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Students' Listening difficulties at English Department of IAIN BUKITTINGGI
<p> To reveal difficulties in listening classes at English Department at IAIN Bukittinggi</p>
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An Analysis of the Factors of English Learning Difficulties Faced by the Ninth Grade Student at SMP Swasta Banuhampu
<p> to know the Factors of English Learning Difficulties Faced by the Ninth Grade Student at SMP Swasta Banuhampu</p>
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An Analysis of Students’ Difficulties in Writing Analytical Exposition Text in MAN 1 Pasaman Barat
<p> The purpose of this research was to analyze students' difficulties in writing analytical Exposition</p>
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AN ANALYSIS OF STUDENTS' DIFFICULTIES FACTOR IN LEARNING ENGLISH AT SMPN 2 MAPATTUNGGUL
Febriko Wandra (2319048): An Analysis of Students' Difficulties Factors in Learning English at SMPN 2 Mapattunggul. A Thesis, English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2026. Students' difficulties in learning English remain one of the major challenges, particularly in rural schools where educational resources and English exposure are limited. Based on preliminary observations conducted at SMPN 2 Mapattunggul, students experienced difficulties related to lack of exposure to English, limited learning resources and facilities, low learning motivation and family support, and difficulties in the learning process. Therefore, this research aimed to identify the factors contributing to students' difficulties in learning English and to identify the teacher's strategies to solve those difficulties. This research employed a descriptive quantitative design. The participants consisted of 17 students of SMPN 2 Mapattunggul who were selected using total sampling. The research instrument was a questionnaire developed based on the research indicators. The collected data were analyzed using the Guttman Scale by calculating the scores, percentages, and categories of each indicator. The findings revealed that the indicators of Students' Difficulties in Learning English and Strategies Used by Teachers to Solve Difficulties in Learning English in Rural Areas were categorized as Very High. The results indicated that students' difficulties were mainly influenced by lack of exposure to English, limited learning resources and facilities, low learning motivation and family support, and difficulties in the learning process. The findings also showed that the teacher solved these difficulties by utilizing innovative teaching methods, continuously providing motivation and encouragement, improving professional competence, and promoting communication and collaboration with parents. These findings indicate that both the factors influencing students' difficulties and the teacher's strategies were consistent with the theoretical framework used in this research.
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PRONUNCIATION DIFFICULTIES OF EFL UNDERGRADUATE STUDENTS (A QUALITATIVE CASE STUDY ON SEGMENTAL DIFFICULTIES)
Sadad D Alfonso, 231916, Pronunciation Difficulties of EFL Undergraduate Students (A Qualitative Case Study on Segmental Difficulties), Skripsi, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, 2026. Pronunciation is an essential component of English oral communication because it influences intelligibility and communicative effectiveness. However, Indonesian EFL learners frequently experience pronunciation difficulties due to differences between the English and Indonesian phonological systems. This study aimed (1) to identify the segmental pronunciation difficulties experienced by EFL undergraduate students and (2) to explain the factors underlying those difficulties from the perspective of first language (L1) phonological interference. This research employed a qualitative case study design involving five undergraduate students of the English Education Study Program at UIN Sjech M. Djamil Djambek Bukittinggi selected through purposive sampling. The data were collected through audio-recorded word list readings and analyzed using IPA-based phonetic transcription and error analysis. The findings revealed four categories of segmental pronunciation difficulties: vowel confusion, consonant substitution, final consonant deletion, and diphthong reduction. Vowel confusion was the most dominant difficulty, accounting for 46.5% of the total errors, particularly in the contrasts /æ/–/ɛ/ and /iː/–/ɪ/. Consonant substitution, mainly involving /θ/→/t/ and /v/→/f/, was the second most frequent error, followed by final consonant deletion, while diphthong reduction occurred only rarely. The findings indicate that most pronunciation errors were influenced by L1 phonological interference, as English sounds that do not exist in the Indonesian phonological system were often replaced by the closest native-language equivalents. The study concludes that vowel confusion represents the greatest segmental challenge for the participants and suggests that pronunciation instruction should place greater emphasis on English vowel contrasts alongside consonant production.
