Postgraduate Students Difficulties and Strategies

Volume 05, Number 01, May 2023
p. 1-17
http://journal2.uad.ac.id/index.php/notion/index
Postgraduate students’ difficulties and strategies on speaking
Devika Adelita1, Sholihatul Hamidah Daulay1

1
Department of English Education, Universitas Islam Negeri Sumatera Utara, Indonesia
Corresponding author: [email protected]
Citation: Adelita, D. & Daulay, S. H. (2023). Postgraduate students’ difficulties and strategies
on speaking. Notion: Journal of Linguistics, Literature, and Culture Vol 5(1), p. 1-17.
https://doi.org/10.12928/notion.v5i1.5827
ARTICLE INFO ABSTRACT

Article History In both first and second language acquisition environments, speaking is
Received: 10 March 2022 one of the four macro skills that must be cultivated as a way of effective
Accepted: 25 March 2023 communication. This study was aimed to explore the postgraduate
students' perception of speaking skills and to examine the most
Keywords dominant problems faced by the postgraduate students in speaking. As
Boarding school a result of this issue, a qualitative research design was developed as an
Second language action study in a regular course. Therefore, the subjects of this research
acquisition were 10 postgraduate students in the first semester at the State Islamic
Students’ perception University of North Sumatera. The data were collected by a
questionnaire which applied in Google form. The researcher shared the
Google form link with the students via WhatsApp message. In analyzing
data, the researcher analyzed the data based on each question and
answer of the respondent. The researcher analyzed the data one by one
to get the point of the research. After that, the whole data are discussed
using the theory and continued by concluding. The result shows that it
was found that the post-graduate students faced many problems in
speaking in the target language, such, pronunciation, grammar,
vocabulary, fluency, and speaking. There were also other problems such
as lack of confidence and did not have any brave to speak in the second
language.
This work is licensed under a Creative Commons Attribution 4.0 International License
1
Adelita, D. & Daulay, S. H.
I. INTRODUCTION
According to Shokouhi & Rezaei (2015), the study of learners' usage and acquisition of
linguistic patterns in a second language is known as interlanguage pragmatics. The
application of interlanguage pragmatics ideas and techniques explicitly in the language
classroom is a recent introduction in the realm of language teaching/learning. Over the last
few decades, our understanding of how languages are learned and so should be taught has
shifted dramatically. Sharif, Yarmohammadi, Sadighi & Bagheri (2017), said that
communicative language teaching, among several techniques, has become the most
frequently accepted method for language instruction, with the primary goal of improving
language learners’ communicative competence.
Lestari (2017) argued that the view of the second language (L2) learning has shifted
significantly, according to the communicative competency models introduced by Canale &
Swain (1980) and Bachman (1990). According to these approaches, L2 learning is now
regarded as the acquisition of those forms in a contextualized situation to serve certain social
ends, rather than just mastering grammatical forms. As a result, because of its importance in
enhancing learners' language competency, the capacity to convey and interpret meaning in
social interactions has become a focal point in L2 instruction.
Furthermore, Sayuri (2016) stated the goals of education are to prepare students not only
to understand the world around them and to do the types of work that will be required in the
future, but also to prepare them to live in harmony with others, to understand other people's
reactions by looking at them from their point of view, to promote the spirit of empathy, and
to contribute to the students' complete development of mind and body, intelligence, sensitivity,
aesthetic, appreciation, and spirituality. Listening, speaking, reading, and writing are the four
essential skills for learning English. All of them are connected to each other. Someone who
masters four English abilities will be able to communicate both actively and passively in
English.
What Pragmatics is
Diverse viewpoints on the definition of pragmatics have emerged as a result of various
studies on the topic. According to Verschueren (1999), Pragmatics is described as the study
of language use, or, to put it another way, the study of linguistic phenomena from the
perspective of their useful features and processes. Yule (1996) stated that pragmatics is the
study of how a speaker (or writer) communicates meaning and how a listener (or reader)
interprets it. As a result, it is more concerned with determining what individuals mean by their
utterances than with determining what the words or phrases in those utterances might signify
on their own.
Furthermore, Fasold and Linton (2006) said pragmatics focuses on how people use
language in certain situations, and it seeks to explain how elements outside of language
influence both literal and nonliteral meanings that people communicate with words. When
someone says anything, he or she is not referring to the literal meaning of the words. That is,
the meaning of the (speaker) differs from the meaning of the (semantic) meaning.
NOTION: Journal of Linguistics, Literature, and Culture | 2

