Laura Maloni Lingga, Reka Monika Simanjuntak, Yenita Sembiring


Speaking is one of the speaking skills possessed by students. Speaking skills have been trained from an early age, but the results of speaking learning are still far applied. Many students still experience difficulties in learning to speak. such as shame, fear and anxiety and lack of confidence inhibiting learning factors in speaking to students lacking motivation, poor student learning habits, mastery of students' vocabulary is still low, as for student learning strategies are one aspect that determines the success of students in speaking, students can have student learning strategies by memorizing vocabulary, believing themselves and improving vocabulary pronunciation. This research was conducted to identify the difficulty of speaking in English faced by students and find out the strategies they used to overcome these difficulties. This researcher used a qualitative descriptive method involving as many as 17 students in grade 9 at 3 Medan Christian Middle School, research results this shows that students have difficulty speaking in English namely lack of grammatical understanding, lack of vocabulary, incorrect pronunciation of words fearing the response of others feeling nervous in making mistakes, lack of self-confidence and shame in the strategy that students do is asking help to others trying to compose sentences in different ways by using gestures, taking the rules in positive thinking, can be concluded that students have a sense of difficulty in speaking English.


Learning Strategies and speaking skills

Full Text:



Annabel, W. (2015). The problem of grammar teaching: A case study

of the relationship between a teacher's beliefs and pedagogical practice, Language and Education, 29(4), pp. 332-346, DOI:

Aprianoto, & Haerazi (2019). Development and assessment of an interculture-based instrument model in the teaching of speaking skills. Universal Journal of Educational Research 7(12) pp. 2796-2805. DOI:

Awan, R., Azher, M., Anwar, M., & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students’ achievement. Journal of College Teaching & Learning, 7(11), 33–40.

Buhari, B. (2019). Practicing discussion in the form of pyramid to improve students’ speaking performance and classroom interaction. JOLLT Journal of Languages and Language Teaching, 7(2), 108-116. DOI:

Bohari, L. (2020). Improving speaking skills through small group discussion at eleventh grade students of SMA Plus Munirul Arifin NW Praya. JOLLT Journal of Languages and Language Teaching, 7(1), 68-81. DOI:

Chien S.-Y., Hwang G.-J. & Siu-Yung Jong M. (2019). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-speaking performance and learning perceptions, Computers & Education, (2019), DOI:

Close, R. A. (1975). A references grammar for students of English London: Longman Group.

Derewianka, B. M. (2012). Knowledge about language in the Australian curriculum: English. Australian Journal of Language and Literacy, 35 (2): pp. 127-146.

Elly, J. & Prama. (2016). General public speaking about speaking in public: Jakarta school speaking in public, Jakarta: Jakarta Publication.

Eliis, R. (1986) Understanding second language acquisition. Oxford: Oxford university press.

Fox, Grace. (2000). Listening and speaking success in 20 minutes a day (New York) learning express.

Garcia, T., Rodriguez, C., Gonzalez-Castro, P., Gonzalez-Pienda, J. A., & Torrance, M. (2015). Elementary students’ metacognitive processes and post-performance calibration on mathematical problem-solving tasks, Metacognition Learning, DOI:

Haerazi, H., & Irawan, L. A. (2019). Practicing genre-based language teaching model to improve students’ achievement of writing skills. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(1), 9-18.

Haerazi, H., & Irawan, L. (2020). The effectiveness of ECOLA technique to improve reading comprehension in relation to motivation and self-efficacy. International Journal of Emerging Technologies in Learning (IJET), 15(01), pp. 61-76. doi:

Haerazi, H., Prayati, Z., & Vikasari, R. M. (2019). Practicing contextual teaching and learning (CTL) approach to improve students’ reading comprehension in relation to motivation. English Review: Journal of English Education, 8(1), 139-146.

Hewitt, E., & Stephenson, J. (2012). Foreign language anxiety and oral exam performance: A replication of Phillips’s MLJ study. The Modern Language Journal, 96(2), 170–189. DOI:

Hudson, D. (2001). Grammar teaching and writing skills: The research evidence. Syntax in the Schools, 17: 16.

Keitman, S. (2019). Confidence to spare: individual differences in cognitive

and metacognitive arrogance and competence, Metacognition and Learning, DOI:

Lail, H. (2019). The effectiveness of using English movie with English subtitles in teaching vocabulary at the eighth year students of SMPN 1 Selong in the academic year of 2018/2019. JOLLT Journal of Languages and Language Teaching, 6(2), 100-107. DOI:

Leech, G. N. (1971). Meaning and the English Verb. London Longman

Muhlisin, M., & Widyanto, A. (2019). An analysis on teacher’s communication strategies in teaching speaking at MTS NW Bonjeruk. JOLLT Journal of Languages and Language Teaching, 7(2), 154-165. DOI:

Nunan, D. (1991). Language teaching methodology: textbook for teacher. New York : prentice hall international,Ltd Sugiyono (2014) Metode Penelitian pendidikan pendekatan kuantitatif.

Peter, Y. G. (2018). Validation of an online questionnaire of vocabulary learning strategies for ESL learners, Studies in Second Language Learning and Teaching, SLLT 8 (2). 2018. 325-350, DOI:

Pawlak, M. (2018). Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal, Studies in Second Language Learning and Teaching, SSLLT 8 (2). 2018. 269-291, DOI:

Sutrisno, H. (2012). Vocabulary For daily Conversation. Yogyakarta : Indonesia.

Wahyuningsih, L. (2018). Communication strategies used by the English learners of Saturday discussion at the centre for language and culture (CLC). JOLLT Journal of Languages and Language Teaching, 6(1), 42-50. DOI:

Zurri, A. (2018). The effectiveness of ransom note game in learning vocabulary. JOLLT Journal of Languages and Language Teaching, 5(1), 1-5. DOI:



  • There are currently no refbacks.

Copyright (c) 2020 Laura Maloni Lingga, Reka Monika Simanjuntak

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JOLLT Journal of Languages and Language Teaching

P-ISSN: 2338-0810

E-ISSN: 2621-1378

organized by Pascasarjana Universitas pendidikan Mandalika

Published by Universitas Pendidikan Mandalika

E : [email protected]

 Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.