The Students’ Difficulties in Speaking English by the Second Semester of Nommensen HKBP University

Abstract

This study investigates the difficulties faced by second-semester students of the English Education Study Program at Nommensen HKBP University in speaking English. The research aims to identify the types of speaking difficulties, the factors contributing to these challenges, and possible solutions. Using a descriptive qualitative approach, data were collected through classroom observations and interviews with 20 student participants. The findings reveal four main types of speaking difficulties based on Penny’s theory: inhibition, nothing to say, low or uneven participation, and mother tongue use. These difficulties are rooted in both internal factors, such as psychological barriers (e.g., anxiety, low self-confidence, lack of vocabulary), and external factors, including peer pressure and limited classroom engagement. Students suggested various solutions, such as increased practice, vocabulary building, interactive group discussions, and minimizing the use of their native language. The study concludes that overcoming speaking challenges requires both student effort and teacher intervention through supportive teaching strategies and an English-speaking classroom environment. These findings contribute to improving speaking instruction in English education programs and enhancing student communication skills.