An Analysis of Challenges Encountered by Junior High School Students in

Acquiring English Teaching and speaking skill: A Quantitative study

Arranged to Fulfill the Assignments of the Requirement For Getting The Final Test
Methodology

Lecturer :
Dr. Aidil Syah putra, M.Pd

Arranged By :
Elsa Alyani (2188203066)

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY TANGERANG

2022/2023
 Abstract

The process of teaching and learning can be characterized as the conversion of

knowledge from educators to students. This involves integrating different elements,
with educators identifying and setting learning objectives, creating teaching materials,
and executing the teaching and learning strategy. This study is a descriptive
quantitative research that aims to identify and analyze the problems faced by students
in the English teaching and learning process in secondary schools (SMP). The
information was collected through a survey involving randomly selected middle
school age respondents. A questionnaire was used as the research instrument whose
purpose was to determine students' perceptions of English speaking difficulties. Data
analysis was conducted using descriptive statistical methods to determine the
incidence and trends of the identified problems. The results of this study are expected
to provide a comprehensive picture of the barriers to the development of students'
English speaking skills in secondary schools, as well as provide a foundation for the
improvement and development of more effective teaching methods.

Author

28 Desember 2023
 ACKNOWLEDGEMENT

Praise and gratitude to Allah SWT for his favors and gifts, as well as good
health and good people around me so that I can finally complete the proposal to fulfill
the final exam assignment, Without it, I would not be here to write an
acknowledgment of my proposal. I would like to thank my Prophet Muhammad
SAW, who gave us light in the age of shadows to the age of bright lights.
the researcher is very grateful to many people who helped and support during
writing this research proposal ans it would be impossible to mention all of our names.
however i wishes to thankfull to the following:

1. Dr. Ahmad Amarullah M.Pd as a Rector of University Of Muhammadiyah

Tangerang
2. Sumiyani M.Pd as a Dean of Teacher Training and Education Faculty
3. Yudhie Indra Gunawan M.Pd as a Head of English Education of the Faculty of
Teacher Training and Education Faculty
4. Dr. Aidil Syah Putra M.Pd as a Lecture of Methodology
5. My beloved parents who always pray dan support me
6. My beloved sister and daughter who always beside and support me
7. My best friend from class A2
 CHAPTER I- INTRODUCTION

A. Background of study
English is an international language that plays a central role in global
communication. Understanding and mastering English is important, especially in the
era of globalization. At the junior high school level, learning English is important for
students to acquire effective communication skills. However, several studies have
shown that students at this level often experience problems in developing English
language skills.

Teaching English involves mastering four essential skills: listening, speaking,

reading, and writing. Speaking, being the primary focus, is challenging for learners.
To enhance speaking skills, teachers need to provide effective materials, methods, and
assessments. It's crucial for teachers to make students active, cultivate interest in
English, and provide motivation. When students enjoy learning English, it becomes an
effective and enjoyable process, challenging the perception that English is difficult.

Teaching English at the junior high school level requires a considerable amount
of time for students to achieve proficiency. Additionally, there are four essential
integrated skills—listening, speaking, reading, and writing—that need to be mastered
thoroughly. It is evident that each skill and component significantly differ from one
another. Teaching English distinguishes itself from instructing other subjects,
emphasizing the crucial role of the teacher. Teachers are essential, and they must
continuously enhance their skills and knowledge. Effective teaching involves clear
and concise explanations, delivered in an engaging manner to capture students'
interest and foster better motivation for learning English. Various factors influencing
students' English learning in junior high school include their mother tongue, study
materials, social interactions, media, and family background.

According to (Riadil, 2020) challenges in speaking activities include inhibition,

limited or inconsistent participation, and the use of the mother tongue. Occasionally,
students may express a desire to speak in English but struggle to articulate their
thoughts. Some students may experience difficulty recalling words stored in their
minds and are unable to express them during communication.
 Therefore, this study aims to fill this gap by conducting an in-depth quantitative
descriptive research. The main focus of this research is to systematically document
and analyze the obstacles that students face and understand the factors that can affect
the development of their spea skills.

By gaining a deeper understanding of these issues, the research aims to

positively impact curriculum planning and the formulation of teaching strategies at
the secondary school level. Anticipated outcomes of this study are expected to serve
as a foundation for the local community, encompassing teachers and education
policymakers, to enhance English language learning, particularly in speaking skills
within junior high schools.

B. Formulation of problem
1. What strategies can be implemented to address the challenges faced by students in
English teaching and learning, particularly in enhancing their speaking skills?
2. What are the students issues in English teaching and learning on Speaking skill?

