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ELT FORUM 9 (1) (2020)

Journal of English Language Teaching

http://journal.unnes.ac.id/sju/index.php/elt

Junior High School Students’ Difficulties of English Language Learning in the
Speaking and Listening Section

Alan Jaelani1, Olivia Widad Zabidi2

English Department, Faculty of Teacher Training and Education, Universitas Ibn khaldun, Indonesia

Article Info
________________
Article History:
Received in 13 April
2020
Approved in 1 July 2020
Published in 30 July
2020

________________
Keywords: English
Education; Difficulties
Learning; English
Speaking; English
Listening; English
Learning Strategies.

_________________

Abstract
_________________________________________________________________
This study aims to determine students' problems in learning English, especially in
terms of speaking and listening. Basically, the teaching and learning process will run
smoothly if students feel comfortable with the learning activities; therefore, this
research provides some appropriate suggestions for teachers in overcoming
difficulties faced by students. The respondents of this study were junior high school
students. This study used a questionnaire as an instrument to determine the extent of
students' skills in English. This study also conducted data analysis by analyzing the
importance of English in students' views, the difficulties encountered in learning
English, and also the teacher's teaching strategies desired by students. The results of
this study indicate that most students have some difficulties in speaking due to lack
of confidence and skills such as pronunciation, vocabulary, and grammar. Likewise,
the difficulty in listening is caused by students’ lack of vocabulary that leads to the
difficulty in understanding conversations in English. To overcome this problem,
teachers need to have strategies such as identification, diagnosis, prognosis, and
assistance or therapy. This research can facilitate the teachers in knowing complaints
about English language difficulties experienced by the students.

© 2020 Universitas Negeri Semarang

Correspondent Address: p-ISSN 2252-6706 | e-ISSN 2721-4532
KH. Sholeh Iskandar Km. 2 Street, Kedung Badak

Sekaran, Gunungpati, Semarang, 50229

E-mail: author@gmail.com



Alan Jaelani, Olivia Widad Zabidi/ ELT Forum 9 (1) (2020)

46

INTRODUCTION
Language is a tool of communication that is very instrumental in daily life. Because of language we
can exchange information and ideas with others and express the feelings, desires, opinions and needs
of each individual. Human’s life cannot be separated from language activities. Language is a means
to communicate between humans. In line with the development of science and technology humans
are required to have good language skills. Someone who has adequate language skills will be easier to
absorb and convey information both spoken and written. This skill is not a type of skill that can be
passed down for generations though basically naturally every human being can talk. However,
speaking and listening skills basically require intensive training.

Thus, English subjects are really needed for every level of education. Language learning
lessons in schools are expected to not only focus on theory, but students are also required to be able
to use language as a function, namely as a tool for communication. According to Yamin (2017),
teaching is not just about delivering subject matter, but teaching is the process of changing student
behavior in accordance with expected goals. Therefore, a teacher needs to have the ability to design
and implement a variety of learning strategies that are considered in accordance with interests and
talents and in accordance with the level of student development. According to Pane & Dasopang
(2013, p.333), learning and learning are two things that are closely interrelated and inseparable in
educational activities, learning and learning are said to be a form of education that makes an
interaction between teacher and student. Learning and learning take place in a process that begins
with planning various components and learning tools so that they can be implemented in the form of
educational interactions, and ends with an evaluation to measure and assess the level of achievement
of the learning objectives expected by Hanafy (2014, p.67).

Along with the times, this world has set one language as an international language, namely
English. Therefore, learning English is very important, because English is an international language
that is generally used as a language of communication for people who come from abroad. Hawkes &
Schechter (2016, p.3) quoted that due to the importance of mastering foreign languages, German
philosopher Johann Wolfgang Von said "Those who know nothing about foreign languages, they have
nothing about their own." This saying implies that how important is the education of foreign languages
besides mother tongue and national languages. Handayani (2015, p.104) states that English is not
only an academic need because its mastery is not only limited to aspects of language knowledge but
also as a medium of global communication, especially in terms of the economy. In this case ASEAN
is one of the gateways to the global economy, where industries and business activities in the ASEAN
region are key and major players in the supply chain and production network, both globally and
regionally. In connection with that, according to Megawati (2016), mastery of international language
skills are things that need to be developed at this time because with the appointment of Indonesia as a
member of the MEA (ASEAN Economic Community), it is fitting for a more advanced generation
of the nation in terms of science and technology supported by the mastery of good and correct
language of instruction. In addition, English in Indonesia has also developed into an intellectual and
social media of self-image, for example young people are currently using English in their daily
activities. This relates to statement by Ningsih (2019, p.6) which states that currently English has
been successfully accepted and accepted by the Indonesian people especially millennial generation.
Many found in social media the use of English is more prominent when compared to the use of
Indonesian itself.

