STUDENTS’ PERFORMANCE IN SPEAKING ENGLISH

(A Case Study on Students’ Poor Performance in Speaking English)

Sri Hainun Jusuf, Hasanuddin Fatsah, Rahman Taufiqrianto Dako

Universitas Negeri Gorontalo
Email: [email protected]

ABSTRACT
Learners of Foreign language are generally encounter difficulties to express their thoughts using
English language. Even after several years of studying English, students tend to have poor
performance in speaking English. In line with this case, the present study intends to examine the
factors that affect the students’ poor performance in speaking English as well as the solution to
overcome the factors. The research method adopted in this study is qualitative. The data are gathered
through interview and observation toward 8 students in eleventh grade of SMA Negeri 1 Limboto in
academic year of 2019/2020. The findings reveal that the factors arise from two aspects which called
internal and external factors. First, the internal factors consist of language competence and
psychological aspect. In language competence aspect, the major factors are lack of vocabulary,
grammar, and pronunciation aspect. In psychological aspect, the students are influenced by lacking
confidence to speak English, fear of making mistake, and lack of motivation. Second, the external
factors include the deficiency of using various teaching method, shortage of having English spoken
in class environment and large scale of students’ amount in the class. Besides, this study reveals one
new finding as the affecting factor of the students’ speaking performance, which is lack of exposure
to English language. Another last, the study uncovers several solutions to overcome the students’
poor speaking performance. They are building the students' motivation, creating classroom rules,
using various teaching method, and reforming attitude of students, teacher, and school.

Keywords: Speaking English, Poor Speaking Performance, Factors, Solution

INTRODUCTION over the world due to remember the

As a tool of exchanging meaning, preparation on facing the global community.
language is considered important. In particular In Indonesia, English curriculum has
to English as a worldwide language, it is long been introduced as it is stated on the
regarded to be a vital tool of communication decree Number 060/U/1993 dated 25th
that connects the native-speakers and non- February 1993 of Minister of Education and
native-speakers around the world. The Culture and the 1989 Constitution on the
expansion of English in studies, journeys, System of National Education. It states that
social and many kinds has influenced the teaching English subject at schools is the
demand for mastering English language. The ultimate purpose for making the students to be
discussion and examination about English in competent with English in this globalization
teaching and learning are also conducted all era (Rachmajanti, 2008). Nurkamto (2003)
also completes that the goal of teaching

303
Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
English in school is for developing the Some experts on the language have
students’ competence in communicative argued that language concerns with the study
aspect, so that they will be advantaged for their of performance and does not limit itself to
university education and future career. competence. According to Chomsky on his
However, the aim of teaching English for theory of language (1965) that performance is
fulfilling the standards as also confirmed in defined as the actual use of language in
Indonesian curriculum still does not give concrete situations, meanwhile language
satisfied result. Many researches and teaching competence is the speaker-hearer's knowledge
experiences have shown that even after many of his language (in Newbie, 2011). Besides,
years of experience in studying English, Fromkin and Rodman (1993) describes that
students tend to have poor performance “what you know, which is your linguistic
particularly in speaking the language. competence and how you use this knowledge
Regardless some students pass the English test, in actual speech production and
yet they are far from achieving the comprehension, which is your linguistic
communicative purpose. Problems such as performance” (in Wahyuni, Ihsan and Hayati,
cannot speak or give their opinion in simple 2014). Therefore, the linguistic competence is
English correctly and difficult to understand knowledge of a language owned by the
the teachers in English are seen among the speakers, while what makes them to produce
learners. and understand the infinite number in their
Accordingly, the appearance of the language is the performance itself. Therefore,
students’ problem in learning English as seen discussing the performance itself has a close
from their poor performance in speaking relationship to speaking skill which allows
English has led the focus of this study to students to use or produce the language.
explore the factors that contribute to this issue. Concept of Speaking
It is necessary to have depth analysis for Generally, there are many theories
investigating the reason behind the issue and to define the term of speaking. As cited in Ashour
realize the way out or resolution to confirm (2004), Burns and Joyce (1997) elaborates that
such concerns. In brief explanation, this study speaking is a process of interaction in a
conducts an analysis relates to the issues on situation to construct meaning which involve
students’ poor performance particularly in processing, producing, and receiving
speaking English. The case study is conducted information. Ashour (2004) also adds that
among the students of secondary school which speaking is a productive skill which involves
is specifically at SMA Negeri 1 Limboto. students to voice utterances purposively in
order to convey certain messages with
THEORETICAL FRAMEWORK
appropriate grammar and vocabulary in
Concept of Language Performance
Sri Hainun Jusuf 304
Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
comfortable and confident atmosphere. Moreover, another goal for having English in
Relying on the definitions, this means that language teaching is to provide students the
speaking allows the speakers to produce words ability to use the language in communication
and sounds for expressing the information, effectively and correctly (Davies & Pearse,
ideas, or any feelings they have. Ever since it 2000). So, speaking English skill needs more
is believed that speaking is crucial for attention and should not be ignored in
maintaining communication in which is a need language teaching as foreign language.
of society. Assessment Types of Speaking Performance
Specifically on students of foreign Thornbury and Brown (2003) present
language, mastering English is a must, since some types of commonly used tests for
some believes that speaking proficiency is the speaking performance. These tests include
best standard for assessing someone’s interviews, live monologues, recorded
language ability. Similar to aim of teaching monologues, role plays, collaborative task, and
English in Indonesia as a compulsory subject discussions.
which is to develop students’ communicative Aspect of Speaking
competence that would help them in university There are some aspects or criteria of
education (Nurkamto, 2003), speaking is speaking presented by Brown (2004) in Table
important due to communication matter. 1 to assess students’ speaking performance.
Table 1. Aspect of speaking
Aspect of SCORE
Speaking 1 2 3 4 5
Errors in
pronunciation
are frequent Errors never
but can be interfere with
understood by understanding Equivalent to
Accent is Errors in
a native and rarely and fully
intelligible pronunciatio
Pronunciation speaker used disturb the accepted by
though often n are quite
to dealing native speaker. educated
quite faulty. rare
with Accent may be native speaker
foreigners obviously
attempting to foreign.
speak his
language.
Errors in Can usually Control of Able to use
grammar are handle grammar is the language
frequent, but elementary good. Able to accurately on
Equivalent to
speaker can constructions speak the all levels
that of an
Grammar be understood quite language with normally
educated
by a native accurately sufficient pertinent to
native speaker
speaker used but does not structural professional
to dealing have accuracy to needs. Errors
with thorough or participate in grammar