C. Objective of the research

The objective of study aims to identify students' challenges in English teaching and
learning, specifically in speaking skills, and to explore possible solutions to address
these issues.
 CHAPTER II

A. Internal and External Factor on Problem in English Teaching and Learning

a) Internal Factor
According (Pertiwi, Sudarsono and Arifin, 2015) There are internal factors that effect
in student’s problem in English learning, they are:
1) Fear of making mistakes: This leads to low motivation and reduced participation in
speaking activities. It is crucial for teachers to convey to their students that making
mistakes is a natural part of the learning process, allowing them to glean valuable
lessons.

2) Anxiety: Defined as a sense of tension, apprehension, and nervousness in foreign

language learning situations, anxiety, as described by (Januariza and Hendriani, 2016)
is a significant issue that can impede students' comfort during speaking performances.
According (Hermaniar and Azkiya, 2021) anxiety related to speaking a particular
language can adversely impact students' performance, influencing the quality of oral
language production and making individuals appear less fluent than they truly are.
Given these considerations, teachers should strive to establish a learning environment
that fosters comfort and ease for students in their learning activities.

3) Shyness: Emotional shyness is a common challenge that many students face when
required to speak in English class. It represents a prevalent issue in students' speaking
performance.

4) Lack of Confidence: A lack of confidence typically arises when students realize

that their conversation partners have not understood them or when they struggle to
comprehend other speakers. Faced with this situation, students may prefer to remain
silent, indicating a lack of confidence in communication. In light of this, teachers
should pay more attention to building students' confidence in their speaking abilities.

b) External Factors
External factors are elements that originate from external sources, encompassing
infrastructure and environmental conditions such as family, school, and community
settings. These external factors contribute to students' challenges in English learning.
Two internal factors leading to student problems in English learning are:

1. Low Motivation
Motivation as a change in energy characterized by the emergence of feelings and
reactions to achieve goals, plays a crucial role in students' learning. Motivation
induces a shift in a person's energy, impacting psychological symptoms, emotions,
and actions. It is essential for parents and teachers to motivate students to enhance
their enthusiasm for learning. For instance, children may become disinterested and
lethargic in their studies without parental support, leading to a lack of motivation. The
teaching process becomes successful when students are motivated, prompting the
need for teachers to cultivate and nurture students' motivation. Parents can contribute
by encouraging children to study diligently and providing rewards, not necessarily
material, but through recognition and praise when a child achieves a certain
milestone. When children perceive that their efforts are acknowledged and rewarded,
they are motivated to excel further.

2. Lack of Parental Attention

"Parents are the first and main teachers for children" (Syomwene, 2022) Parents bear
full responsibility for their children's care and character formation from birth. Early
on, parents guide children on how to behave, act, speak, and more. The child's
behavior, whether positive or negative, depends on how well parents fulfill their role
as the first teachers.

3. Mother tongue
The term "mother tongue" refers to the first language or native language that an
individual learns from their parents or immediate family members during early
childhood. It is often the language spoken in the household and is considered the
individual's first language. External factors, including the influence of the mother
tongue, can play a significant role in shaping a student's challenges in learning
English. Here's how:

1) Influence on Pronunciation and Accent:

Students whose mother tongue differs significantly from English may face challenges
in mastering English pronunciation and accents. The sounds and phonetic structures
of the mother tongue can influence the way a person speaks English, potentially
leading to difficulties in achieving native-like pronunciation.

2) Grammatical and Structural Variances:

Different languages have distinct grammatical structures and sentence formations.
Students whose mother tongue has different grammatical rules may find it challenging
to adapt to English grammar and structure, leading to errors and difficulties in
constructing sentences correctly.

3) Cultural and Conceptual Variances:

The cultural and conceptual differences embedded in the mother tongue can affect the
way students understand and interpret English concepts. Certain idiomatic expressions
or cultural nuances in English may be unfamiliar to students, impacting their
comprehension and communication skills.

4) Interference in Language Learning:

Mother tongue interference occurs when elements of the native language influence the
learning of a second language, in this case, English. Students may inadvertently
incorporate structures or expressions from their mother tongue into their English
usage, leading to linguistic errors.

4. Learning media use

Learning media use refers to the tools, resources, and technologies employed in the
process of education and acquiring knowledge. External factors related to the use of
learning media can contribute to students' challenges in learning English in several
ways:
 Access to Learning Resources
Disparities in access to learning media, such as textbooks, online resources, or
language-learning applications, can create inequalities among students. Some may
have limited access to the necessary materials, hindering their ability to practice and
reinforce English language skills.
 Technological Divide:
The availability and proficiency with technology can vary among students. Those
with limited access to computers, the internet, or digital devices may face challenges
in leveraging technological learning tools. This technological divide can impact
students' exposure to interactive language-learning platforms and resources.

