Putra, Muhammad Faiz Baruna (2025) INVESTIGATING SPEAKING DIFFICULTIES AMONG EFL STUDENTS (A CADE STUDY AT UNIVERSITAS SULTAB AGENG TIRTAYASA. S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA.
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Abstract
This study investigates the speaking difficulties experienced by second-semester students of the English Education Department at Universitas Sultan Ageng Tirtayasa, focusing on both internal and external factors that affect their speaking performance. Internal factors include anxiety, self-confidence, motivation, and linguistic limitations such as vocabulary and grammar mastery, while external factors involve classroom environment, teaching methods, and peer and lecturer influence. Employing a qualitative case study approach, data were collected through Zoom-based observations, a questionnaire adapted from Amoah & Yeboah (2021), and semi-structured interviews with selected participants. Five students participated in the observation and questionnaire phases, and five with the highest speaking difficulty indicators were selected for interviews. Data were analyzed using Miles and Huberman’s (2014) interactive model, which includes data condensation, display, and conclusion drawing. The findings revealed that hesitation, stuttering, and overuse of simple vocabulary were the most frequent speaking difficulties, with low confidence and anxiety emerging as the most significant internal factors, while lecturer and peer feedback had the strongest influence among external factors. The study concludes that addressing both psychological and social influences is essential for improving students’ speaking abilities and recommends creating a more supportive and communicative classroom environment.
| Item Type: | Thesis (S1) | |||||||||
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| Additional Information: | This study investigates the speaking difficulties experienced by second-semester students of the English Education Department at Universitas Sultan Ageng Tirtayasa, focusing on both internal and external factors that affect their speaking performance. Internal factors include anxiety, self-confidence, motivation, and linguistic limitations such as vocabulary and grammar mastery, while external factors involve classroom environment, teaching methods, and peer and lecturer influence. Employing a qualitative case study approach, data were collected through Zoom-based observations, a questionnaire adapted from Amoah & Yeboah (2021), and semi-structured interviews with selected participants. Five students participated in the observation and questionnaire phases, and five with the highest speaking difficulty indicators were selected for interviews. Data were analyzed using Miles and Huberman’s (2014) interactive model, which includes data condensation, display, and conclusion drawing. The findings revealed that hesitation, stuttering, and overuse of simple vocabulary were the most frequent speaking difficulties, with low confidence and anxiety emerging as the most significant internal factors, while lecturer and peer feedback had the strongest influence among external factors. The study concludes that addressing both psychological and social influences is essential for improving students’ speaking abilities and recommends creating a more supportive and communicative classroom environment. | |||||||||
| Subjects: | L Education > L Education (General) | |||||||||
| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan > 88203-Jurusan Pendidikan Bahasa Inggris 02-Fakultas Keguruan dan Ilmu Pendidikan |
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| Depositing User: | Muhammad Faiz Baruna Putra | |||||||||
| Date Deposited: | 05 Nov 2025 06:47 | |||||||||
| Last Modified: | 06 Nov 2025 02:28 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/55711 |
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