305 Sri Hainun Jusuf

Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
foreigners confident effectively in are quite
attempting to control of the most formal rare.
speak his grammar. and informal
language. conversation
on practical,
social, and
professional
topics.
Able to speak
the language
Speech on a
with sufficient
Can level is fully
vocabulary to
understand accepted by
participate
Has speaking and educated
Speaking effectively in
vocabulary participate in native
vocabulary most formal
sufficient to any speakers in all
inadequate to and informal
express conversation its features
express conversations
Vocabulary himself within the including
anything but on practical,
simply with range of his breadth of
the most social, and
some experience vocabulary
elementary professional
circumlocutio with a high and idioms,
needs. topics.
ns degree of colloquialisms
Vocabulary is
precision of , and pertinent
broad enough
vocabulary. cultural
that he rarely
references
has to grope
for a word.
Can handle
Able to use
with
the language
confidence
fluently on
but not with
all levels
facility most
Can discuss normally Has complete
(No specific social
particular pertinent to fluency in the
fluency situations,
interest of professional language such
description. including
competence needs. Can that his speech
Refer to other introductions
Fluency with participate in is fully
four language and casual
reasonable any accepted by
areas for conversations
ease. Rarely conversation educated
implied level about current
has to grope within the native
of fluency.) events, as
for words. range of this speakers.
well as work,
experience
family, and
with a high
autobiographi
degree of
cal
fluency.
information.
Within the Can get the
Can
scope of his gist of most
Comprehensio understand Equivalent to
very limited conversation
n is quite any that of an
language of non-
Comprehension complete at a conversation educated
experience, technical
normal rate of within the native
can subjects (i.e.,
speech. range of his speaker.
understand topics that
experience.
simple require no

Sri Hainun Jusuf 306

Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
questions and specialized
statements if knowledge)
delivered with
slowed
speech,
repetition, or
paraphrase.
Indicator of Poor Performance of Speaking Brown, 2004; Course Book Look Ahead I, in
Various experts in the field have Nurkasih, 2010). Fourth, the speaker is
proposed the indicators of poor performance in categorized poor in grammar aspect when
speaking English. They majority indicate the showing constant errors frequently and almost
low score in the aspect of speaking test as the entirely inaccurate but quite understandable
poor category. For instance, from 0 to 100 of (Hughes, 2003; Brown, 2004; Course Book
the speaking scales presented by Haris (1974), Look Ahead I, in Nurkasih, 2010). While in
the poor indicator scores 0 to 49. In Course poor comprehension aspect, the speakers can
Book Look Ahead I, score 4 to 5 indicates poor understand their statements within the scope of
aspect out of score 10. Further, Hughes (2003 their limited language experience in slowly
in Nurkasih, 2010) also put 1 to 5 out of 10 as way of speech, repetition, or paraphrase
the low score in speaking aspect as well as (Brown, 2004). And another last in content
Brown (2004) who score 1 to 2 out of score 5. aspect particularly in presentation test, Brown
Therefore, it is considered that the low score in also clarified that the speaker is indicated as
speaking rubric test refers to the poor indicator poor when the purpose or objective of the
in speaking performance. presentation is almost unaccomplished with
First, in the poor indicator of vocabulary inadequate supporting fact or argument
aspect on speaking performance, the speaker is expressed.
considered to have inadequate or few Factors of English-Speaking Performance
vocabularies to express and only limited to The main theories used in analyzing the
elementary needs (Hughes, 2003; Brown, contributing factors are based on several
2004; Course Book Look Ahead I in Nurkasih, researchers on the field such as Husnawati
2010). Second, the poor indicator in fluency (2017), Songbatumis (2017), Astuti (2015),
aspect the speaker’ speech is too halting and Minghe and Yuan (2013). The factors are
very slow except for short or routine sentence identical; hence, this study categorizes them
(Hughes, 2003; Course Book Look Ahead I, in into two the following aspects:
Nurkasih, 2010). Third, the poor aspect in 1. Internal factors
pronunciation, the speaker has frequent gross a. Language Competence
of errors, very heavy accent makes and 1) Lack of Vocabulary. It is
frequently unintelligible (Hughes, 2003; widespread notion that vocabulary

