ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini bertujuan untuk mendeskripsikan kesulitan membaca yang dialami siswa serta kebutuhan dukungan yang diperlukan dalam memahami teks bacaan bahasa Inggris. Penelitian ini menggunakan metode deskriptif kuantitatif dengan pendekatan survei. Subjek penelitian adalah 61 siswa kelas IX.6 dan IX.7 di SMPN 3 Tarakan yang dipilih berdasarkan rekomendasi guru Bahasa Inggris sebagai kelas yang merepresentasikan kemampuan membaca siswa. Instrumen penelitian berupa kuesioner yang terdiri dari beberapa bagian, yaitu persepsi kemampuan membaca siswa, kesulitan membaca teks bahasa Inggris, serta kebutuhan dukungan pembelajaran membaca. Data dikumpulkan melalui Google Form dan dianalisis menggunakan statistik deskriptif berupa frekuensi, persentase, mean, dan standar deviasi menggunakan SPSS. Hasil penelitian menunjukkan bahwa siswa masih mengalami beberapa kesulitan dalam membaca teks bahasa Inggris, terutama dalam memahami kosakata baru, memahami kalimat yang panjang dan kompleks, mengingat detail informasi, serta menemukan makna tersirat dalam teks. Nilai rata-rata pada item kesulitan membaca berada pada kategori sedang, yang menunjukkan bahwa kesulitan membaca masih cukup sering dialami oleh siswa. Selain itu, hasil penelitian juga menunjukkan bahwa siswa membutuhkan berbagai bentuk dukungan pembelajaran. Dukungan digital menjadi kebutuhan tertinggi, diikuti oleh dukungan kosakata, dukungan visual, dan dukungan guru, sedangkan kerja kelompok berada pada tingkat kebutuhan yang lebih rendah. Berdasarkan temuan tersebut, dapat disimpulkan bahwa kesulitan membaca siswa tidak hanya berkaitan dengan aspek linguistik, tetapi juga dengan strategi pembelajaran dan bentuk dukungan yang diberikan selama proses membaca. Oleh karena itu, guru disarankan untuk mengintegrasikan penggunaan teknologi digital, pengajaran kosakata sebelum membaca, serta penggunaan media visual guna membantu meningkatkan pemahaman membaca siswa. This study aimed to describe the reading difficulties experienced by students and the support needs required to understand English reading texts. The research employed a descriptive quantitative method using a survey approach. The participants were 61 ninth-grade students from classes IX.6 and IX.7 at SMPN 3 Tarakan, selected based on the English teacher’s recommendation as representative classes of students’ reading ability levels. The research instrument was a questionnaire consisting of several sections, including students’ perceptions of reading ability, reading difficulties in English texts, and learning support needs for reading comprehension. Data were collected through a Google Form questionnaire and analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation with SPSS. The findings indicated that students still experienced several difficulties in reading English texts, particularly in understanding unfamiliar vocabulary, comprehending long and complex sentences, remembering detailed information, and identifying implied meanings in texts. The mean scores of reading difficulty items were categorized at a moderate level, indicating that reading difficulties were still frequently experienced by students. Furthermore, the results revealed that students required various forms of learning support. Digital support was identified as the most needed support, followed by vocabulary support, visual support, and teacher support, while group work support was categorized at a lower level of need. Based on these findings, it can be concluded that students’ reading difficulties are not only related to linguistic aspects but also to instructional strategies and the types of support provided during the reading process. Therefore, teachers are recommended to integrate digital technology, vocabulary pre-teaching activities, and visual media to help improve students’ reading comprehension.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The purpose of the research was to determine the difficulties encountered by students in essay writing and the strategies employed to overcome these challenges. This research employed a qualitative approach with a descriptive method. The subjects consisted of six fourth-semester students majoring in the English Education Department at Universitas Borneo Tarakan. Data were collected through documentation studies and semi-structured interviews. Then, the data were analyzed using the framework by Miles and Huberman (1994). The results of the research showed that the students had experienced difficulties in the psychological, linguistic, and cognitive aspects. These difficulties included low self-confidence, limited vocabulary and grammatical mastery, difficulties in developing ideas, and challenges in organizing thoughts within an essay. To mitigate these difficulties, the students used various strategies such as outlining, brainstorming, reading academic references, utilizing dictionaries, using writing assistant applications and Al technology, as well as conducting peer feedback.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to describe the difficulties of seventh-grade students of SMP Negeri 11 Tarakan in learning English vocabulary and to identify the contributing factors. This research used a qualitative descriptive method. The subjects of the study were students of class VII-4 at SMP Negeri 11 Tarakan. Data were collected through classroom observations, interviews with four students and one English teacher, as well as the distribution of questionnaires to 28 students. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data presentation, and drawing and verifying conclusions. The results of the study indicated that students experience four main difficulties in learning English vocabulary, namely pronunciation (79%), spelling (50%), understanding and remembering the meaning of vocabulary (75%), and using vocabulary in sentences (71%). Pronunciation difficulties are the most dominant difficulties. This study also found five factors causing these difficulties, namely limited exposure to English in daily life, low student learning motivation, the use of less effective learning strategies, lack of parental and home environment support, and limited use of media and variation in teaching methods. It can be concluded that students' difficulties in learning English vocabulary are influenced by interrelated linguistic, cognitive, motivational, learning, and environmental factors. Therefore, teachers are advised to apply more varied, communicative, and interactive teaching methods to improve students' vocabulary mastery.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to analyse the difficulties experienced by Year 8 pupils in learning English vocabulary and to identify the factors causing these difficulties at State Junior High School No. 11, Tarakan. This study employed a qualitative descriptive approach. The research subjects were pupils in Class VIII-I at State Junior High School 11 Tarakan and an English teacher. Data collection techniques included classroom observation, semi-structured interviews, and documentation. The data were analysed through the stages of data reduction, data presentation, and conclusion. The results of the study indicate that students experience several difficulties in learning English vocabulary, namely difficulties with pronunciation, spelling, understanding vocabulary meanings, and using vocabulary in appropriate grammatical and communicative contexts. Difficulties with pronunciation arise from differences between the sound systems of English and Indonesian, whilst difficulties with spelling stem from discrepancies between spelling and pronunciation in English. Furthermore, pupils also experience difficulties in understanding the meaning of vocabulary in context and constructing sentences according to correct grammatical rules. This study also found that internal and external factors influence difficulties in learning vocabulary. Internal factors include low motivation to learn, anxiety, a lack of self-confidence, and limited strategies for memorising vocabulary. Meanwhile, external factors included teaching methods and classroom practices, limited learning resources and facilities, a lack of family support, and exposure to English outside the classroom, which is often passive. Therefore, cooperation among teachers, schools, parents, and pupils was required to create a more effective and meaningful vocabulary-learning experience.
ThesisOpen AccessMetadata saja
2025•
This study aims to analyze students’ difficulties in understanding TOEFL-like Reading, a reading test designed based on the TOEFL ITP format and implemented in the Borneo English Test (BET), among students of the English Education Department at Universitas Borneo Tarakan. This research employed a descriptive qualitative design involving 28 students from the 2020 cohort. Data were collected through document analysis of BET scores, questionnaires, and interviews. The document analysis revealed that most students were classified at the A1 and A2 levels, while only three students reached the B1 level based on the CEFR, and none achieved the B2 or C1 levels. These findings indicate a low level of students’ academic reading competence. The results of the questionnaires and interviews revealed that the main difficulties experienced by students included limited vocabulary, low inferential ability, difficulties in answering detail and unstated detail questions, and limited background knowledge. In addition, time constraints and text complexity further hindered reading comprehension. To cope with these difficulties, students tended to use strategies such as identifying the meanings of unfamiliar vocabulary, rereading texts, and practicing with TOEFL-like materials, while systematic reading strategies such as skimming and scanning were still rarely applied. This study concludes that vocabulary mastery and the effective use of reading strategies play an important role in improving students’ performance in TOEFL-like Reading.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Listening comprehension is considered the most challenging skill in English language learning. Tenth-grade students at SMA Negeri 4 Tarakan still experience limited vocabulary, rapid speech, poor audio quality, environmental distractions, and low motivation. This study aims to analyse these difficulties and their underlying factors using a qualitative descriptive approach through observations, interviews, and document analysis. The findings indicate that the primary obstacles stem from vocabulary limitations, audio speed, inadequate media quality, external disturbances, and affective factors such as anxiety and low motivation. This research provides a comprehensive overview of students' listening challenges and serves as a foundation for teachers to design more effective listening instruction strategies tailored to learners' needs.