Since pragmatics is directly tied to human contact, learning pragmatics is vital in everyday
communication. Pragmatics examines not just what people say, but also how they say it and
how others perceive their words in social situations. Sometimes it's difficult for the listener or
addressee to understand what the speaker is saying about who, when, and where. This
circumstance can lead to a conversational misunderstanding. In pragmatics, we look at how
we can tell who the main speaker is in both spoken and written form.
The advantage of studying language through pragmatics is that people can convey each
other's meaning, but the major downside is that objectively examining people's concepts is
difficult (Yule, 1996). This pragmatics is intriguing because it is concerned with how people
make linguistic sense of one another, but it may be a disappointing field of study because it
requires us to make sense of others and what they are thinking.
Significance of Speaking
English, as an international language, plays a vital part in many sectors of life, including
education in Indonesia. It is considered to be one of the most advantageous disciplines for
students. According to an Indonesian education department decision, English is now officially
designated as one of the topics that must be passed to graduate. According to Bailey (2003)
speaking is an interactive activity in which speakers produce, receive, and analyze information
to construct meaning. One of the most important skills is speaking. People can communicate
their mental purpose to others through speaking. Speaking, according to Brown in Ann (1999)
is an interactive process of meaning construction that involves both producing and receiving
information.
Speaking, according to Cameron (2001), is the active use of language to express meanings
so that others can understand them. It implies that communication is extremely vital in our
lives. As a result, communication in the learning speaking manner should be precise.
Speaking is a vital part of everyday life because it allows us to communicate with others,
express our opinions, convey our purpose and message, express sentiments in any emotional
condition, and so on. Similarly, Thornbury (2005) claimed that speaking is the process of
putting words together. We take speaking for granted because it is such an integral part of
our daily lives. The average person creates tens of thousands of words per day, with some
individuals producing much more.
Baleghizadeh & Shahri (2014) stated that speaking is often overlooked and undervalued
in comparison to other literacy skills. In the minds of pupils, however, speaking bears more
weight than the other abilities since it appears to be the yardstick by which proficiency is
assessed, at least by the layperson. Furthermore, Rodríguez-González & Castañeda (2016)
said that the significance of speaking in language learning cannot be overstated. Teachers
and students in language classes usually place high importance on the development of
speaking skills. This is evident in the classroom, where significant time and space is devoted
to this sought ability in lesson planning, curriculum design, and course lists.