307 Sri Hainun Jusuf

Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
is the key concept in speaking. 2013; Tuan & Mai, 2015; Jahbel,
Various researchers have agreed 2017; Husnawati, 2017).
that owning limited vocabulary 2) Motivation. Additionally, Brown
become one of the students’ factors defines motivation as “a star player
in speaking English. Learners of in the cast of characters assigned to
English as foreign language find language learning scenarios around
difficulty to speak English because the world” (2002, in Husnawati
lack of vocabulary (Muchemwa, 2017). It is an important element
2015; Hasan, 2016; Songbatumis, for explaining the failure or success
2017; Haryanto, et al, 2017). of each individual in performing
2) Grammar. Besides, grammar also task.
takes an important part in speaking 2. External factors
English. It becomes the factor that a. Performance Condition
causes learners cannot speak It is believed that performance
English. Study done by Haryanto, condition affects speaking performance
et al (2017) presents that students’ due to students perform speaking task in
problem in speaking skills relates various condition. As cited in Tuan & Mai
to grammar. They are difficult to (2015), Nation and Newton (2009) suggest
arrange the words into sentence that the types of performance condition are
when talking with teacher and even time pressure, planning, standard of
with their classmates. performance and amount of support.
3) Topical knowledge. Topical b. Strategy of Teaching and Learning
knowledge refers to information 1) Method of Teaching. One act that
which enables students to use need to be done in teaching and
language with reference to the learning is applying various
world they live (Bachman & teaching methods or techniques for
Palmer, 1996, in Jahbel, 2017). achieving the learning targets
b. Psychological Aspect (Khan, 2011; Fatiloro, 2015). In
1) Confidence. Confidence is believed this issue, teachers’ role as
to be influential aspect in terms of facilitator in teaching English plays
learners’ psychological factor, a vital role to succeed the learning
since those with self-confidence activities (Haryanto, et al, 2017).
tend to be more successful in 2) Learning Environment. Another
learning (Astuti, 2015; Mazouzi, external factor that affects the
students’ speaking performance is

Sri Hainun Jusuf 308

Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
deficiency of learning environment 3. Using Various Teaching Methods
(Minghe & Yuan, 2013). They Teachers’ learning style plays a vital role
divide the learning environment to succeed the learning activities (Haryanto, et
into two aspects which are al, 2017). To obtain persistent solutions, one
language learning environment and act to deal with teaching and learning is
class-scale. through applying various teaching methods or
Solution to Face the Students’ Poor techniques for achieving the learning targets
Performance in Speaking English (Khan, 2011; Fatiloro, 2015).
The main concepts of these solutions are 4. Approaching Students by Establishing
taken from Rozimela (2016), and Fatiloro Favorable Learning Environment
(2015), and Songbatumis (2017), as follows: It is undeniably that students might have
1. Building Students’ Motivation mixed feeling such as feel afraid and loss
While majority of the students’ confidence when speaking or learning English
difficulties are caused by lacking motivation, during the class. Learners feel discourage
the first suggestion that need to be solved by when seeing their classmates are ahead of them
the teachers is regaining the learners’ or less self-confident and uncomfortable to
motivation to learn English (Garton, et al, speak English (Kajlo, 2013; Leong & Ahmadi,
2011; Meksophawannagul, 2015; 2017).
Souriyavongsa, et al, 2013; Hussein & 5. Reformed Attitude
Elttayef, 2017; Leong & Ahmadi, 2017; Most learners indeed would like to speak
Songbatumis, 2017). This is needed to be the English but dislike to learn it (Fatiloro, 2015).
first answer since motivation has significant They know learning English is a duty at
relationship to the student’s academic school, yet often don’t care about the learning
achievement (Yazdani & Godbole, 2014). process, or don’t see its meaning. However,
2. Creating Classroom Agreed-Rule Fatiloro implies that the demand to reform
It has been stated previously that the attitude is required to tackle down the
English learning problem and its causes problems which involve all the educational
emerge from the students as well. To overcome parties such as students, teachers, and school.
those matters, the need to involve the teachers’
METHODOLOGY
policy is required in order to obtain strict
Research Design
control but operative. Emmer and Evertson
This study employs a qualitative
(2009) suggest that usually teachers have rules
research methodology to explore the
to govern their students’ specific behavior and
determinant factors regarding to students’ poor
to prevent them from the acts that they don’t
performance in speaking English. According
want to happen (in Rozimela, 2003).
to Creswell (2012), qualitative research
309 Sri Hainun Jusuf
Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
requires central phenomenon as the key Limboto is proper place to be the site as the
concept, idea, or process that need to be school is one of the leading schools in
explored and understood. Thus, the present Gorontalo that capable in English program.
study views that causes or factors of students Therefore, this school is appropriate site to be
poor speaking performance as the central studied for students’ skill English speaking
phenomenon which requires both exploration performance.
and understanding. Participants
Furthermore, in order to gain in-depth The participants of this study are
understanding about factors and the solution of purposely or intentionally selected. The
the students’ poor speaking performance, the participants are the students at this school in
present study uses case study approach. As academic year 2019/2020. Before choosing the
described by Creswell (2012), case study is a participants, this study has done some steps to
thorough exploration of a bounded system select the class subject. First, this study
such as activity, event, process, or individuals chooses eleventh grade students to be the
through extensive data collection. Studying subject since at this grade the students are
more the factors that cause the students’ poor categorized in the proper category at studying
speaking performance as the boundary system English which in the middle grade of learning
allows this study to discover and understand process. Second, this study narrows the class
the case. into 1 class since the total classes of eleventh
Site grade are 10 classes which are divided into 5
The current study conducts a research in science classes and 5 social classes.
SMA Negeri 1 Limboto. A number of reasons Afterwards, the chosen class ends at eleventh
are accounted in selecting this school. First, as science three class since the class still has
the study examines the students’ poor many English meetings left which can allow
performance in speaking English, it seeks data the researcher to conduct some observations
in regard to factors and solutions of the during the learning activities.
students’ poor speaking performance at school After doing those steps, this study has
particularly. Second, the students at secondary arranged some criterions to recruit the
school are required to be the participants participants. As this study investigates the
remembering their status who already causal factors of students’ poor performance in
appropriate enough to encounter the university speaking English, the first condition is
or work stage in which English is seriously selecting the students who are poor in speaking
needed. Thus, this study requires to investigate English. To ensure validation of the
the speaking skills owned by the students at participants who are poor in speaking English,
level of secondary school. Third, SMA N. 1 the participants have been confirmed by the