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An analysis of external factors in students' difficulties in English vocabulary mastery at the fifth grade elementary school of SDIT Cahaya Hati
ABSTRACT Malia Putri, 2319139 with the title "An Analysis of External Factors in Students' Difficulties in English Vocabulary Mastery at the Fifth Grade Elementary School of SDIT Cahaya Hati." Thesis, English Education Department, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2026. This study aimed to analyze students’ difficulties in mastering English vocabulary by examining the external factors that influenced these difficulties among fifth-grade students at SDIT Cahaya Hati. English was taught as a local content subject at the school. The school also applied selective admission standards to prospective students. However, despite these academic standards, some students still experienced challenges in learning English vocabulary. This study employed a descriptive qualitative approach. The participants consisted of nine students from the fifth grade who experienced vocabulary learning difficulties and one English teacher. Data were collected through classroom observations and semi-structured interviews and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that students’ vocabulary learning difficulties were influenced by several external factors, including school, family, and social environments. School-related factors included limited instructional time and inadequate learning facilities. Family factors involved limited parental support and minimal exposure to English at home due to the prioritization of Qur’anic memorization (tahfiz). Social factors included peer distractions and the limited use of English in daily communication. In conclusion, students’ vocabulary learning difficulties were closely associated with external environmental conditions. Therefore, collaboration between the school and families was necessary to create a more supportive environment for English vocabulary learning.
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Students' Ability in Writing Argumentative Text of the Twelfth Grade at Man 1 Payakumbuh
Writing was a complex and essential skill in English language learning however, many students experienced difficulties, particularly in writing argumentative texts. This study aimed to identify the types of difficulties faced by twelfth-grade students of MAN 1 Payakumbuh in writing argumentative texts and to determine the possible causes of those difficulties. A descriptive quantitative research design was employed. The population consisted of 73 students from three classes, and 37 students were selected as samples using simple random sampling. The primary instrument for data collection was a closed-ended questionnaire developed based on the theories of Jacob and Levine, covering five aspects of writing: content, organization, vocabulary, language use, and mechanics, as well as four causal factors: attention, memory, language, and higher-order cognition. The findings revealed that students experienced significant difficulties in developing relevant ideas, organizing arguments logically, selecting appropriate vocabulary, and applying correct grammatical structures and mechanics. Most students also demonstrated weakness in using transition signals effectively, which affected the coherence of their paragraphs. Furthermore, the main factors contributing to these difficulties included limited attention during the writing process, poor memory in recalling writing rules, insufficient mastery of the English language, and low higher-order cognitive abilities in constructing and supporting arguments. These difficulties hindered the students’ ability to express ideas clearly and to present convincing arguments in written form. The results indicated that students required more structured guidance, explicit instruction on argumentative text components, and increased opportunities for practice. Therefore, this study recommended that English teachers employed appropriate writing strategies, provided clear models and feedback, and designed activities that strengthened students’ critical thinking and writing competence.