Speaking in EFL Classroom

Learning to speak entails learning how to communicate with others by using language to
convey ideas, thoughts, and even feelings. The purpose of learning speaking skills is to be
able to communicate effectively. Students should be able to communicate effectively using
their existing level of proficiency. Bailey (2003) argued for students in FL contexts, learning
speaking abilities is extremely difficult because they have so few opportunities to use the target
language outside of the classroom. Meanwhile, Febriyanti (2011) pointed out that in EFL
classes, students frequently continue to speak in their home tongue while taking English
classes. Some students combine English words with Bahasa or traditional language in their
conversation since they do not always know the English words for the topics they will discuss.
Applegate in Nazara (2011) emphasized that communication can only be effective when
the learner is attuned to the social and cultural components of language usage and how these
differ between his first and second language in connection to language training. The
characteristics of conversation listed above, as well as the methods for generating authentic
discussion, should be used to direct speaking classes. To put it another way, to succeed in
speaking lessons, you'll need to apply the right strategy, engaging exercises, appropriate
equipment, and strong motivation.
Problems in Speaking
Based on Boonkit (2010) for effective English speaking performance, a variety of aspects
connected to speaking skills must be considered. The importance of pronunciation,
vocabulary, and collocations in the development of fluency for EFL speakers is highlighted.
Students' fluency when speaking improves significantly when they are exposed to a range of
circumstances and are given frequent speaking exercises. Furthermore, Maxom (2009) stated
that to communicate in a foreign language so that others may understand you, you must pay
close attention to the language's finer points. A speaker must choose the most relevant words
and use proper grammar to transmit information clearly and exactly, as well as order his or
her speech so that the listener understands it. Speaking actions are so demanding that they
necessitate cautious and ample support of many kinds, not merely for comprehension but
also production. When speaking English, people should focus on the aspects of language,
which include pronunciation, vocabulary, and fluency.
Many students, on the other hand, find it difficult to speak English in a conversation or in
front of an audience. As a result, they are uninterested in taking part in the teaching and
learning process. Some pieces of evidence suggest that students have little motivation to
participate in speaking classes; when the professor asks them to give a speech, they appear
unwilling and insecure. When the students were interviewed, some of them claimed that they
lacked the courage to speak in front of a large group of people because they were afraid of
being judged harshly by their peers if they made mistakes. When they are forced to converse
with their peers, they believe that their pals are superior to them. It instructs them to be calm
in class while not actively participating.

Based on Cameron (2001) when speaking English, people should focus on the elements
of the language, which include pronunciation, vocabulary, grammar, fluency, and
pronunciation. The manner a language is spoken is referred to as pronunciation. The capacity
to make easily understandable articulation is referred to as pronunciation. The study of what
forms or structures are conceivable in a language is also part of grammar. Following that,
vocabulary refers to the entire number of words in a language. Those are the terms that are
utilized in conversation. The suitable diction employed in communication is referred to as
vocabulary. At a regular velocity of speech, comprehension is pretty complete. Oral
communication necessitates a subject's ability to both respond to and initiate speech. Last but
not least Fluency is the capacity to process language quickly and accurately, as well as the
quality or condition of a person's ability to speak a language fluently. When speaking, fluency
refers to the ease with which sounds, syllables, words, and sentences are connected
altogether.
Thornbury (2005) said because the speaker lacks confidence, the primary issues that
learners-speakers encounter are two: knowledge factors and skills factors. Learners don't yet
understand features of the language that facilitate production, such as communication
methods, due to knowledge factors. The learners' knowledge is not sufficiently automated to
assure fluency due to skill factors. As a result, English speakers should have linguistic
knowledge as well; first, genre knowledge, which is concerned with the aim of
communicating, whether transactional or interpersonal. Second, discourse knowledge, which
is concerned with how particular utterances are organized and connected. Finally, pragmatic
knowledge refers to the relationship between language and the circumstances in which it is
employed, as well as the purpose for which it is utilized. Last but not least, English speakers
should be grammatically correct, have a large vocabulary, and have good pronunciation.
To completely comprehend that issue, attitudes of such skill, as well as perceptions of the
role of English department courses, must be identified. As a result, the current study intends
to explore the postgraduate students' perception of speaking skills and to examine the most
dominant problems faced by the postgraduate students in speaking, as held by the majority
of postgraduate students in the first semester at State Islamic University of North Sumatera.
II. METHODOLOGY
This research is a descriptive qualitative analysis in which the researcher gathers detailed
information and facts about the concerns mentioned above. The researcher was able to use
qualitative analysis to examine the students' typical speaking problems, as well as the likely
causes of those problems and the kind of speaking exercises that they would want to see
included in speaking classes.
The researcher recruited 10 first-semester postgraduate students from the English
department at the State Islamic University of North Sumatera as the research subjects. They
were chosen to fill out a set of questionnaires because they share comparable traits, such as
being in the same grade and ranging in age from 22 to 32 years. They may face difficulties
in acquiring English skills, particularly speaking skills, as EFL students.
The questionnaire was partly half open-questionnaire and open-questionnaire, with the
subject of the question requiring respondents to select an answer and write their own response
in an essay. The questionnaire consisted of 10 questions related to this research topic. The
postgraduate students from the English department at the State Islamic University of North
Sumatera answered some questions by Google form which was related to the language
acquisition at boarding school. The data was gathered from 17th – 23rd December 2021.
There were some ways of collecting the data to complete this study:
a. The researcher made some questionnaires related to the topic.
b. The questionnaire was applied in Google Form.
c. The researcher shared the link of Google form to the subject of research via Whatsapp
application.
d. After the subject of the research answered the questionnaire, the researcher made an
analysis based on the theory.
e. The researcher concluded the result of this research.
The Google form questionnaire contains ten questions. The data was examined by the
researcher based on each respondent's question and answer. The data was also evaluated
by the researchers using the aforesaid idea. The researcher then concluded and summarized
the findings.
III. RESULTS AND DISCUSSION