Sri Hainun Jusuf 310

Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
teacher of English subject. Second, this study Rozimela (2016), Fatiloro (2015), and
has also analyzed the selected participants who Songbatumis (2017).
are poor in speaking English based on pre Besides, this study also has supporting
speaking assessment with accordance of the data from observation. The data are the
indicators of poor speaking performance students’ behaviors during studying English
modified by Brown (2004). Accordingly, this and the English learning process. They are
study obtains 8 from 36 students at eleventh recorded in notes during the observation.
science three grade of SMA N. 1 Limboto to These data are used for supporting the
be the participants of the study based to those students’ statements about the factors of their
steps and requirements. The 8 students are poorness in speaking English from the
sufficient to be the participants of this study. interview and for examining the data analysis.
Data Source of Data
There are several data used in the study. The data sources of this study consist of
First is the data of the result of students’ poor several sources. They are the transcription of
speaking performance in English. These data the students’ speaking performance in English,
are obtained through having conversation the result of interview transcript that contains
between the observer and the students that talk the factors and solution of the students’ poor
about the students’ daily life using English performance in speaking English, and the
language. The data of their speaking fieldnotes of the students’ behavior and
performances are assessed based on the learning process during the observation.
indicator of speaking modified by Brown Technique of Collecting the Data
(2004). In collecting the data of this research,
The second data are the main data of the two kinds of instruments are applied which
current study which are the students’ words or firstly carry out observation and then continue
statements from the recordings of interview to interview.
that indicate the factors and solution of the Technique of Analyzing the Data
students’ poor performance in speaking In analyzing the data, the present study uses six
English. Then the data are analyzed using interconnected steps that involve in qualitative
modified theories by by Husnawati (2017), data analysis and interpretation according to
Songbatumis (2017), Astuti (2015), Minghe (Creswell, 2012). The processes are described
and Yuan (2013). Furthermore, in as follows:
investigating the solution to overcome the 1. Preparing and organizing the data. This
students’ poor performance in speaking stage includes the process of storing
English, this study uses the theories by and transcribing the data.

311 Sri Hainun Jusuf

Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
2. Exploring and coding the data. At this then making the interpretations of the
phase, the data about the factors and meaning of this research is undertaken.
solution on students’ poor performance 6. And lastly, validating the accuracy of
in English are explored by reading and the findings. This step is done through
memo-ing all the data in order obtain having member checking and
general meaning of the data. triangulation.
3. Coding to build description and
FINDINGS AND DISCUSSION
themes. This process happens to
Research Findings
answer the major research questions
A. Students’ Poor Speaking Performance
and form an in-depth understanding of
There are some aspects used in assessing
the phenomenon.
the students’ speaking performance according
4. Representing and reporting qualitative
to Brown (2004). They are pronunciation,
findings. In this phase, the fixed data
grammar, vocabulary, fluency and
are displayed through discussion of
comprehension. Hence, here are the results of
such themes about the factors and
the students’ speaking performance in such
solution on students’ poor performance
aspects, as follow:
in English
5. Interpreting the findings. After
reporting and representing the data,
Table 2. Indicator of poor speaking performance
Indicator of Number of
Criterion
speaking Students
Making frequent errors when pronouncing the words, but
Pronunciation 7
still intelligible.
Making frequent error on grammar, though can be
Grammar 8
understood by the interlocutor
speaking with inadequate vocabulary and the vocabularies
Vocabulary 7
are mostly elementary needs
Fluency Speaking awkwardly and thinks too long 7
Having limited language experience, understanding simple
Comprehension questions and statements if delivered in slowed speech, 6
repetition, or paraphrase
B. Factors of the Students’ Poor internal factors are divided into two aspects
Performance in Speaking English that consist of language competence and
The factors are varied and classified into psychological aspect. The language
two categories using theory modified by competence includes lack of vocabulary,
Husnawati (2017), Songbatumis (2017), Astuti pronunciation, grammar, and lack of English
(2015), Minghe and Yuan (2013) which are exposure. Meanwhile the psychological aspect
internal factors and external factors. The includes fear of making mistake, confidence,