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Teachers' Strategies in Teaching Vocabulary for Young Learners in Elementary School of Ampek Angkek District
ABSTRACT Gusti Rahmi Putri: 2319074, “Difficulties and Strategies Used by English Teachers in Teaching Vocabulary to Young Learners in Ampek Angkek District”, 2025. This research was motivated by the observation that English teachers in several elementary schools in Ampek Angkek experienced various difficulties in teaching vocabulary to young learners. Although English will become a compulsory subject at the elementary level starting in 2026, some schools have already begun implementing it, yet teachers still struggle to provide effective instruction. Students often showed limited focus during lessons, had difficulty understanding new words, and required more engaging activities to maintain their attention. In addition, teachers faced obstacles in selecting appropriate materials, using media that matched learning objectives, managing classroom activities, and assessing vocabulary learning effectively. These issues emphasized the need to understand teachers’ real classroom difficulties and the strategies they applied to handle them. Therefore, this study aimed to identify the difficulties teachers encountered and the strategies they used in teaching vocabulary at the elementary school level. This research used a qualitative case study design and was conducted in three elementary schools in Ampek Angkek District, namely SDN 13 Parit Putus, SDN 08 Bonjo Alam, and SDN 17 Bonjo Alam. The informants consisted of three English teachers who were actively teaching vocabulary to young learners. Data were collected through classroom observations and semi-structured interviews. The data were analyzed through Miles and Huberman model, which includes data collection, data reduction, data display, and conclusion drawing. This procedure helped the researcher to systematically interpret teachers’ difficulties and strategies based on indicators of materials, media, activities, and assessment. Based on the results of the research, it was found that teachers experienced difficulties in four areas: (1) selecting and adapting vocabulary materials according to students’ proficiency levels; (2) using media effectively due to limited technological facilities; (3) maintaining students’ focus and managing activities during vocabulary lessons; and (4) designing assessments suitable for young learners. To address these difficulties, teachers implemented several strategies, such as simplifying materials, incorporating visual aids and real objects, using songs and games to increase engagement, providing repeated practice, and applying simple oral and written assessments. These strategies were helpful in improving students’ participation and understanding, even though the teachers still faced limitations in facilities and time allocation.
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An Analysis of English Teacher's Difficulties and Strategies in Choosing Teaching Material in the Merdeka Curriculum at SMPN 1 Palembayan
ABSTRACT Migo Aktavianda, 2321076, An Analysis of English Teachers’ Difficulties and Strategies in Choosing Teaching Material in the Merdeka Curriculum at SMPN 1 Palembayan, A Thesis, State Islamic University of Sjech M.Djamil Djambek Bukittinggi, 2025. The background of this research was several problems. First, teachers had difficulties in selecting teaching materials that matched students’ diverse proficiency levels in English. Second, teachers had limited understanding of the Merdeka Curriculum, which made it challenging to choose materials that aligned with learning objectives (TP) and learning outcomes (CP). Third, teachers had difficulties in finding engaging and motivating teaching materials due to limited skills in utilizing technology. Fourth, teachers had difficulties in selecting teaching materials that suited students’ diverse learning styles, such as visual, auditory, and kinesthetic. Therefore, this research was conducted to find out the difficulties faced by English teachers and to identify the strategies they used in choosing teaching material under the implementation of the Merdeka Curriculum. The design of this research was qualitative research with a case study approach. The informant consisted of three English teachers from grade VII, VIII, and IX, who were selected using a purposive sampling technique. To collect the data, this research used observation sheets, which focused on teachers’ difficulties and strategies in choosing teaching materials in the classroom, and interviews, which explored teachers’ difficulties and strategies in choosing teaching materials in the Merdeka Curriculum. The data were analyzed through data reduction, data display, and conclusion drawing, following the typical stages of qualitative research. The findings showed that English teachers faced various difficulties in choosing teaching materials in choosing teaching materials. First, the teachers found it difficult to ensure that the selected materials were relevant to the Merdeka Curriculum and learning objectives because some textbook contents did not fully align with expected competencies. Second, the teachers faced difficulties in selecting materials that matched students’ English proficiency levels, as some materials were too dificult for lower-level students. Third, the teachers found it hard to maintain the cultural and contextual relevance of materials since some topics were not realted to students’ local culture or daily