ThesisOpen AccessMetadata saja
2024•
This study aimed to identify the difficulties and factors contributing to students' challenges in speaking English. This research adopted a descriptive qualitative approach with purposive sampling, focusing on the X-B class at SMA Muhammadiyah Tarakan, consisting of 37 students. The instruments used in this study include observation, questionnaires, and interviews. The researcher employed the Miles and Huberman framework for data analysis, which involves data collection, data reduction, data display, and conclusion drawing or verification. The findings revealed two primary factors contributing to students' difficulties: linguistic and non-linguistic factors. Linguistic issues included limited vocabulary, pronunciation problems, fluency, and grammar. Non-linguistic issues encompass anxiety, lack of self-confidence, shyness, fear of making mistakes, and low motivation. Based on the research findings, it can be concluded that the most dominant factors influencing students' English-speaking abilities are limited vocabulary and anxiety.
ThesisOpen AccessMetadata saja
2024•
ANALYSIS OF THE BEGINNING READING DIFFICULTIES OF THIRD GRADE STUDENT OF SDN 001 TANJUNG PALAS UTARA Abstract This study aimed to determine the beginning reading diffilties of third grade student of SDN 001 Tanjung Palas Utara. Learning difficulties are a common problem that occours in student in their academics, as well as reading difficulties are a common being a major problem among elementary schools. This researcher used a qualitative approach. The research instrument was the researcher herself. The researcher acted as a tool for data collection in qualitative research because the researcher saw, assessed and felt what the research subject experienced and occurred at the research location. The supporting instrument was the test conducted during research at the research location. Regarding the results of research, carried out on 11 third grade students of SDN 001 Tanjung Palas Utara, it is revealed that there were 2 students who had diffulty in syllable recognition and reading, and 1 student who had diffulty in reading senteces. Most student still have difficulty in recognizing some latters, which are similar in shape such as the letters i and l. In sentence assessment, student still had diffulty when getting the syllables sya,syu, and nya. This was caused by several factors, namely family support, lack of student understanding of vocabulary, and student’s lack of focus during assessment. Thus, using a variety of methods during the learning procces are recomdende, so that students do not feel bored. The further findings obtained bye the researcher at the research location were that student reading comprension was the responbility of the techer, and a lack of understanding of parents regarding family support related to their children’s reading skills. Keywords : Beginning Reading Difficulties, Causal Factor
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2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research discusses the difficulties of students in writing paragraphs of the second semester students of English Education at the University of Borneo Tarakan. The problem in this research was the difficulty of students in writing paragraphs and the factors that cause students to have difficulty in writing paragraphs. The purpose of the research was to find out the difficulties of the students in writing paragraphs and describe the factors that cause students to have difficulty in writing paragraphs. This research was descriptive qualitative. The data source of this research was the second semester students of English education at Borneo University Tarakan. The number of students involved in this research was 40 students. The researcher used tests and interviews as research instruments. The researcher analyzed the data by reducing the data, displaying the data and finally drawing conclusions. The researcher used Miles and Huberman’s stages in analyzing the data, namely data collection, data reduction, data display and conclusion. The results of the research showed that first, the answers found that the majority of students have been able to make paragraphs well and the minority of them are quite difficult in writing paragraphs on five aspects namely content, organization, vocabulary, language use, and mechanics. The researcher used interval classification scoring guidelines including Excellent, Good, Fair, Less and Poor. With a total of 40 research subjects, in the content aspect it was that only 5% were sufficient, 17% were sufficient on organization, 7.5% were sufficient on vocabulary, 22.5% were sufficient on language use, and 22.5% were sufficient and 2.5% were poor on mechanics. The dominant aspect is the low of language use and mechanics with a percentage of 22.5% and 22.5% in the fair category and 2.5% in the poor category on mechanics. Second, the causes of students' difficulties in writing paragraphs are internal and external factors that hinder the learning process of students such as the environment, stress level, motivation and lack of practice.