Sri Hainun Jusuf 312

Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
and lack of motivation. Further, the external environment and class-scale. The results are
factors derive from method of teaching and simply presented through the table below:
learning environment; language learning
Table 3. Factors of students’ speaking performance
Total of
Factors Students Percentage
(Frequecy)
Lack of Vocabulary 7 87.5%
Language Pronunciation 6 75%
Competence Grammar / Cannot Construct
Internal 7 87.5%
Sentence
Factors
Fear of Making Mistake 6 75%
Psychological
Confidence 7 87.5%
Aspect
Lack of Motivation 6 75%
Method of Teaching 7 87.5%
Strategy Of Language
External
Teaching and Learning Learning 8 100%
factors
Learning Environment Environment
Class-scale 8 100%
New Finding Lack of English Exposure 7 87.5%
C. Solution to Face the Students’ Poor method, and reforming attitude that consists of
Performance in Speaking English three parts to reform which are from students,
The data findings obtain some solutions teacher, and school. The results are presented
include building students’ motivation, creating in the following table:
classroom rules, using various teaching
Table 4. Solution of the students’ poor speaking performance
Solution Number of Students Percentage
Building the Students' Motivation 6 75%
Creating Classroom Rules 8 100%
Using Various Teaching Method 7 87.5%
Teacher 7 87.5%
Reforming Attitude Students 7 87.5%
School 8 100%
Discussion words. This condition shows that their
A. Students’ Speaking Performance difficulty to pronounce the words that new for
As the results of the students’ speaking them. They have no references regarding the
performance, particularly toward the students sound and in the end pronounce the words
of SMA Negeri 1 Limboto at eleventh grade, it incorrectly. The words like create, cause, loot,
reveals that the students are generally indicated other, accidents are pronounced /kret/ for
poor in speaking English. In pronunciation, the /kriˈeɪt/, /kəs for/kɔːz, /loʊt/ for /lɑːt/, /othər/
students tend to produce pauses even for /ˈʌðər/, and /ɑ:saɪdəns/ for /ˈæksɪdənts/.
prolonged it when starting to pronounce the

313 Sri Hainun Jusuf

Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
In grammar aspect, all participants are to say ahead in English. At last, in
labeled poor since they make frequent error, comprehension aspect of speaking, Brown
although can be understood by the interlocutor notes that the speakers are categorized poor in
(Brown, 2004). Unexpectedly, it is also hard to comprehending a speech when the question or
assess the students’ speaking skill in grammar deliver is simple, slow, repeated and
since most of them do not speak English in paraphrased (2004). When the researcher and
their own words during discussion. They keep the students are having conversation, the
on reading topic presentation rather than trying students usually ask to repeat the question and
to elaborate more the topic. The students are afterwards express that they do not understand
troubled in constructing their own sentence the meaning. Thus, the researcher explains the
when speaking. It can be identified through the question in slow speech and translates the
sample Brother three, kalau sister no. This is meaning into native language.
the common grammar aspect found on the B. Factors of Students’ Poor Speaking
conversation. The students produce Performance
incomplete sentence incorrect grammar and The results from various factors have
keep on mixing the words with their native been grouped into two areas which are internal
language. Moreover, as like the example, the and external factors. The internal factors that
order of placing the correct determiner to arise from the students’ side has two aspects
explain the noun is mistaken. that affect the students’ speaking performance.
According to Brown (2004), the students They are language competence and
are categorized poor as they speak with psychological aspect. According to Chomsky
insufficient vocabulary and express using (1965), the speakers or hearers' knowledge of
elementary needs. The data regarding the the language is called language competence (in
students’ vocabulary have also elaborated that Newbie, 2011). Thus, the common language
they have limited vocabulary. It is evidenced competence that becomes the factors of
by the students speak English just a little, use students’ speaking performance are lack of
elementary words and mix the vocabulary with vocabulary, pronunciation, and grammar.
native language. As conveyed by Brown Among these aspects, majority of the students
(2004), students who do not talk smoothly and mention that lack of vocabulary and grammar
thinks too long are identified poor in fluency. are the main factors that affect the students’
The data have revealed that students are not speaking performance.
fluent and tend to have produce pauses even Students regularly state that they do not
prolonged it during speaking English. know and cannot speak English. This is caused
Producing some pauses even more pauses have by lack of basic English skills in mastering the
shown that the students are thinking the words vocabulary. The students do not have any idea

Sri Hainun Jusuf 314

Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
how to say their opinion or to participate in able to listen, respond, read, and use the
class by speaking English. And afterwards, appropriate and correct sound of the language.
learners cannot communicate effectively The second part from the internal factor
because having inadequate vocabulary and it that causes the students’ oral performance is
hinders them to express ideas in English psychological aspect. As noted by Mazouzi
(Harris, 1974, cited in Kurniati, et al, 2015). (2013), the main factor that influences the most
From the result, it supports the common view on students’ speaking performance is
that vocabulary is the key concept in speaking psychological. He shares similar concept
English. Those who do not master the between psychological side and affective
vocabulary cannot speak the language as well. factor which both concern with general
Grammar also affects the students’ emotion that come from the innate feeling of
speaking performance. As stated by Haryanto, the students. This aspect has significant factor
et al (2017), students’ problem in speaking that hinders the students from using their
skills relates to grammar. Lacking grammar English. There are three particular things
concept generates them unable to speak or examined in psychological aspect, which are
reply to the teacher in English. As cited in fear of making mistake, confidence and lack of
Abda (2017), it becomes difficult for students motivation.
to respond the teacher since they have little As a part of students’ psychological
idea to speak, such as which vocabulary to aspect, confidence affects them to have minor
apply and how to use the grammar contribution in speaking English at class.
appropriately (Baker and Westrup, 2003). Not Majority of the students assert that they feel
to deny, the students are also found silent scared and lose confidence when they talk or
during the class observation and only speak respond in English. There might be several
native language. reasons that cause them not confident to speak
Another last aspect of language that English. One of the reasons can be sourced
affect students’ speaking performance is from the students’ lack of English background.
pronunciation. Less study mentions In line with Abda (2017) who have studied that
pronunciation as the factors that make students the students’ poor language background in
poor in speaking English. Meanwhile, it is lower grade affects them to lose self-
regarded as one of the basic English skills that confidence to speak English.
hampers the student from participating in class With a slight difference of votes from
activity. Most student have inadequate insight confidence, students reveal that motivation has
of how to pronounce the English words. As become the factor of students’ speaking
stated by Abda (2017), students who do not English. Many studies have proved that
have sufficient basic language skill will not be motivation has a significant effect to support