life. Fourth, they struggled to sustain students engagement and motivation when the materials lacked variety or interactivity. Fifth, the teachers encountered limitations in facilities, unstable internet connections, and lack of multimedia support. Sixth, the teachers experienced difficulties in adapting materials spontaneously during classroom activities, and seventh, the teacher faced time constraints in preparing, selecting, and organizing teaching materials. To overcome these challenges, the teachers implemented several strategies. First, the teachers adapted materials by simplifying vocabulary, shortening texts, and modifying content to suit students’ proficiency levels. Second, the teachers supplemented textbooks with additional materials such as worksheets, poster, and short videos. Third, the teachers modified classroom activities through group work, games, and diffrentiated tasks. Fourth, the teachers used authentic materials such as audio recordings, videos, and locally relevant reading texts to make lessons more meaningful. Fifth, the teachers collaborated and shared materials with colleagues through MGMP meetings and online groups. Finally, the teachers integrated technology, including PowerPoint and YouTube videos, to make lessons more engaging and effective. Keywoards: Curriculum, Merdeka Curriculum, Teaching Material, Difficulties in Choosing Teaching material, Strategies to overcome Difficulties in Choosing Teaching Material
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AN ANALYSIS OF ENGLISH TEACHER’S DIFFICULTIES IN IMPLEMENTING MERDEKA CURRICULUM AT SMPN 07 BUKITTINGGI
ABSTRACT Fitri Khairani, 2321081 . An Analysis Of English Teacher’s Difficulties In Implementing Merdeka Curriculum At Smpn 07 Bukittinngi, Thesis, English Education Department. FTIK UIN Sjech M. Djamil Djambek Bukittinggi. In an effort to support the successful implementation of the Merdeka Curriculum, this research focuses on identifying the difficulties faced by English teachers during the learning process. Although the curriculum promotes student centered learning, authentic assessment, and value-based education, teachers still encounter various difficulties in translating these ideals into daily classroom practices. These challenges include difficulties in interpreting broad learning outcomes into measurable objectives, facilitating reflective activities, and consistently conducting attitude assessments. The methodology used in this study was qualitative descriptive, aiming to explore the practical barriers experienced by teachers. Data were collected through interviews, classroom observations, and document analysis involving two English teachers. The analysis was conducted through data reduction, data display, and conclusion drawing. The results showed that teachers struggled with performance-based assessment design, limited instructional time, and lack of practical tools such as standardized rubrics or modules. Additionally, the curriculum's abstract nature and minimal operational guidance created confusion in daily planning. Despite these obstacles, the teachers demonstrated adaptive strategies to align their planning and assessments with the curriculum’s values. This indicates a growing, yet fragile, shift toward more holistic and student-focused learning within the framework of the Merdeka Curriculum.
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AN ANALYSIS FACTORS OF STUDENTS’ DIFFICULTIES IN LEARNING ENGLISH AT SMP NEGERI 2 SITIUNG
ABSTRACT Ayunda Varisa: 2319060, “ An Analysis Of Students’ Factors Difficulties In Learning English At SMP Negeri 2 SITIUNG” This study was motivated by several problems related to factors that cause difficulties in learning English. Some students have low academic performance, lack confidence, lack interest in English, feel bored, and often play with their peers rather than paying attention to the teacher. In addition, some students feel unmotivated and ignored, both by their parents and by teachers who deliver lessons in an uninteresting way. This research was conducted to find out what are the factors of difficulty in learning English. This research used qualitative methods with a case study research design, and was conducted by seventh grade students of SMPN 2 Sitiung. Data were collected through observation checklist and interviews, the researcher selected 6 students for interviews who had problems during class, which were then analyzed by collecting data, reducing data, and drawing conclusions. The results of the analysis show that there are two main factors that cause students' difficulties in learning English, namely internal and external factors. Internal factors include interest, talent, motivation, self-confidence, self-esteem, attitude, and psychological condition. External factors include the role of parents, school and mass media and social environment. Keywords: learning difficulties, English, internal factors, external factors.
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Analisis Kesulitan Siswa kelas sembilan dalam menulis teks prosedure di MTsN 8 Agam
This research analyzes the difficulties encountered by ninth-grade students at MTsN 8 Agam in writing ,focusing on linguistic and cognitive aspects. Using a quantitaive approach, the study gathered data through questionnaire. Results indicate that linguistic challenges, including grammar (61%), vocabulary (60%), and mechanics (62%), significantly hinder students’ writing. Cognitive difficulties, related to content (57%) and organization (56%), also contribute to their struggles.