Basically, according to Megawati (2016, p.148) English has three additional abilities, namely
Grammar, Vocabulary and Pronunciation, all of these components are very important for improving
optimal English language skills. In addition, mastery of the material and practice must also be given
a balanced portion. Improvement of English language skills in the people of Indonesia can be
realized by holding language classes, both formally and informally. Widyasari (2016, p.31) argues
that the importance of the role of English in the learning and teaching process requires an appropriate
method to improve students' English proficiency with learning activities that are fun and attractive to
students. According to the authors this can happen because not all Indonesian people enjoy enjoying
learning a new language, therefore if all learning conditions are generalized it will be difficult to
achieve the expected learning goals, because basically every student has different characteristics
including learning techniques and portions absorption of matter. This is in line with the statement of
Suherman & Yustiana (2017, p.6) which states that with the many factors involved in the learning
process, not all individuals have the ability to overcome problems related to learning activities. In this
case, teaching strategies by way of identification, diagnosis, prognosis, and providing assistance or



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47

therapy were considered quite effective. With the aim of being able to treat each student with proper
care, the English learning method plays a very important role in English learning activities. There are
many students who are able to achieve good performance because they are taught using the English
learning method correctly. Fun English learning methods are the key to learning Yamin (2017, p.84).

Meanwhile, according to Mistar (2014, p.204) there are several factors that are considered
influential on the assessment of skills, such as achievement in school, attitudes toward English
speaking, tasks completed, and also topics that delivered by teachers. In fact, not a few students are
still unable to understand the sentence that spoken in English verbally by the interlocutor. This
means that their English skills are still lacking and their vocabulary is still very limited. Speaking
skills are productive skills that can be directly observed. According to Siska (2011, p.3) speaking is a
language skill that develops in the life of someone who is preceded by listening skills, in that time
speaking ability is learned. Speaking is closely related to the development of vocabulary that is
obtained by someone through listening and reading activities. However, formal speaking skills
require intensive training and direction. As according to Wallace, et al (2004, p.13) write that
listening skills are very important skills because these can make humans gain insight, understanding
knowledge and information, and achieve success in communicating with others.

Therefore, speaking and listening skills are two very important things in language. However,
listening is not a simple process. Someone who listens must distinguish between sounds and
understand vocabulary also grammatical structures, remember and interpret them all at the same
time. Likewise, according to Harmer (2013, p.269) which describes the ability to speak fluently not
only rely on knowledge of language features, but also the ability to process information and
language. In the process of English learning, a student certainly has experience an obstacle in
learning. These obstacles can cause the maximum lack of student learning outcomes. Of the
problems that faced are certainly encouraging a teacher or language instructor to pay more attention
to the conditions of their students followed by readiness in the implementation of learning. By
understanding the problems faced students, an educator can do self-reflection to find out how much
effective implementation of the learning process in the classroom and to improve student quality.

Previous research related to this article is "Students’ Difficulties in Speaking English at the Tenth
Grade of Vocational High Schools" studied by Catur Widyasworo (2019). This study uses descriptive
qualitative data methods that aim to find out the factors that influence students 'difficulty in speaking
English, researchers also conduct research on the scores of these students and the results of this study
indicate that the average score of students' speaking skills is 64.8. That includes enough categories.
The difficulty of speaking students is discussed in the category of linguistic and non-linguistic
problems.

The second study related to this article is a study entitled " Study of the factors that cause learning
difficulties of English Listening in PBI IAIN students Raden Intan Lampung in the academic year 2015/2016."
researched by Dewi Kurniawati (2015). This study uses descriptive qualitative data methods that aim
to find out the factors that influence students' difficulty in listening to English. This study focuses on
the difficulty of students in learning English listening, this study shows that the average student has
difficulty listening because of internal factors such as fatigue so students become less focused.