The perception of postgraduate students at the State Islamic University of North Sumatera
was the focus of this research. As part of the data collection process, researchers used Google
forms to do data searches, which were then given to ten students enrolled in the university's
first semester. They completed the Google form questionnaire for this research, which consists
of 10 questions, two of which are multiple-choice and eight of which are essay-based and
require a long/short response. Here is a table of results from the questionnaire that has been
given.
Speaking is an interactive process in which speakers produce, receive, and process
information to create meaning. This research was aimed to explore the postgraduate students'
perception of speaking skills and to examine the most dominant problems faced by the
postgraduate students in speaking. This study focused on postgraduate students in their first
semester. The students must complete a questionnaire created by the researcher on a Google
form. Every student, according to the researcher, has difficulty speaking a second language.
All of the postgraduate students at the State Islamic University of North Sumatera expressed
a strong desire to speak a new language. This could be since the postgraduate students are
from the university's English education department. All of the students stated that speaking a
second language is something they want to do. More than half of the research's ten
participants indicated they had trouble speaking a second language, with only one participant
claiming to have no problem speaking a second language. Pronunciation, grammar,
vocabulary, fluency, and comprehension are five general aspects that become an issue for
someone speaking in a second language, according to the theory presented in this research
literature review.
Table 1. The Result of Questionnaire
Participants
No Category Finding Total
1 2 3 4 5 6 7 8 9 10
Students' interest in 10
Yes ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
1 speaking a second
language No -
Feeling difficult in
Yes ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 9
2 speaking a second
language No ✓ 1
Pronunciation as Yes ✓ ✓ ✓ ✓ ✓ ✓ ✓ 7
3
problem in speaking
No ✓ ✓ ✓ 3
Yes ✓ ✓ ✓ ✓ 4
Vocabulary as problem
4 No ✓ ✓ ✓ ✓ 4
in speaking
Not sure ✓ ✓ 2
Grammar as a problem Yes ✓ ✓ ✓ ✓ ✓ ✓ ✓ 7
5
in speaking
No ✓ ✓ ✓ 3
Fluency as a problem in Yes ✓ ✓ ✓ ✓ ✓ 5
6
speaking
No ✓ ✓ ✓ ✓ ✓ 5
Comprehend as Yes ✓ ✓ ✓ 3
7
problem in speaking
No ✓ ✓ ✓ ✓ ✓ ✓ ✓ 7
Pronunciation ✓ ✓ 2
Vocabulary ✓ ✓ ✓ 3
The biggest problem in
8 Grammar ✓ ✓ ✓ ✓ 4
speaking
Fluency ✓ 1
Comprehend -
Nothing ✓ ✓ ✓ 3
Another problem in Confidence ✓ ✓ ✓ ✓ ✓ 5
9
speaking Afraid ✓ 1
Comprehend ✓ 1
Speak in the
target ✓ 1
language
Read books ✓ 1
Listen to
✓ 1
Efforts in improving music
10
speaking Keep
✓ ✓ ✓ ✓ 4
practicing
Memorizing ✓ 1
Take course ✓ 1
Special
✓ 1
schedule