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AN ANALYSIS OF STUDENTS’ SPEAKING PERFORMANCE DIFFICULTIES IN VIDEO TASK AT 8th GRADE OF SMPN 3 AMPEK ANGKEK
Student video tasks have become an essential medium in language learning, particularly in improving speaking performance. Through video assignments, students can practice their pronunciation, fluency, and confidence by recording, reviewing, and refining their speech. However, preliminary research at SMPN 3 Ampek Angkek found that many students faced challenges in their video tasks, such as pronunciation errors, lack of confidence, and difficulty maintaining fluency. Some students appeared nervous and hesitant when speaking, while others struggled with articulation and clarity. These issues suggest that video tasks, while beneficial, also present obstacles that need to be analyzed to understand the factors affecting students' speaking performance. This study employs a qualitative research design, using observations and interviews as data collection methods. The data were obtained from students’ video assignments and structured interviews with students experiencing speaking difficulties. The observations focused on analyzing pronunciation, fluency, and confidence, while the interviews provided insights into students' perceptions and experiences regarding video-based speaking tasks. The collected data were analyzed using Miles and Huberman’s (2014) framework, which consists of data reduction, data display, and conclusion drawing. The findings indicate that three primary factors contribute to students' speaking difficulties: inhibition, nothing to say, and mother tongue interference. Inhibition, such as nervousness and lack of confidence, led students to avoid eye contact and speak in a low tone. The "nothing to say" phenomenon was evident in students’ struggles with vocabulary retrieval and topic comprehension, resulting in frequent pauses and disrupted fluency. Additionally, the influence of the mother tongue negatively affected pronunciation and caused frequent code-switching. These findings highlight the need for structured speaking practice, confidence-building strategies, and pronunciation training to improve students' speaking performance in video tasks.
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AN ANALYSIS OF STUDENTS' DIFFICULTIES IN DEVELOPING PARAGRAPHS IN WRITING THESIS PROPOSAL AT ENGLISH EDUCATION STUDENTS OF UIN SJECH M.DJAMIL DJAMBEK BUKITTINGGI
ABSTRACT Febiola Nadia Putri, An Analysis of Students' Difficulties in Developing Paragraphs in Writing Thesis Proposal at English Education Students of UIN Sjech M.Djamil Djambek Bukittinggi. A Thesis, State Islamic University (UIN) Sjech M. Djamil Djambek Bukittinggi. 2024 This research was due to the problems that were found students’ thesis proposal. The preliminary research revealed a range of difficulties that English education students at UIN Sjech M. Djamil Djambek Bukittinggi faced in developing paragraphs in their thesis proposals. Specifically, students struggled to acquire writing skills, lacked proficiency in writing strategies such as structuring paragraphs and arranging thoughts, and failed to translate their understanding of writing strategies. Moreover, students were uncertain about paragraph development skills, did not know how to identify them in a writing class, and had difficulties in focusing on ideas during the writing process. This research employed a descriptive quantitative design to investigate the writing difficulties in the theses of English Department students of UIN Bukittinggi. The population of this study consisted of 15 theses, and all of them were taken as the sample. Data was collected through documentation, and the technique of data collection involved gathering the theses to identify the writing difficulties. The data was then analyzed using statistical analysis, involving several steps such as editing, coding, tabulating, scoring, and calculating the frequency of errors. The results were presented in a rating scale to determine the level of students' difficulties in writing. The findings revealed that the students struggled with various aspects of writing, including topic sentences, supporting details, concluding sentences, punctuation, capitalization, grammar, and citation techniques. The most prevalent errors were related to grammar, punctuation, and capitalization, which accounted for 48.28%, 8.97%, and 12.66% of the total errors, respectively.