 Pedagogical Approach
The way learning media is integrated into the curriculum and teaching methods can
influence students' English language learning experiences. If the chosen learning
media does not align with effective pedagogical strategies or if there is a mismatch
between the media and students' learning preferences, it may hinder their progress.

 Language Exposure Outside the Classroom

Learning media extends beyond the classroom, encompassing exposure to English in
various forms such as movies, music, podcasts, and online content. Students who lack
opportunities for immersive language exposure outside the classroom may struggle to
apply their language skills in real-world contexts.

 Digital Literacy
The level of digital literacy among students plays a role in their ability to navigate and
utilize online learning resources. Students with limited digital literacy skills may find
it challenging to access, evaluate, and utilize the vast array of online materials
available for English language learning. Addressing these external factors involves
ensuring equitable access to learning resources, incorporating effective pedagogical
approaches, and promoting digital literacy. Teachers and educational institutions play
a crucial role in selecting and implementing learning media that enhances students'
English language acquisition.

B. How to solve problem in English Teaching and Learning

According (Mukhtarul Anam, 2020) potential solutions to address internal problems
are as follows:
a) Overcoming Fear of Mistakes
To tackle the fear of making mistakes in speaking, a positive rapport should exist
between teachers and students. Teachers should foster student concentration and
create a favorable atmosphere in the class to ensure students feel at ease when
speaking English. Additionally, teachers should enhance students' concentration
during English learning and strive to create a harmonious atmosphere, reducing
students' problems.

b) Addressing Shyness: To alleviate shyness, teachers should adopt effective methods.

(Mjelve et al., 2019) it is crucial for teachers to establish a friendly and open
classroom environment. This approach aims to help students feel at ease, allowing
them to make mistakes in their learning without worry about imperfect pronunciation
and grammar.

c) Managing Anxiety: Students' anxiety during speaking can be alleviated by

providing motivation and creating a comfortable environment. it is essential for
teachers to pay attention to motivating students and establishing a relaxed class
environment. This approach can reduce students' anxiety, boost their confidence, and
foster a willingness to communicate.

d) Building Confidence: To address students' lack of confidence, Increasing students'

immersion in English is an effective way to enhance their confidence.

Concerning educators, their initial focus should be on enhancing performance

conditions. This involves providing students with ample time to prepare for speaking
tasks, teaching them how to utilize mind maps for idea generation, and allowing
sufficient time for task performance. Additionally, teachers should assist students in
overcoming inhibition and shyness by fostering a friendly, helpful, and cooperative
classroom environment. This includes reassuring students about making mistakes,
providing clear instructions, and offering ample guidance.
Furthermore, teachers should personalize and simplify textbook topics to make
them more accessible, interesting, and relevant to students' lives. Incorporating
speaking skills into tests and exams can motivate students, and teachers should
provide more opportunities for students to engage in English-speaking activities in the
classroom. Careful consideration should be given to when and how to correct
students' mistakes to avoid instilling fear and disrupting the flow of conversation.
Encouraging student participation in speaking activities is also crucial.
Ultimately, teachers should establish an English-speaking environment by
prompting students to use English habitually in the classroom. This can be achieved
by incorporating activities such as watching films or videos in English. Additionally,
teachers should frequently use English in the classroom to expose students to the
language more consistently.

C. Concept of Problem in English Teaching and Learning

1. Definition of Speaking
According to (Silvina, 2022) speaking serves as the fundamental aspect of language
acquisition. The assumption is that proficiency in language learning is achieved
through mastery of spoken expression. (Bahadorfar and Omidvar, 2014) elaborate that
effective communication relies heavily on speaking as a primary skill. This implies
that communication is rendered non-existent without verbal expression. Speaking is
further defined as the skill to articulate thoughts coherently, fluently, and
appropriately within a given meaningful context. This skill serves both transactional
and interactional purposes, incorporating correct pronunciation, grammar, vocabulary,
and adherence to the pragmatic and discourse rules of the spoken language. Speaking,
integral to communication, enables individuals to acquire diverse information from
various sources. Consequently, proficiency in speaking is essential for successful
communication. Speaking, in the context of communication, involves verbalizing
thoughts. Meanwhile, ability denotes the mental or physical capacity, power, or skill
necessary to perform a task. Therefore, speaking ability refers to an individual's
capacity to express thoughts and feelings to others. This proficiency is not only
crucial in daily life but also plays takes important roles in the process of language
learning.