To make it clear, the researcher explained it one by one based on the question number as
follow:
1. Are you interested in speaking a second language? (Apakah anda tertarik untuk berbicara
dalam bahasa kedua?)
The figure 1 clearly described the interest of postgraduate students in speaking in a second
language.
Figure 1. Students' Interest in Speaking the Second Language
Students' interest in speaking a

second language
12
10
10
8
6 Yes
4 No
2
0
0
Yes No
Based on the chart above, it can be seen that all of the participants are interested in speaking
a second language. Question 1 was answered with a resounding "Yes" by all postgraduate
students.
2. Do you have difficulty speaking a second language? (Apakah Anda mengalami kesulitan ketika
berbicara dengan bahasa kedua?)
The second question will be explained by the Figure 2.

Figure 2. Students Felt Difficulty in Speaking the Second Language
Students felt difficult in speaking a

second language
10
8 9
6
Yes
4
No
2
1
0
Yes No

From the chart above, it can be seen that almost all of the postgraduate students agreed that
they felt difficulty in speaking a second language. Of the tenth students, 9 students answered
"Yes" and the other one answered "No" in question number 2.
3. Is pronunciation one of the factors that make it difficult for you to speak a second
language? Give a reason! (Apakah pronunciation merupakan salah satu faktor Anda
sulit dalam berbicara bahasa kedua? Berikan alasan!)
Pronunciation is one of the factors that make it difficult for students in speaking a second
language. To describe it, the researcher made a table.
Table 2. Pronunciation as the Problem in Speaking
Number of Students Answer
S1 • Tidak terlalu. Karna saya merasa pronunciation tidak terlalu sulit
S2 • Tidak
S3 • Ya. Karena saya merasa kurang percaya diri ketika lagi pronunciation
dan salah satu nya juga takut pada kesalahan grammar ketika berbicara
S4 • Yaa karena tidak terbiasa jadi tetap saja kaku
S5 • Yaaa, karena tidak terbiasa berbicara bahasa inggris sehingga saya sulit
untuk pronounce like a native
S6 • Iya, karena pronounciation sangat mempengaruhi kemampuan
berbicara
S7 • Tidak terlalu
S8 • Ya, karena dalam bahasa Inggris banyak kata yg pengucapannya mirip.
Namun maknanya berbeda
S9 • Iya karna pronunciation saya kurang mahir
S10 • Ya. Karena logat bawaan suku
Based on the table above, most of the students felt that pronunciation is one of the factors
that make them difficult in speaking the second language. There are 70% of the students say
yes which means that pronunciation is a speaking inhibiting factor, and there are 30% of the
students say no which means that pronunciation is a speaking inhibiting factor.
4. Is vocabulary one of the factors that make it difficult for you to speak a second language?
Give a reason! (Apakah vocabulary merupakan salah satu factor Anda sulit dalam
berbicara bahasa kedua? Berikan alasan!)
Sometimes lack of knowledge in vocabulary can be one of the problems in speaking. The
following is an explanation table for the vocabulary factor.
Four students believed that one of the barriers to speaking is a lack of vocabulary. Four
students disagreed that vocabulary is one of the reasons that prevent people from speaking.
Two students were unsure whether vocab can be a barrier to speaking.