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Analisis kesulitan siswa pada pemahaman membaca siswa di kelas XI MTI PANDAI SIKEK
ABSTRACT Dwiki Indira Herman, 2317.037. An Analysis of Students’ Difficulties in Reading Comprehension at XI Grade Students of MTI Pandai Sikek. A Thesis, State Islamic University (UIN) Sjech M. Djamil Djambek Bukittinggi. 2024. This research was due to the problems that were found in MTI Pandai Sikek. It was found that the students in MTI Pandai Sikek have limited vocabulary, making it difficult for them to comprehend English text, students have short attention spans and various distractions, making it difficult for them to fully engage and comprehend the text, and students have difficulties in making inferences and lack critical thinking skills, which can hinder their comprehension of written text. The aim of the research was to find out the and analyze the students’ difficulties in reading comprehension. The researcher used qualitative approach with the design of narrative inquiry. The key informant of this research are the students of 2nd grade of MTI Pandai Sikek and the supporting informant is the English teacher that currently teaches the 2nd grade students. The instruments that were used in this research were observation sheet and interview. The findings of the study highlight the complex nature of reading comprehension difficulties among students. The study identifies several key factors that hinder students' reading comprehension, including limited vocabulary knowledge, lack of fluency, lack of familiarity with the subject matter, difficulty level of the text, inadequate use of effective reading strategies, and individual and environmental factors. These factors are interconnected and can have a cumulative effect on students' reading comprehension abilities. Key Terms: Difficulties in Reading Comprehension
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Tahliilu Su'ubath Ta'lum Al-Lughah Al-arabiyyah Ladha Thullab Al-Fashlu ats-Tsaalits fii Madrasah Baiturrahim Al-Ibtidaiyah Al-islamiyyah At-takaamuliyyah Parit putus Agam
Arabic is one of the languages of many languages in the world as the language of the Qur'an and Hadist who become the source of Islamic law so that without understanding it we will be difficult to understand and destructions of the Qur'an and Hadith, therefore the Arabic is subject to study is earned to be elaborated Islamic education from the elementary school to Islamic High School. The Arabic learning language problem can be caused by the conditions that exist in the Arabic itself (linguistic problem), such as phonetik, writing, morphology, grammatically, and semantics, and may also be due to non-linguistic problematics such as: socio-cultural, historical problems, and problems in existing teachers or learners them selves in the Arabic learning process. In the Arabic learning process, barriers obstacles are always there, these obstacles many cause the difficulties of students in learning Arabic both internal factors and external factors. This type of research is qualitative research. The subject of this study is the teacher, principal, and student
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Thai Students’ Difficulties in Mastering English Speaking at Mattayom 5 Darunsatwithaya School
Background of this study were based on the problems that occured in several students at Mattayom 5 Darunsat Withaya. They were several students did not speak naturally. Then, they were rare to practice their English speaking at school. Also, they did not use the body language when speaking English in front of the class. In addition, they were also doing eye contact with their friends. Of course, they were lack of confidence, lack of vocabulary mastery. Regarding to the problems above, it can be understood that they faced the difficulties in speaking English. Therefore, this study aimed to find out the causes of difficulties in mastering English speaking at Mattayom 5 Darunsat Withaya Islamic School. Furthermore, this type of study was quantitative descriptive. The data was collected through questionnaire. The total population used is more than 140 students. Because there were 100 students who have problems speaking English. Unfortunately, only 70 students filled out the questionnaire during data collection so that the sample of this study amounted to 70 students. Moreover, there were 2 causes why the students were difficult in speaking English. They were linguistic factor such as vocabulary, grammar, and pronunciation and psycholinguistic factor such as anxiety and shyness. In this result, vocabulary was dominant causes for students in speaking English. It can be seen that the highest of vocabulary factor was lack of vocabulary. It was 57% that they had lack of vocabulary.
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Analisa Kesulitan siswa dalam berlatih berbicara di MTsN 8 Agam pada kelas VII
This study aims to find out the difficulties that students’ difficulties in speaking English. This research was conducted at MTsN 8 Agam especially seventh grades. The design of this research was descriptive qualitative. The researcher collected the data by using observation, questionnaire and interview. From the data analysis, the researcher found the students’ problem and the cause the difficulties in speaking practice of MTsN 8 Agam as follow: (1) The result showed that the students have difficulties in speaking English which consist of linguistic aspects. In linguistic aspects, the students have difficulty in pronunciation, vocabulary and grammar. (2) The cause of the difficulties in speaking practice are environment aspects.