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This rserach aimed to determine the difficulties in listening comprehension faced by the second-semester students of the English Education Department at Borneo Tarakan University and the difficulties factors they faced in listening comprehensions. Utilizing qualitative methods, the research involved two classes, A1 ( 34 students ) and A2 ( 45 students ). Data were collected throught listening tests and interviews. Initially, listening tests were administered to both classes, followed by interviews with six selected students. The interview results indicated that listening comprehension was a particularly difficult skill for students. The majority of students, 43 out of 79 ( 61.43%), were classified as basic User – Waystage ( A2 ) based on the CEFR level. The most difficult skills among the 27 assessed were skill 17 “ Listen for Idiom ” and skill 18 “ Anticipate The Topics”. With only 10 students able to answer these questions correctly. several factors contributed to these difficulties including the listening material, listenier-related factors and the physical environment. Specific issues identified were accent, speakers, lack of concentration, and poor recording quality. These factors collectively hinder the listening comprehension abilities of students in the English Education Department of Borneo Tarakan University.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aimed to determine the difficulties in reading comprehension faced by the second semester students of English Education Department at Borneo Tarakan University and the difficulties factors they faced in reading comprehension. A descriptive qualitative method was employed, with a sample consisting 79 students from the English Education Department, divide into two groups: local A1 (34 students) and local A2 (45 students). Six students were selected for interviews using a purposive sampling technique. Data collection methods include observations, tests, and interviews. The data analysis involved steps of data collection, reduction, display, and conclusion verification. The test results revealed that 32 out 79 students (45.71%) did not meet any CEFR Level category, 24 students (32.29%) were categorize as Basic User-Waystage (A2), 9 students (12.86%) as Independent User-Threshold (B1), and 5 students (7.14%) as Independent User-Vantage (B2). Among the 13 skills tested, the easiest was “Skill 2: Recognize the Organization of Ideas” with mean score of 47. The next easiest was “Skill 5: Find Unstated Detail.” With mean score 45. The most difficult skill was “Skill 8: Find Definition From Structural Word,” with mean score only 9. Internal factors contributing to these difficulties included psychological aspects, lack of self-motivation, and insufficient vocabulary mastery, with the letter being the most significant. External factors included the lecturer’s teaching techniques, the learning environment and the students’ background knowledge, with the learning environment being the most dominant external factors.
ThesisOpen AccessMetadata saja
2024•
Pemahaman membaca adalah kemampuan membaca teks, mengolah, dan memahami makna teks yang melibatkan persepsi dan pemikiran tentang pemahaman teks tertulis serta proses pemaknaan kata, kalimat, dan teks yang terhubung. Penelitian ini bertujuan untuk mendeskripsikan masalah yang dihadapi dan untuk mengetahui faktor-faktor kesulitan yang dihadapi mahasiswa Jurusan Bahasa Inggris dalam pemahaman membaca teks naratif. Peneliti menggunakan metode deskriptif kuantitatif dengan purposif teknik sampling. Jumlah sampel sebanyak 22 siswa. Data dikumpulkan dengan menggunakan kuesioner dan wawancara. Selanjutnya data dianalisis dengan rubrik penilaian keterampilan membaca dalam bentuk presentasi skor. Hasil penelitian ini menunjukkan tingkat kesulitan yang tinggi bagi siswa dalam memahami pertanyaan tingkat rendah yang berkaitan dengan gagasan pokok, istilah tertentu, dan kosa kata. Selain itu, siswa juga menghadapi kesulitan dalam menjawab pertanyaan yang menunjukkan situasi yang memprihatinkan. Mahasiswa jurusan bahasa inggris tahun akademik 2022 merasa sangat sulit memahami teks narasi karena berbagai faktor, antara lain kebiasaan membaca yang jarang, kesulitan fokus, terutama kurangnya strategi membaca yang mapan. Data keseluruhan menunjukkan bahwa mahasiswa Jurusan Bahasa Inggris masih menghadapi kesulitan yang cukup besar dalam menjawab pertanyaan teks naratif. Hasilnya menggambarkan gambaran realistis kompleksitas pertanyaan dan keterampilan pemahaman teks naratif siswa, yang menyoroti kesulitan siswa dalam menjawab pertanyaan.