Exploring the challenges and strategies in learning English speaking among tenth-grade students with different speaking abilities at SMAN 1 Plosoklaten Kediri

A’roof, Nisa’ Nur Laila (2026) Exploring the challenges and strategies in learning English speaking among tenth-grade students with different speaking abilities at SMAN 1 Plosoklaten Kediri. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

This study investigates the challenges encountered by tenth-grade students with different speaking abilities in learning English speaking skills at SMAN 1 Plosoklaten Kediri. Speaking proficiency is considered an essential component of language learning; however, many students continue to experience difficulties in developing effective oral communication. Therefore, this research aims to explore the major challenges faced by students, the factors contributing to those difficulties, and the strategies employed to overcome them. This study employed a descriptive qualitative research design. The participants consisted of 30 tenth-grade students selected through purposive sampling from two classes representing different levels of speaking proficiency: high, medium, and low. Data were collected through classroom observations, speaking tests, and semi-structured interviews. The collected data were analyzed thematically using data reduction, data display, and conclusion drawing techniques. The findings revealed that students experienced several linguistic and psychological challenges in learning English speaking. The most dominant difficulties included lack of self-confidence, limited vocabulary mastery, lack of speaking fluency, fear of making pronunciation mistakes, and difficulty understanding grammatical tenses. These challenges were influenced by factors such as an unsupportive learning environment, limited opportunities for speaking practice, and low learning motivation. Furthermore, students applied various strategies to overcome these difficulties, including using digital media for English exposure, memorizing vocabulary and preparing ideas before speaking, employing simple communication strategies, and attending private English courses. In conclusion, students’ English speaking ability is influenced by both internal and external factors. Consequently, supportive classroom environments and consistent speaking practice are essential to improving students’ speaking competence and confidence in English communication.

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