Based on the concepts presented above, it can be concluded that there are many difficulties
faced by students when learning English. The two reference articles above only focus on one of the
difficulties of Listening or Speaking. Therefore, in this article the author is interested in digging
deeper into the obstacles experienced by students in the four language skills related to Speaking and
Listening simultaneously. According to the authors, this research is important because through this
research the teachers can find out what difficulties and obstacles are experienced by students while
learning to listening and speaking in English, if that's the benefit gained from this research.

METHODS
This study employed the descriptive qualitative method which involved 20 students from two
schools in Bogor and focuses on the difficulties faced by students during the learning English process
in class. The researcher wants to find the right solution for the problems faced by students, therefore
the researcher conducts this study. In this regard, the notion of qualitative research itself is study that
is descriptive in nature and tends to use analysis, processes and meanings highlighted in qualitative
research, the theoretical basis is also used as a guide so that the focus of research is in accordance
with facts on the ground.



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According to Rahmat (2009, p.2), one of the reasons for using qualitative methods in a study
is because this method can be used to find and understand what is hidden behind phenomena that
are sometimes difficult to clearly understand. While descriptive research is study that involves
description, recording, analysis, and interpretation of existing conditions. The purpose of descriptive
research is to describe the facts and characteristics of the object or subject being studied
systematically. The data used in this study is qualitative data. This research needs some data to be
analyzed.

Thus, this study uses data retrieval by providing instruments that have two types of questions
such as; open-ended questionnaire as explained by Dwinawan (2018) that open-ended question is a
type of question that is used to get broad answers, this is intended so that researchers obtain clearer
data, and also make it easier for respondents to answer it. This type of question has been asked by
the author to respondents by giving questions that are similar in nature to essays, where respondents
can freely give answers without the need to be stunned by the choices of answers that have been
provided by the author. The second type of question is the closed-ended question as explained by
Lidiana (2011) that close-ended question is a type of question that requires a more specific answer,
this type of question makes it easy for the interviewer to control the sources and get the information
they need. This type of question has been asked by the author to respondents by giving questions
that are similar in nature to multiple choice in which the respondents do not have the opportunity to
write their own responses but have been provided choices by the author. This type of question limits
the person being asked because it is only possible to choose one of two choices such as; yes or no,
true or false, agree or disagree.

Based on these explanations, the researcher gave some closed ended questions in which
respondents could choose one of the three answer options prepared, this type of question is used to
convince researchers of the answers to which options have a bigger percentage. In addition, the
researcher also gave an open ended question in which the respondents were entitled to give their
opinion in the blank answers column that have provided, this type of question was quite helpful in
the process of identifying data because the researcher could find out the wishes of the respondents in
accordance with the opinions they gave.

After successfully collecting data based on the questionnaire used, the researcher began to
analyze the data to determine the results of this study then analyzing by using analytical techniques
consisting of data identification, followed by the process of data tabulating, then calculating the data
by totaling and then changing to percent form. This method is used to find out in detail about the
results of this study, the number of percentages in a study is important to include. According to
Hidayat (2019), in research, the percentage results are important things that are used to generalize
the results of a study. Indeed this is not a mandatory requirement in a study that uses qualitative
data methods, but if a study does not use this calculation technique, then the research cannot be
drawn to broader conclusions. The results of the study are limited to research objects that are limited
in time and place of research. Therefore, research like this is still needed.

FINDINGS AND DISCUSSION
This section explains the result of the questionnaire given. It consists of two stages, namely the stage
of finding and discussion stage.

Findings
Finding will explain the results of observations about the difficulties faced by students in learning
English, and of course using a predetermined instrument that is a questionnaire. While the discussion
is used to find out and explain the right steps to overcome the problems contained in the finding
section. Below, the results of the questionnaire which used close ended question will be presented in
the form of diagrams.



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49

45%

15%

40%

Diagram 1

Students' Interest in English Language Learning

Interested

Not Interested

Little Bit Interested

The author tries to explore how much interest students have in learning English and also find
out how important English learning is to them. This is because that apart from the teacher factor,
motivation within students is also very influential in the development of language skills. According to
Harahap & Syarifah (2015, p.22) students who like and consider English important will be easy for
them to understand and master English. Therefore, based on diagrams 1 and 2 above, it is known
that most of the SMP / MTS students consider that English is a compulsory subject that is important
to learn, even most of them are also students who like English subjects. Behind it all, of course there
are things that become obstacles in the learning process, namely the difficulties experienced by these
students.