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to identify the difficulties faced by eighth graders at SMP Negeri 7 Tarakan and to find out the factors causing the students' difficulties in reading comprehension. This research is qualitative descriptive research. The subject of this research was the eighth graders and English teacher of SMP Negeri 7 Tarakan. The techniques of data collection are interviewing, observation, and document analysis. The techniques of data analysis used in this research were data reduction, data display, and data verification. The result showed that there are five difficulties faced by students in reading comprehension: (1) students have difficulty understanding the meaning of the word; (2) Students have difficulty understanding long sentences; (3) Students do not understand the main idea; (4) Students do not understand grammar or vocabulary; and (5) Students have difficulty drawing conclusions. Some of the students feel it is difficult to know the meaning of the text because they do not know the meaning of the word. Students are also not interested in the English teaching and learning process because English is still a foreign language for them. So, they do not know about the material that was delivered by the teacher in the class. There are also three factors causing students' difficulties in reading comprehension. These are: (1) learners background knowledge; (2) the teacher’s technique; and (3) the learners’ environment.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT This research aimed to determine the difficulties in reading comprehension skills on the Borneo English Test (BET) faced by test takers of English education department at the Borneo Tarakan University and the factors that caused the difficulties. The subjects of this research were students English Education Department who had taken the BET test. A descriptive qualitative method was employed, utilizing documentation and interviews for data collection. Documentation comprised BET reading scores, while in-depth semi-structured interviews were conducted with students to gather qualitative insigths. The findings revealed that there were 13 reading skills assessed in the BET, and almost all of these skills posed significant difficulties in reading comprehension for the students. Speacially, five skills were considered the most difficulty by students. namely: Answering Expressed Detail Questions Correctly, Answering Implicit Detail Questions Correctly, Answering Transition Questions Correctly, Determining the Meaning of Word Parts, and Using Context to Determine Meaning of Difficult Words. Futhermore, the reseacher highlighted both internal and external factors contributing to students reading difficulties. Internal factors included a lack of understanding of reading comprehension abilites, insufficient vocabulary, inadequate reading comprehension processes, lack of motivation, and poor preparation. External factors involved poor time management, the small display of paragraph text on a computer screen, lack of focus during tests, and inadequate skimming and scanning skills.
ThesisOpen AccessMetadata saja
2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to determine the most common issues faced by students in virtual listening at Borneo University Tarakan. The researcher used random sampling, and 7 second-semester students contributed. In this study, students were interviewed to obtain data, and the interview results were subsequently analyzed using theme analysis methodologies. Six questions were used to conduct the interviews. Based on the findings of this study, students in English Education at Boneo Tarakan University have two significant listening issues. Students realized that a lack of vocabulary and paralinguistic skills is a significant barrier to learning to listen. Students may come across unusual words that force them to pause and consider the meaning of the phrases, causing them to miss the next part of the dialogue. Similarly, paralinguistic characteristics such as accent, noise, speech speed, pronunciation, and intonation make listening exercises difficult for pupils.
ThesisOpen AccessMetadata saja
2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aimed to determine students' difficulties in speaking English and the factors that cause students' difficulties in speaking English in class XI SMA Patra Dharma Tarakan. The type of research is descriptive qualitative. The subjects of this research were class XI SMA Patra Dharma Tarakan with a total sample of 10 students. Data collection techniques used are observation, interviews, and questionnaires. The data analysis technique used were data collection techniques, data presentation, and data conclusions. The results showed that in general, the students' difficulties in speaking English consisted of grammar, vocabulary, pronunciation, and fluency. The most dominant problem was mastery of vocabulary and pronunciation. Most of them stated that they were afraid to speak because of a lack of vocabulary, so students were afraid of making mistakes in pronouncing English words. Furthermore, the problems encountered in speaking English were lack of confidence, fear of making mistakes when speaking, anxiety when asked by the teacher to speak, and feeling embarrassed when speaking in front of the class. In addition, students lack motivation in learning English because most students only receive learning when learning in the classroom.