315 Sri Hainun Jusuf

Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
students’ language learning. As stated by learning. In the aspect of teaching and learning
Brown (2002), success or failure of an strategy there are two factors mentioned by the
individual in performing a task due to the fact students as the factors that cause their speaking
that someone is motivated. However, when performance which include teaching method
majority of the students answering to be and learning environment (Khan, 2011;
motivated, they do not really comprehend the Minghe & Yuan, 2013). The study finds out
meaning of being motivated in learning that learning environment is the major factor
English. Such reason turns out to be the factor that affects the students’ speaking
of students’ unwillingness to participate during performance. It consists of two particular
the English class. They do not really have clear aspects which are language learning
vision of the goal for learning and mastering environment and class-scale.
English especially speaking skill. Minghe & Yuan explain that class
Apprehending the goal is one of the factors that environment establish a large impact on desire
influence motivation (Brown, 1978, in Abda, and interest of student to learn and practice
2017). English (2013). Therefore, it is necessary to
Additionally, fear of making mistake use English as the language environment
hinders the students to speak English. In regularly since it determines the effectiveness
majority, the students confess that they are of teaching and learning English. However, the
afraid of making mistake either in speaking English language environment is far from ideal
during presentation or in responding the and creates ineffectiveness in students’
teacher. Before knowing whether making speaking. They usually only speak when doing
mistake or not in speaking English, they have presentation. Nevertheless, the students do not
anticipated for being humiliated by the other really practice their English since they just
students. Thus, the main reason behind their read the presentation. Consequently, they do
concern of making mistake is getting not get used to speak English by their own
humiliation from the others. Supported by sentence because having insufficient
Kurtus (2001), the main factor of students’ opportunities to practice and improve their
scariness in speaking English is afraid of speaking skill.
looking foolish and silly by their classmates, as In the other hand, Minghe & Yuan
well as having thoughts that the other students (2013) assert that class-scale is considered as
may laugh at them (cited in Jahbel, 2017). the important factor in learning environment.
In the other side, the external factors also They emphasize that the favorable learning
take part on students’ speaking performance. environment determines the teaching and
These factors are apart from the students’ side learning efficiency. All the participants share
which arise from strategy of teaching and similar responses that class-scale influence on

Sri Hainun Jusuf 316

Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
their learning activity, particularly in speaking environment, thus, lack of exposure to English
performance. One of the sample data from the provides students to have less chance to use
students uncovers that the number of students English (Kurniati, et al, 2015; Jahbel, 2017;
in the class is too large (student #6, personal Songbatumis, 2017). As new findings, almost
communication, November 30, 2019). It all participants explain that they have not
makes the class difficult to manage and causes enough exposure to English and it greatly
noisiness. They also cannot listen properly to affects their English competence. The data are
teacher’s explanation and the presentation. commonly like they do not learn English in
Thus, they prefer a small number of students in elementary school, do not have an intensive
class in order to provide an easily English course, and skip English subject
understandable learning environment. during junior high school very often (student
Additionally, as the second factor #5 and #1, personal communication,
mentioned by the student in the strategy of November 30, 2019). As a whole, spending 5
teaching and learning, method of teaching has years of learning English from junior school to
also become the affecting factor in students’ eleventh grade of senior school does not
speaking performance. The problem in effectively affect them to be capable in English
teaching method arises from the lack of using particularly on speaking skill.
various and interesting learning method in the C. Solution to Overcome Students’ Poor
class. As stated by Khan (2011), one of the Speaking Performance
students’ problems in learning English spring To overcome the factors that cause the
from a poor teaching method. The students students’ speaking performance, this study has
usually mention that the teacher rarely uses analyzed the solutions based on the main
variety of teaching method in teaching theories from Rozimela (2016), Fatiloro
English. Not to deny, this case becomes the (2015), and Songbatumis (2017). The
reason that causes the students’ weakness in solutions are categorized into four aspects
speaking English. As suggested by which are building the students’ motivation,
Meksophawannagul (2015), the use of creating classroom rules, using various
methods in teaching is placed to be the most teaching method, and reforming attitude.
important attribute. Hence, the implementation In regards of building the students’
of various teaching methods is necessary since motivation, this solution is required to handle
it determines the learning outcomes. the students’ lack of motivation in learning
Finally, lack of English exposure is also English. As previously noted, almost all
found as the factor that contributes to students’ students are lack of motivation in learning and
speaking performance. Exposure refers to speaking English. They do not comprehend the
amount of practice or time spent in English purpose of learning English very well. This has