Table 3. Vocabulary as the Problem in Speaking

S1 • Terkadang. Karena terkadang kita kekurangan kata kata ketika ingin
menyampaikan sesuatu
S2 • Ya
S3 • Tidak
S4 • Tidak, skrg sudah muddah untuk mencari kossa kata
S5 • Menurut saya tidak, karena dijaman skrg kita dapat meneukan kata
dengan mudah
S6 • Iya, karena kurangnya vocabulary kita merasa kesulitan untuk
mempelajari bahasa kedua
S7 • Yang terkadang ada bbrpa vocab yang tidak tau
S8 • Ya. Karena referensi belajar bahasa kedua adalah native. Namuj jika
kita sering berinteraksi dengan native akan membantu dalam berbicara
bahasa kedua
S9 • Iya karna vocab saya masih sedikit
S10 • Tidak
5. Is grammar one of the factors that make it difficult for you to speak a second language?
Give a reason! (Apakah grammar merupakan salah satu factor Anda sulit dalam
berbicara bahasa kedua? Berikan alasan!)
Grammar is one of the factors that make it difficult for students to speak a second language.
The table below described the students’ reasons for it.
Table 4. Grammar as the Problem in Speaking
S1 Tidak. Karena menurut saya, grammar tidak terlalu menjadi hal yang
terlalu diperhatikan dalam speaking
S2 Ya
S3 Ya. Terkadang ketika ingin berbicara, saya selalu memikirkan grammar.
Sehingga hal tersebut membuat saya tidak percaya diri untuk speak up.
S4 Yaps, karena sebekum berbicara selalu memikirkan grammar terlebih
dahulu jadinya bicaranya suka lama mikir
S5 Iya, grammar merupakan hal yg penting karena jika tidak menggunakan
yg tepat bisa salah paham
S6 Ya , karena dalam mempelajari bahasa kedua kita harus menguasai dan
memahami tata bahasa, jika kita tidak paham mengenai grammar , maka
secara otomatis kita akan kesulitan mempelajari bahasa kedua
S7 Ya
S8 Ya, namun tidak menjadi prioritas. Karena yg paling penting adalah
konteks dan pemahaman dari si pendengar
S9 Tidak
S10 Tidak
According to the responses of the students, 70% of them believed that grammar was a barrier
to communication. Grammar does not impede communication, according to the remaining

30%. The students also gave some reasons for it, which will be described in the discussion
section.
6. Is fluency one of the factors that make it difficult for you to speak a second language?
Give a reason! (Apakah fluency merupakan salah satu faktor Anda sulit dalam berbicara
bahasa kedua? Berikan alasan!)
One of the factors in speaking is fluency. Some students claimed that their inability to
communicate fluently in a foreign language impeded speaking. The outcomes of the students'
responses to this question are shown in the table 5.
Table 5. Fluency as the Problem in Speaking
• Number of Students Answer
S1 Iya. Karena terkadang kita ragu untuk mengucapkan kalimat.
S2 Tidak
S3 Ya
S4 Saya rasa bukan
S5 Iyaaaa akibat kurangnya berlatihh
S6 Ya, karena fluency sangat mempengaruhi kemampuan untuk mempelajari
bahasa kedua .
S7 Tidak
S8 Ya, jika kita ingin mahir bahasa kedua maka kita harus menjadi mahir
S9 Tidak
S10 Tidak. Karena hanya perlu praktik setiap hari dengan orang yang ada
dilingkungan kita
Students' replies are evenly distributed between yes and no in terms of fluency. Fluency
interferes with speaking, according to 50% of postgraduate students. And 50% of
postgraduate students felt fluency was not a barrier to speaking in a second language.
7. Is comprehend one of the factors that make it difficult for you to speak a second
language? Give a reason! (Apakah comprehend merupakan salah satu factor Anda sulit
dalam berbicara bahasa kedua? Berikan alasan!)
When speaking a foreign language, comprehension is an important factor to consider. To
respond to what the interlocutor is saying in a foreign language, we must first grasp what he
is saying. In the table below, students' perspectives on this will be shared.
According to the responses of postgraduate students, 70% of students believe they can grasp
what the speaker is saying when speaking in a second language. And 30% of students
claimed that comprehension was a barrier to speaking.