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Analisis Faktor Kesulitan Siswa dalam Belajar Bahasa Inggris di SMP Swasta Banuhampu
ABSTRACT Annisa Fathin Zafira, 2317111. An Analysis On The Factors of English Learning Difficulties Faced By The Ninth Grade Student at SMP Swasta Banuhampu. A Thesis, Stated Islamic University (UIN) Bukittinggi, 2022 The researcher conducted this research because the researcher found several problems in the process of learning English. These problems are related through observations in class IX at SMP Swasta Banuhampu. Most of the students get low scores in English subjects. There are several factors that make it difficult for students to learn English. Students' difficulties in learning can be seen from 5 types of factors including: physiological factors, psychological factors, family factors, school factors, and social factors. First, physiological factors include several, namely; physical health and body defect. Second, psychological factors consist of several aspects which include, namely: intelligence, talent, interest, and motivation. Third, family factors consists of several aspects which include, namely: parental support, home conditions, and economic conditions. Fourth, school environment factors consist of several aspects which include, namely: teaching methods, teacher and student relations, learning equipment, and school time. Fifth, the social environment factors consists of several aspects which include, namely; living environment, and mass media. In this case, this study aims to find out the dominant factor causing students' difficulties in learning English at SMP Swasta Banuhampu. In this study, the researcher used qualitative research as the methodology of this research. The design of this research is descriptive analysis research. The subjects in this study were all grade IX students of SMP Swasta Banuhampu. In taking the sample, the researcher used a purposive sampling technique, in which the research sample was all students of class IX, totaling 21 students in academic year 2022/2023. Data were obtained from observations, interviews, and questionnaires which were distributed to students. After calculating and analyzing the data, it was found that the dominant factor of students' difficulties in learning English was caused talent factors by psychological factor, which with the highest percentage was 95%. It means that students have problems with aspects of English language skills, such as speaking, listening, writing and reading. In this case, students are still not familiar with English words/sentences, students are still wrong in English pronunciation, students are still wrong in spelling English words/sentences, and students are still difficult to understand sentences in English. Then, in addition, students generally still lack mastery of vocabulary in English.
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THE THAI STUDENTS’ DIFFICULTIES IN MASTERING ENGLISH SPEAKING AT MATTAYOM 5 DARUNSATWITHAYA ISLAM SCHOOL OF PATANI SOUTH THAILAND
ABSTRACT Manal Chema, 2315,140. Thesis. Thai Students’ Difficulties in Mastering English at Mattayom 5 Darunsat withaya Islam School Of Patani South Thailand. This research is based on the problems that occur in a number of students of class Mattayom 5 Darunsat withaya. The problems in question are that they do not speak naturally, do not collaborate body language into speaking English in front of the class, and rarely practice speaking English. In addition, students' eye contact does not focus on the other person, lack of confidence, lack of vocabulary mastery so that many of them speak very briefly or the conversations are simple. Furthermore, this study aims to analyze the causes of difficulties in speaking English and to identify the efforts of teachers to overcome students' difficulties in speaking English in the Mattayom 5 Darunsat withaya class. This type of research is quantitative descriptive. The data was collected through the technique of distributing quationner. The data source is grade 5 students, as the supporting informant is an English teacher. The data was processed using the Miles and Huberman Model technique, consisting of: data collection, data reduction, data display, and conclusions. Based on data analysis it was found that the causes of students having difficulty in speaking English were lack of vocabulary mastery, lack of ability in writing sentences, when appearing to speak English students were often nervous resulting in them stuttering in pronouncing sentences, lack of ideas for making and developing sentences, and low interest in learning English. The main cause of students' difficulties in speaking English is the low desire of students in learning English. Meanwhile, the efforts that have been made by the teacher to solve problems are that before students design dialogues, they are guided by questions that can guide them on topics or problems that are felt in everyday life, they are asked to ask questions in English. In addition, they are given a few minutes to understand the topic given by the teacher, and he advises them to watch English animated films that have vocabulary that is easy for students to understand.