317 Sri Hainun Jusuf

Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
made them also ignore English and does not concerning lack of use of various methods in
learn it properly. Many years of spending teaching English. As previously analyzed, lack
studying English is ineffectual since they do of using various methods cause the students to
not have in thought of the goal of learning become unwilling and bored in studying
English. Thus, building the students’ English. Accordingly, they have minor
motivation is a demanded task by making the participation in the learning activity and do not
students understands the goal of learning even desire to speak English. According to
English. As stated by Brown (1978, in Abda, Meksophawannagul (2015), teaching method
2017), understanding goal is one of the factors is used for designing learning activity that
that influence motivation. Fully aware of encourages students to participate in the
understanding the aim of conducting lesson. Hence, the need of applying variety of
something plants the students’ motivation to teaching methods is necessary.
achieve the goal. Additionally, the students mention
As the second solution to overcome the several attitudes that need to be reformed as the
students’ speaking ability, creating classroom solution to overcome their performance in
agreed- rules are counting on. Rozimela (2003) speaking ability. Fatiloro (2015) remarks this
affirms that creating classroom rules between solution as attitude reformed. He highlights
teacher and students can manage and control three main parties involved in teaching
the students from unwanted behaviors. The improvement that can support the performance
misbehaviors are like talking with friends of teaching and learning English. They are
while teacher explains or their friends attitude reformed towards the students,
presenting, making noisy, doing their own teacher, and school. In regard to reform the
things, disturbing others, and going out from students’ attitude, Fatiloro confirms that this
the class. These misbehaviors are also found aspect requires the students’ awareness to
during all the observation in English subject. realize their role as learners who have
This obstructs the students’ concentration in commitment to study English in proper way.
learning English which affect their Furthermore, the second party that needs
achievement in speaking skill. All students attitude reformation is teacher. Based on the
agree that the class should have rules in order statement by Fatiloro (2015), both students and
to make students more discipline and obey the teacher are the absolute commitment in
teacher instruction in learning. improving English language teaching. Teacher
The third solution mentioned by the has important role in managing the class
students for overcoming their English particularly in improving the students’
speaking is using various teaching method. speaking ability. In this case, teacher needs to
This solution is appropriate to solve the factor facilitate the students to have chance to speak

Sri Hainun Jusuf 318

Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
English in order overcome the challenge of the speaking skills. The usage of those facilities is
students’ poor speaking performance. Since also very helpful to assist the teacher’s
learners have no English-speaking learning method.
environment except during the English lesson,
CONCLUSION
teachers are demanded to prompt students to
The students’ poor performance in
practice their oral English by creating an
speaking English has general been attributed to
English-speaking environment.
various factors. The study reveals that these
Another last solution proposed by
factors arise from two particular aspects which
Fatiloro (2015) in reforming attitude is school
are internal factor from the students’ side and
support. Concerning the school support, he
external factor from the strategy of teaching
states that to empower English teaching and
and learning. The internal factors are
learning, school needs to facilitate learning
categorized into two parts of causes which are
equipments such as providing audio and video
language competence and psychological
devices, language laboratories, e-textbooks,
aspect. In language competence aspect, the
flash cards, internet facilities, textbooks,
major factors that affect students’ speaking
newspapers, etc. Despite of having those
performance are firstly lack of vocabulary and
facilities, this study uncovers that the learning
grammar, as well as pronunciation aspect in
tools in SMA Negeri 1 Limboto are already
second place. Furthermore, in psychological
sufficient to support the learning especially the
aspect, the students are influenced by lacking
English subject. The students say that the
confidence to speak English, fear of making
school already has LCD projector and PC for
mistake, and lack of motivation. Moreover, the
watching videos, sound system for listening to
external factors that take place in teaching and
English audio, language laboratory, and
learning strategy include the deficiency of
English textbooks. However, the students
using various teaching method and learning
confirm that they just lack of making use the
environment. In learning environment aspect,
facilities. The students underline that they
the factors are strictly emphasized on the
rarely go to the language laboratory and utilize
shortage of having English spoken in learning
audio for listening or LCD projector for
class environment and large scale of students’
watching English videos. Besides, they
amount in the class. Another last, this study
regularly consider of having inadequate
also reveals one new finding as the affecting
textbooks in the class, since the teacher only
factor of the students’ speaking performance,
restricts one book for two students to use.
which is lack of exposure to English language.
Accordingly, such situation needs teachers’
In addition, the present study also
strategy to make use the facilities in order to
uncovers several solutions to overcome the
support their learning and improve their
students’ poor speaking performance. The
319 Sri Hainun Jusuf
Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
students expect the solutions are like building qualitative research. Boston: Pearson
Education, Inc.
the students' motivation, creating classroom
rules, using various teaching method, and Davies, P. M., Pearse, E. (2000). Success in
english teaching. Oxford University
reforming attitude of students, teacher, and Press. linguistlist.org
school.
El-Koumy, A. S. (2004). Language
performance assessment:current trends
REFERENCES in theory and research. US: Education
Abda, K. (2017). Assessing the factors that Resources Information Center (ERIC).
affect teaching speaking skills: the case
Fatiloro, O. F. (2015). Tackling the challenges
of robe teachers’ college, english
of teaching english language as second
department second year students.
language (esl) in nigeria. Journal of
International Journal of Humanities &
Research & Method in Education, 26-30.
Social Science Studies, 285-299.
Garton, S., Copland, F., & Burns, A. (2011).
Akinjobi, A. (2011). Academic competence
Investigating global practices in teaching
and linguistic performance: a study of
english to young learners. ELT Research
english intonationtune assignment by
Papers, 11– 01.
some nigerian english language
postgraduate students. African Nebula, Gollwitzer, P. M., & Oettingen, G. (2015).
66-76. Motivation and actions, psychology of.
International Encyclopedia of the Social
Amberg, J. S., & Vause, D. J. (2009).
& Behavioral Sciences, Second Edition,
Introduction: what is language?.
887–893.
America: Cambridge University Press.
Haryanto, E., Makmur, Ismiyati, Y., & Aisyah,
Ashour, J. M. (2014, May). The effect of using
S. (2018). The demotivating factors of
a video conferencing-based rategy on
english language learning among
unrwa 9th graders' english speaking
madrasah tsanawiah students: the case of
skills and their attitudes towards
one madrasah in jambi city. Jurnal
speaking. Gaza, Palestine.
Pendidikan dan Pengajaran , 2503-
Astuti, Dian Karyani. 2015. The Gap between 2518.
English Competence & Performance
Hashemi, M. (2011). Language stress and
(Performance: The Learners` Speaking
anxiety among the english language
Ability). State Islamic Jakarta
learners. Procedia - Social and
University, Indonesia.
Behavioral Sciences , 1811-1816.
Brown, H. D. (2003). Language assessment:
Husnawati. 2017. Students’ Speaking
Principles and classroom practices.
Performance: Some Challenging
White Plains, NY: Longman.
Factors. Universitas Islam Negeri Ar-
Brown, H. Douglas. (2004). Principles of Raniry. Banda Aceh.
Language Learning and Teaching.
Hussein, N. O., & Elttayef, A. I. (2017). Arab
London: Longman.
learners' problems in learning english
Chambers, G. N. (1993). Talking the, de, out language: a teacher perspective. Asian
of demotivation. Language Learning Journal of Social Science , 1-15.
Journal, 7(13).
Jahbel, K. (2017). Factors affecting students’
Creswell, J. W. (2012). Educational research speaking performance at high schools in
fourth edition: planning, conducting, malang. International Journal of English
and evaluating quantitative and and Education , 242-256.