2. Teaching and Learning Process

The Definition of Teaching-Learning Process
The teaching and learning process is characterized as the conversion of knowledge
from educators to students. This encompasses a combination of various elements,
where an educator identifies and establishes learning objectives, develops teaching
resources, and executes the teaching and learning strategy. Furthermore, the learning
process is a fundamental consideration for teachers when providing instruction. The
learning process can be viewed as a lasting transformation initiated by a teacher
through techniques such as skill development, attitude change, or understanding the
scientific laws operating within a learning environment (Munna and Kalam, 2021)

a) The Components of Teaching-Learning Process

The teaching-learning process is a complex and dynamic interaction between
educators, students, and various elements that contribute to the acquisition of
knowledge and skills. Several key components make up this process:
1) Educators (Teachers): Educators play a central role in the teaching-learning
process. They are responsible for designing and delivering instructional content,
facilitating learning experiences, and assessing student progress. Effective
educators understand the diverse needs of students and employ various teaching
strategies to engage and support them.
2) Students: Students are active participants in the learning process. Their level of
engagement, motivation, and prior knowledge significantly impact the
effectiveness of teaching. Students bring their unique backgrounds, learning
styles, and abilities to the learning environment. Successful learning often
involves catering to individual differences and fostering a positive and inclusive
atmosphere.
3) Learning Objectives: Clear learning objectives are essential in guiding the
teaching-learning process. These objectives articulate what students are expected
to know or be able to do by the end of a learning experience. They provide a
roadmap for educators to plan instructional activities and assessments that align
with the desired outcomes.
4) Teaching and Learning Strategies: Educators employ various strategies to deliver
content and engage students actively. These may include lectures, discussions,
group work, hands-on activities, problem-solving exercises, and technology
integration. Effective teaching strategies cater to different learning styles and
encourage critical thinking and application of knowledge.
5) Assessment and Feedback: Assessment methods, such as quizzes, exams,
projects, and presentations, are used to evaluate student understanding and
performance. Feedback, whether formative or summative, provides information
 to both educators and students about progress and areas for improvement. It is an
integral part of the learning cycle.

Understanding and optimizing these components contribute to the effectiveness

of the teaching-learning process, promoting meaningful and lasting learning
experiences for students. absolutely have the all right coordinating the principle
components of teaching-learning process.
 CHAPTER III
RESEARCH METHOD

A. Research Design
The study can be conducted using a descriptive survey research design with a
quantitative approach. The population and sample of the study can be two classes at
the second year of junior high school. The study can use a questionnaire as the
research instrument to collect data from the students. The questionnaire can be
designed to measure the challenges faced by students in acquiring English teaching
and speaking skills. The data collected can be analyzed using statistical methods. The
study can also identify the strategies used by teachers to overcome these challenges.
The research can be conducted in a specific junior high school to provide a detailed
understanding of the challenges and strategies in the context of English teaching and
speaking skill acquisition. By employing a quantitative research design, the study can
provide a comprehensive understanding of the challenges faced by students in English
teaching and speaking skill acquisition at the junior high school level. This approach
can offer valuable insights for improving English language education at the junior
high school level.

B. Populasi and Sample

The population in research refers to the entirety of individuals or elements
related to the subject. In this study, the population comprises all the students enrolled
at SMPN 1 Tangerang Selatan. On the other hand, a sample represents a subset of the
population selected to take part in the investigation. For this research, the sample
consists of two second-year classes, totaling 50 students, and one English teacher. The
students serve as respondents, while the English teacher functions as the primary
informant.

C. Method and Instrument of the research

The instrument employed in this study include observation, a questionnaire, and
interviews. Firstly, observation involves the researcher closely watching the students'
learning activities within the classroom. The second instument is a questionnaire,
specifically a checklist questionnaire, which was distributed to two second-year
classes at SMPN 1 Tangerang Selatan. The questionnaire comprises 20 questions
addressing issues related to speaking skills, with each factor represented by three
questions. Students are required to mark their response in one of three categories:
never, sometimes/seldom, or often.

D. Data Analysis
Utilizing the descriptive quantitative approach, the investigator examined
ordinal data to determine the percentage of speaking problems among students at
SMPN 1 Tangerang Selatan. To conduct the analysis, the researcher employed
Microsoft Excel, a computer software for statistical analysis, to calculate the results in
percentage form.

The formula used for calculating the problem percentage (P) is as follows:

P = F/Nx100%
Where :
P : Represents the problem percentage.
F : Stands for the frequency (the number of students who completed the
questionnaire).
N : Is the total number of students.

For the analysis of interview data, the researcher created a summary of the
collected information. Once all questionnaire and interview data were gathered, the
researcher drew conclusions relevant to the established theory.
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