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In diagram 3, it has been noted that most students have difficulty in listening and speaking. As
stated by Hasan (2000), the difficulty faced by many English language learners as a foreign language
is the lack of understanding of English pronunciation expressed at normal speed through listening
material. The next statement from Megawati & Mandarani (2016) found that the difficulty students
often face when speaking English lies in the lack of English vocabulary. In this regard, the authors
have examined the factors that make students feel difficulty in learning English, the results will be
seen in diagrams 4 and 5 below.

Seeing from these difficulties, researchers also took the initiative to ask about the teacher's
strategy what they want in the teaching and learning process. Here, researchers use open-ended
questions to explore more information related to the things desired by respondents, because in this
part of the question respondents can answer anything in accordance with their opinions and desires
of each. This is in line with the statement of Nohda (2000, p.41) with the existence of open-ended
questions, the teacher has the opportunity to help students understand and elaborate ideas or learning
strategies desired by students as far and as deep as possible.

No Answer of 20 Respondents Percentage

1 Students wants the teacher to continue to

provide exercises and tests to students

45.0%

2 Students want the teacher to continue to

motivate students and educate patiently

30.0%

3 Students wants the teacher to explain in detail

and not rush in providing material

25.0%



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For this last question, this is a close-ended type of question because the author wants to infer
about how persistent their efforts are in learning English. As quoted by Reja et al. (2003, p.159)
Close-ended questions in general yield higher percentages than open-ended questions for answers
that are identical in both question forms. Therefore, the following will be seen in diagram 6.

In diagram 6, it is seen that the majority of respondents choose to continue to struggle in
overcoming the difficulties they faced, this thing of course can facilitate teachers in implementing
specific teaching strategies because what is most important in a learning is strong desire and
determination.

Discussion
After successfully collecting the data by means of a survey and using a questionnaire instrument, here
will be explained in detail about the responses of students in the questionnaire form that researchers
made.

The first is the interested and importance of English in the students’ view, after seeing the results of
some of the diagrams above, it appears that English is an important subject and of course most
students are interested in learning English in this modern era. This of course becomes a very
important supporting factor in developing language skills for students, as said by Baker (1992, p.205)
that the problem of students' attitudes is recognized as one of the most important factors affecting
language learning. Therefore, with the results of research that show that most students behave well in
looking at the importance of English then it is also a good start in the learning process.

The second is the difficulties experienced by student, of course in learning something, we will face
some or maybe many difficulties. According to Ahmadi & Supriyono (1991, p.88) states that learning
difficulties are a condition of the learning process marked by certain obstacles to achieving learning
outcomes. An example is the difficulty experienced by students in listening and speaking in English.
From these two aspects, first aspect is listening that based on the survey results, it appears that most
students have difficulty in speaking due to lack of vocabulary mastery, while the average assignment
given in the listening section is related to audio / video that contains conversations. Therefore, the
lack of mastery of vocabulary is certainly very influential on the smooth learning process of English
subjects themselves.

This is in line with Wilson (2008, p.12) which groups the factors causing students' difficulty in
listening into three general groups namely; (1) Characteristics of the message where the message
delivered contains difficult words and grammar, the listener's ignorance of the topic being discussed,
as well as its rapid delivery, will 'force' the listener to concentrate fully on listening to the message.
These factors are one of the causes of difficulty in listening; (2) Characteristics of message delivery,
regarding whether the message delivered by reciprocal listening or non-reciprocal listening.
Reciprocal listening is an interaction that occurs by involving two or more people as in a
conversation. On this occasion the listener can react, ask questions or ask for clarification to people
who convey the message if they feel something is confusing. On other occasions they can ask people



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who speak to be able to speak slowly and clearly so that what they say can be understood. Whereas
the non-reciprocal listening listener cannot control the speaker, or to find out whether the message
received is correct or wrong. For example when listening to radio broadcasts, announcements,
watching TV and so on. That is why non-reciprocal listening is considered more difficult than
reciprocal listening; (3) Characteristics of message recipients or listeners, individual differences cause
the same message to be understood differently. This happens because of differences in motivation,
age, ability to concentrate for a long time, physical conditions and so on, for example for people who
are physically weak may have to listen to a message over and over again, while for oaring whose
physical condition is good, it may only require one delivery only.