Sri Hainun Jusuf 320

Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
Kashikar, Y. S. (2016). Problems and solutions Minghe, G., & Yuan, W. (2013). Affective
in teaching english as a second language factors in oral English teaching and
at college level. Pune reserach discovery learning. Canadian Research &
, 1-8. Development Center of Sciences and
Cultures, 57-61.
Khajloo, A. I. (2013). Problems in teaching
and learning english for students. Newby, D. (2011). Competence and
International Journal of Engineering performance in learning and teaching:
Research and Development , 56-58. theories and practices. Papers on
Theorictical and Applied Linguistic.
Khan, I. A. (2011). Challenges of
teaching/learning english and Nurkamto, J. (2003). Problema pengajaran
management. Global Journal of Human bahasa Inggris di Indonesia. Jurnal
Social Science , 69-80. Ilmiah Masyarakat Linguistik Indonesia,
288-307.
Khan, I. (2011). Learning difficulties in
english: diagnosis and pedagoy in saudi Nurkasih, S. (2010). Improving students’
arabia. International Research Journals speaking skill through communicative
, 1248-1257. group technique. University Surakarta.
Khan, R. M., Radzuan, N. R., Shahbaz, M., Rachmajanti, S. (2008). Impact of english
Ibrahim, A. H., & Mustafa, G. (2018). instruction at the elementary schools on
Proceedings of the fourth international the students’ achievement of english at
seminar on english language and the lower secondary school. TEFLIN
teaching learners. Arab World English Journal , 160-184.
Journal , 406-418.
Richards, J. C. (2017). Teaching english
Kruekaew, T., Tongkumchum, P., & through english: proficiency, pedagogy
Choonpradub, C. (2008). Factors and performance. RELC Journal.
affecting english vocabulary skill of
undergraduates at prince of songkla Rozimela, Y. (2016). Untold story: classroom
university, pattani campus. Asian social management problems and their
science , Vol.4, No. 9. influence on student-teachers’ teaching.
Proceedings of the Fourth International
Kurniati, A., Eliwarti, & Novitri. (2015). Study Seminar on English Language and
on the speaking ability of the second year Teaching, 489-496.
students of smk telkom pekanbaru.
Jurnal Online Mahasiswa. Songbatumis, A. M. (2017). Challenges in
teaching english faced by english
Leong, L.-M., & Ahmadi, S. M. (2017). An teachers at MTsN Taliwang, Indonesia.
analysis of factors influencing learners’ Journal of foreign language teaching
english speaking skill. International and leaning , Vol.2 No. 2.
journal of research in english education,
34-41. Souriyavongsa, T., Rany, S., Abidin, M. J., &
Mei, L. L. (2013). Factors causes
Mazouzi, Salima. 2013. Analysis of some students low english language learning:
factors affecting learners’ oral a case study in the national university of
performance. Mohamed Khider laos. International Journal of English
University of Biskra, Algeria. Language Education , 2325-0887 .
Meksophawannagul, M. (2015). Teacher and Suprihatin, S. (2015). Upaya guru dalam
learner views on effective English meningkatkan motivasi belajar siswa.
teaching in the Thai context: the case of Jurnal Pendidikan Ekonomi UM Metro,
engineering students. Canadian Center 73-82.
of Science and Education, 99-116.
321 Sri Hainun Jusuf
Jurnal normalita Vol.9, Nomor 2 Mei 2021, hlm. 303-322 ISSN: 2252-5920
Taha, W. A.-W., & Reishaan, A.-H. K. (2008).
The relationship between competence
and performance: towards a
comprehensive tg grammar. Adab Al –
Kufa Journal, 35-57.
Tanveer, M. (2008). Investigation of the
factors that cause language anxiety for
ESL/EFL learners in learning speaking
skills and the influence it casts on
communication in the target language.
Research Gate.
Tuan, N. H., & Mai, T. N. (2015). Factors
affecting students’ speaking
performance at le thanh hien high school.
Asian Journal of Educational Research,
Vol. 3, No. 2.
Wahyuni, D., Ihsan, D., Hayati, R. 2014.
Linguistic competence and speaking
performance of english education study
program students of sriwijaya university.
The Journal of English Literacy
Education, Vol. 1, No.2.
Yazdani, K., & Godbole, V. S. (2014).
Studying the role of habits and
achievement motivation in improving
students’ academic performance.
European Online Journal of Natural and
Social Sciences, 827-839.

Sri Hainun Jusuf 322