Multidimensional Analysis of Oral Communication Barriers and Pedagogical Impediments in English as a Foreign Language: A Case Study of Indonesian Secondary Education
DOI:
https://doi.org/10.53863/e-jou.v6i02.2136Keywords:
English speaking, speaking difficulties, EFL learners, qualitative research, secondary educationAbstract
This study investigates the speaking difficulties experienced by first-grade students at SMAN 1 Sungai Pua, West Sumatra, Indonesia. Using a qualitative descriptive design, data were collected through classroom observations and structured interviews involving 25 students and one English teacher. The findings reveal that students experienced four major speaking difficulties: inhibition, lack of ideas to express, low participation, and frequent use of the mother tongue. These difficulties were influenced by both internal factors, including anxiety, low self-confidence, limited vocabulary, and lack of motivation, and external factors such as teacher-centered instruction, limited opportunities to practice English, and inadequate learning support. The study concludes that psychological and environmental factors play a more significant role than linguistic limitations in influencing students' speaking performance. Therefore, English teachers are encouraged to implement more communicative and student-centered learning strategies to improve students' confidence and oral communication skills.
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Copyright (c) 2026 Nelsi Nurdin, Reflinda Reflinda, Melyann Melani, Eliza Eliza
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