, lack of topical knowledge, low participation, and fear of correction by teachers contribute to poor speaking performance among students. One thing that make this study and previous study difference is on
object of the research. Moreover, the similarities is on method of the research and subject of the research.
Putri, D.A. (2021) in research “Students’ Difficulties in Speaking at the Fifth Semester of English Department at Universitas Negeri Padang” revealed that the main difficulties faced were nervousness when speaking in front of a crowd, poor pronunciation, and lack of vocabulary. She also found that students performed better when they were given sufficient preparation time.
The similarities between this research and previous research are on subject of the research and the method of the research. In addition, the difference is on object of the research.
Handayani, F. (2022) in her thesis “Speaking Anxiety Faced by EFL Students in Academic Speaking Class at Universitas Sebelas Maret” showed that speaking anxiety, especially fear of negative evaluation and communication apprehension, played a major role in students’ poor performance during academic speaking tasks such as speeches and debates.
The similarities between this study and previous study are on subject of study and method of study. Moreover, the difference is on object of study.
F. Theoretical Framework
The theoretical framework for this study is based on:
a. Krashen’s Affective Filter Hypothesis (1982): Suggesting that emotional factors affect language production
b. Communication Competence Theory (Hymes, 1972): Emphasizing the ability to use language appropriately in real communication
c. Speech Production Model (Levelt, 1989): Describing the cognitive process of speech formulation and delivery
d. The Process Approach to Speaking (Brown & Yule, 1983): Stressing the importance of planning, rehearsal, and feedback in improving speaking skills.
This framework guides the exploration difficulties experienced by sixth- semester students of English Education Department at Universitas Muria Kudus in their performance.
CHAPTER 3
METHOD OF THE RESEARCH
A. Research Design
This research is conducted by employing a qualitative case study design. The case study methods is used to explore and deeply understand the difficulties in speech performance experienced by sixth-semester students of the English Education Department at Universitas Muria Kudus during the academic year 2024/2025. Through this approach, the researcher examines specific cases to reveal comprehensive insights into the factors influencing students’ speech performance problems.
A case study is chosen because it allow the researcher to explore a phenomenon within its real-life context, especially when the boundaries between the phenomenon and the context are not evident.
Speech Difficulties
Factors
Affective Factors
Cognitive Factors
Sociocultural Factors
Pedagogical Factors
Strategies
Practice speaking Regularly
Use speaking frames and outlines
Peer feedback
Focus on Communication over perfection
Incorporate drama and role- play activities
Through a case study, this research seeks to provide a rich and holistic understanding of the students’ difficulties, not only by identifying the types of problems but also by uncovering the underlying causes and personal experiences behind those difficulties.
According to Stake (1995), case studies emphasize exploration and depth rather than breadth. Therefore, this research focuses on several selected students as individual cases to be described, analyzed, and interpreted thoroughly.
B. Data and Data Source
The data in this research consist of qualitative information related to students’
speech performance difficulties. These data are obtained through observations of students’ speaking activities, interviews with selected students, and documentations analysis such as students’ speaking tasks results and relevant institutional documents.
The primary data sources are the sixth-semester students of the English Education Department at Universitas Muria Kudus who are selected based on purposive sampling. The participants provide firsthand information regarding the types of difficulties students encounter and the factors that contribute ti their challenges in speech performance.
C. Data collection
To obtain rich and valid data, the research applies the following techniques:
1. Observation
The researcher observes students during speaking activities, to record actual difficulties encountered in real-time. The aspects observed include fluency, pronunciation, grammatical accuracy, vocabulary use, organization of ideas, and non-verbal communication.
Observation Sheet
No Factors Description Score
5 4 3 2 1
1. Affective Factors 2. Cognitive
Factors 3. Sociocultural
Factor 4. Pedagogical
Factors
2. Interview
Semi-structured interviews are conducted to dig deeper into students’
personal perceptions, feelings, and explanations regarding their speaking difficulties. Interviews are held individually with each students to validate the findings. Guiding questions are prepared but the interview remains flexible to explore unexpected themes that emerge during conversation.
The following is a collection of interview related to students’ strategies in dealing with difficulties during speech performance. The interview guide aims to gain comprehensive insight into how students use strategies to deal with their problems during speech performance.
Interview Questions
No Questions Answers
1. Outside the classroom, do you often practice speaking English (e.g., with
friends, by yourself, or through apps)?
If yes, how has it helped you?
If no, what prevents you from doing so?
2. Have you ever used outlines or speaking frames (e.g., structured formats) to help you prepare for a speech performance?
How do these tools help with organizing your thoughts?
3. Do you receive feedback from classmates on your speaking performance?
Is the feedback helpful? In what ways?
How do you feel about giving or receiving peer feedback?
4. When giving speech, do you worry more about grammar and vocabulary or about delivering your message clearly?
5. Has any lectures ever encouraged you to focus more on communication than perfection?
6. Have you ever taken part in role-play or drama-based activities in class?
How those activities affect your speaking fluency or confidence?
7. Among all the strategies discussed, which one has helped you the most in
overcoming your speaking difficulties? Why?
8. What do you think lectures can do better to support students with speech performance?
9. Do you have any additional thoughts or experiences you would like to share?
D. Data analysis
The process of managing data collected with the goal of acquiring precise data from the research topic is known as data analysis. The data analysis in this research is conducted using Thematic Analysis, as proposed by Braun and Clarke (2006).
Thematic analysis is a method for identifying, analyzing, reporting patterns within qualitative data. This method allows the researcher to organize and describe the data set in rich detail and to interpret various aspects of the research topic.
When assessing the data, the researcher conducted numerous steps, which are 1. Data reduction
Data reduction involves the process of simplifying, organizing, and focusing data by identifying what is essential and grouping it into recurring themes or patterns. In this research, the researcher, aimed to condense and transform the raw information obtained from interviews and questionnaires into meaningful insights. The first stage of this process required the researcher to identify the sources of data, including interview transcripts and any other relevant supporting documents. In the second stage, the researcher reviewed and selected only the data that were directly related to the research focus.
This ensured that only significant and necessary information was retained for analysis. In the final stage, the researcher summarized data to highlight key findings. These summaries were then categorized into major themes, which served as the foundation for the interpretation of results related to students’ speech performance challenges.
2. Data display
Displaying data is a crucial step that follows data reduction, where information is arranged in a clear, concise format to allow for easier interpretation and conclusion drawing. In this research, the data presented came from student interviews and observation, which were directly related to the research focus on speech difficulties and the strategies students used to address them. After organizing data, the researcher analyzed the findings and presented them in a descriptive narrative form.
E. Trustworthiness
This research used triangulation to demonstrate that the data in this study is authentic. Carter et al. (2014) stated that Triangulation is a qualitative research approach for measuring validity through the integration of information from multiple sources. The researcher used triangulation in this study because he wants to compare the outcomes of his research to earlier research and the draw conclusions.
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