ThesisOpen AccessMetadata saja
2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The objectives of this research were to describe the level of students’ listening comprehension and the factors that caused difficulties in learning listening of the eight-grade students of SMP Negeri 6 Tarakan. This research employed a quantitative descriptive design. The subject of this research were the eight-grade students of SMP Negeri 6 Tarakan which consist of 30 students taken by using cluster random sampling technique. The data were collected using a listening test and questionnaire. A test contained 25 questions and a questionnaire contained 28 statements related to difficulties in learning listening. The findings from this research were that the level of students’ listening comprehension was very poor with mean score of 48, and the majority of students (23 out 30) found difficulties when learning English, especially learning listening. There were several factors of difficulties faced by students when learning listening. Those difficulties were related to (1) the quality of the recorder which showed that 60 % of students felt difficult; (2) the culture differences which showed that 53% felt very difficult; (3) the accents which showed that 83% of students felt students; (4) the unfamiliar words which showed that 76% of students felt difficult; (5) the length and speed which showed that 73% of students felt difficult; (6) the physical conditional with showed that 73% of students felt difficult; and (7) the lack of concentration which showed that 80% of students felt difficult. Thus, the highest factor of difficulties in learning listening by the eight-grade students of SMP Negeri 6 Tarakan was difficulty related to accents.
ThesisOpen AccessMetadata saja
2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The objective of this study was to investigate eighth-grade students' reading comprehension difficulties at SMPN 1 Lumbis Nunukan. The descriptive qualitative research method was used. The subjects of this study were eighth-grade students at SMPN 1 Lumbis Nunukan. Reading tests,observations,documentation, and interviews were employed to collect data. The researcher used observation of students reading exams and interviewed students to collect data. Miles and Huberman interactive analysis was used for data analysis, and it consists of four stages: first data collection, second data reduction, third data display, and fourth conclusions; drawings/verifying. The findings revealed that 30 students had difficulty in reading comprehension, specifically determining the main idea, detailed information, understanding language, interpreting references, and drawing conclusions. The level of difficulty experienced by students was understanding vocabulary and interpreting references. Factors causing students' difficulties in reading comprehension are genetic and environmental factors. Genetic factors were lack of vocabulary knowledge, students' background knowledge,and difficulty using strategies in reading, while environmental factors are from family and school.
ThesisOpen AccessMetadata saja
2022•Skripsi, Thesis, Disertasi, dan Tugas Akhir
English has four primary skills to learn that are including speaking, writing, reading, and listening. Vocabulary plays an important role in mastering English so the students can easily understand and learn English. The purpose of this study was to describe the difficulties of grade 8 students of SMP Negeri 9 Tarakan in learning vocabulary. This study used a qualitative method. A random sampling technique was used to determine the sample in this study. Researcher took one class with a total of 31 students as a research sample. The data collection techniques used questionnaires, interviews, and vocabulary tests. The questionnaire consisted of 12 statements related to students' difficulties in learning vocabulary. Interviews were conducted with students to collect information regarding difficulties in learning vocabulary and problems faced by students in learning vocabulary. To find out students' ability to learn vocabulary, the researcher gave a vocabulary test to students with a total of 30 questions. Data analysis techniques were carried out by reducing data, showing data results, and concluding data. Based on the analysis of questionnaires and interviews, it was found that students tend to have difficulty learning vocabulary due to several problems such as pronunciation, spelling, and word meaning. The results of the vocabulary test showed that the average student score was low from the standard. Factors causing the low average student score were (1) the difference between writing and pronunciation in English (2) how to pronounce and spell vocabulary in English (3) interpreting a word in English according to a particular context, and (4) writing inappropriate words or sound spelling. (5) the correct pronunciation of words in English.
ThesisOpen AccessMetadata saja
2022•
This study investigated studens diticulties in speaking Engish in EFL and the strategies students use to overcome these dificulties The research data was obtained using a qualitative descriptive method The fiflh-semester students from the English Education Depariment were selected as the informants usinga purposive sampling technique. Research data was collected by interviewing students with in-depth semi-structured interviews. The results of this study indicated that students experience difficulties in speaking English. The first factor was social culture; 1) family involvement, 2) student living environment, and 3) peer involvement. The second factor is psychological; 4) feeling afraid, and 5) feeling ashamed. The third factor was linguistics; 6) local dialect, 7) word pronunciation, 8) grammar knowledge, 9) vocabulary, and 10) filler. The fourth factor was general knowledge, including 11) world/ topic knowledge, 12. limited study time and 13) need for understanding, Student strategies to overcome these difficulties included taking English courses, using English as daily communication, making dialogues with family/peers, attending an English community, practicing speaking through online games, reading tongue twisters, preparing material earlier, and looking for material from the intemnet/leamning websites. This study implied that having good speaking is affected by the social environment, motivation, language proficiency, and world knowledge. Besides, it requires effective leamning strategies to make an improvement.