The next aspect is Speaking, in the speaking section, most students find it difficult because of
internal factors, namely feeling anxious and afraid of incorrect pronunciation. This is of course
related to external factors such as; do not have good pronunciation, lack vocabulary, and do not
master grammar. This is in line with the statement of Sari & Lestari (2009, p.445) which revealed
that speaking difficulties are usually caused by several factors such as; a) Difficult to express ideas
verbally; b) Limited vocabulary, so it often stops suddenly while talking; c) Limited grammar ability,
so it is difficult to speak with the correct rules; d) Limited pronunciation, so it is difficult to
pronounce the words spoken correctly and make the listener confused with his words; e) Lack of
courage to speak out of fear of being wrong.

The third is teacher strategies desired by students, based on the survey results, there were answers
from 20 respondents about how to teach the teacher wanted by students. In overcoming the
difficulties faced by these students, it is known that as much as 25% of students want the teacher to
explain in detail and not rush in providing material, as much as 30% of students want the teacher to
continue to motivate students and educate patiently, and as much as 45% of students want the
teacher to continue to provide exercises and tests to students. This shows that students actually
understand that the key to success in English is to continue to train themselves.

However, often students feel pressured by English tests. Apart from lack of skills, they also
often feel discouraged when making mistakes, this usually happens because the environment is less
supportive. For example, when student A ventured to speak English in front of his classmates but he
made a mistake, it was not uncommon for student A to be laughed at by his classmates. So far, the
biggest factor in hindering the process of learning English is anxiety and fear of making mistakes due
to lack of skills. This is of course related to the teaching and learning process of listening and
speaking. This is a challenge for teachers to be able to overcome the difficulties faced by students.
Because according to Inayah (2017, p.4) the success of the teaching process can be achieved if the
teacher can present the material well and can increase student interest. Munirah (2018, p.15 & 16)
has delivered a number of tricks such as identification, diagnosis, prognosis, and assistance / therapy
which are considered effective in overcoming these difficulties.

Identification is an activity directed to look for students who have learning difficulties, i.e. seek
information about these students. According to Lubis (2018, p.30) identifying initial behavior and
characteristics of students in the development of learning programs is very necessary to determine the
quality of individuals so that it can be used as a guide in describing learning management strategies.

Diagnosis is the determination of the results of data processing about students who have
learning difficulties and the types of learning difficulties experienced by students. As according to
Yunita (2016, p.9) diagnosis is the process of determining the location of weaknesses or
abnormalities by examining and analyzing the background or causal factors as well as symptoms of
problems that appear with the aim of drawing conclusions and looking for alternative solutions.

Prognosis is an activity that refers to the activity of preparing a plan or program that is
expected to help overcome the problem of student learning difficulties. Kemala (2015, p.18) states
that this step is carried out to estimate whether the problems experienced by students are still possible
to be overcome and determine various alternative solutions, this is done by integrating and
interpreting the results of the second and third steps.

Kumalasari (2017, p.16) said that the problem of students' self-confident can pose major
obstacles in the areas of social life, learning and career. Students who have low self-confidence (hard
to adjust themselves) in their personal lives are filled with doubts to determine an action or are often
anxious and like to be alone and stay away from the environment. The therapy referred to here is to
provide assistance to children who have learning difficulties like that, assisted in accordance with the
program that has been prepared at the prognosis stage.



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CONCLUSION
Based on data analysis and data interpretation, the conclusion is that this study uses descriptive
qualitative data methods that aim to find out the factors that influence students' difficulties in
listening to English and use qualitative descriptive methods involving 20 students from two schools
in Bogor. Based on the survey results, most of the students at Bogor Junior High School are students
who like English, they also understand the importance of English in the modern era, this is a pretty
good supporting factor for the development of students' English skills. This research also found that
many of them had difficulty in listening and speaking due to lack of mastery of vocabulary and lack
of confidence to dare to practice directly about the knowledge they had acquired. In overcoming this
problem, the strategy undertaken by the teacher is by way of identification, diagnosis, prognosis, and
providing assistance or therapy. Based on these results it can be concluded that it is important for
English teachers to teach using a variety of specific strategies as described above, because this is
useful to overcome the difficulties faced by students for the smooth teaching-learning process.
Besides because English is a subject that must be mastered because it will be found on the National
Examination, English will also make it easier for us to communicate with people from abroad
because English itself has been established as an international language. For this reason, it is
important for students to acquire and have good English skills.

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