EXPLORING STUDENTS’ SPEAKING DIFFICULTIES IN ENGLISH CLUB PRACTICE

ALYA, ROSDIANA (2026) EXPLORING STUDENTS’ SPEAKING DIFFICULTIES IN ENGLISH CLUB PRACTICE. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Speaking is commonly considered one of the most demanding skills for EFL learners, as it involves the integration of linguistic knowledge, affective or psychological readiness, and interactive ability. In extracurricular contexts such as English Clubs, students are encouraged to use English more actively and spontaneously, which can reveal various underlying challenges. Therefore, gaining a clear understanding of these difficulties and the factors that influence them is crucial for their oral communication development.This study examines the speaking difficulties encountered by students during English Club activities and the factors that contribute to those challenges. The research applied a qualitative method using a case study design. The participants were seven selected active members of the English Club, and the data were gathered through semi-structured interviews and classroom observations of English Club sessions. The data analysis procedures included data condensation, data display, and conclusion drawing. The results showed that students faced three primary categories of speaking difficulties: linguistic, affective (psychological), and interactional-contextual difficulties. Linguistic challenges encompassed issues related to grammar, limited vocabulary, pronunciation, and fluency. Affective difficulties involved low self-confidence, anxiety, and fear of making mistakes, which decreased students‟ willingness to speak. Interactional and contextual challenges included starting and responding in conversations, influenced by peers, activity design, and facilitator support.In addition, the study identified both internal and external factors that contributed to these difficulties. Internal factors comprised limited linguistic knowledge,low self-confidence, and fear of making errors. External factors included audience pressure, peer influence, the design of activities, and facilitator support. These findings suggest that speaking difficulties are multidimensional and result from the interaction between learners‟ internal conditions and their learning environment

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