Table 6. Comprehend as the Problem in Speaking

S1 Tidak. Karena lebih sulit untuk menjawab daripada comprehending
something.
S2 Ya
S3 Tidak
S4 tidak, karena saya lebih muddah memahami apa yg dikatakan orrang
daripada harus mengutarakan
S5 tidak karena saya lebih mudah memahami apa yg org lain ucapkan
daripada harus saya utarakan
S6 Ya , karena menurut saya, jika kurangnya comprehend, kita akan sulit
untuk memulai pembelajaran bahasa kedua.
S7 Ya
S8 Tidak
S9 Tidak
S10 Tidak
8. Which of the following 5 factors is your main difficulty in speaking a second language:
pronunciation, vocabulary, grammar, fluency, and comprehending? Give the reason
(Manakah diantara ke-5 factor berikut yang menjadi kesulitan utama Anda dalam
berbicara bahasa kedua: pronunciation, vocabulary, grammar, fluency dan comprehend?
Berikan alasannya)
There are 5 factors that can make a problem in speaking, they are pronunciation, vocabulary,
grammar, fluency, and comprehension. Everyone must believe that some aspects of the five
items are more problematic than others. The answers and reasoning for postgraduate
students will be shown in the table 7.
Table 7. the Most Dominant Problem in Speaking
S1 Menurut saya fluency. Karena ketika seseorang berbicara, kesulitan yang
selalu mereka hadapi adalah kelancaran ketika berbicara. Terkadang kita
sudah mencerna kalimat di pikiran. Tetapi kita bingung cara
menyampaikannya.
S2 Grammar
S3 Pronunciation karena kurang percaya diri jadi tidak berani untuk speak up
S4 Grammar, perlu banyak waktu untuk menysuun kalimat sebelum diutatakan
S5 grammsar karna setiap even kita harus menentukan grammarnya
S6 Vocabulary, karena menurut saya, jika kurangnya vocabulary, kita akan sulit
untuk memulai pembelajaran bahasa kedua
S7 Grammar
S8 Vocabulary. Karena jika kita ingin berbicara banyak hal kita harus menguasi
banyak kosa kata yang tidak diketahui
S9 Vocabulary
S10 Pronunciation

The grammatical factor is by far the most important answer. Grammar is the most
troublesome aspect in second language speaking, according to 40% of postgraduate
students. Then, among the five characteristics listed above, 30 percent of postgraduate
students choose vocabulary, 20 percent choose pronunciation, ten percent choose fluency,
and none of the students chose comprehension as the key constraining element in speaking.
9. Apart from the factors mentioned above, what is the main cause of your difficulty in
speaking a second language? Give the reason (Selain dari faktor yang disebutkan diatas,
apakah yang menjadi penyebab utama kesulitan anda dalam berbicara bahasa kedua?)
The researcher identifies five major issues that obstruct postgraduate students' ability to talk
in a second language. Apart from that, someone's ability to communicate may be hampered
by other circumstances. The following are students' responses to various issues that can make
learning a second language difficult.
Table 8. the Other Problem in Speaking
S1 Percaya diri
S2 Takut
S3 Tidak percaya diri
S4 Saya rasa tidak ada
S5 Tidak ada
S6 Tidak ada
S7 Comprehend
S8 Tidak ada
S9 Saya merasa kurang percaya diri ketika harus berbicara dalam bahasa
inggris dengan orang lain
S10 Saya kurang percaya diri
10. What efforts do you make to be able to speak in a second language? (Apa upaya yang
anda lakukan agar bisa speaking dalam bahasa kedua?)
Everyone has a different approach to speaking a second language. The following describes
postgraduate students' efforts to be able to communicate in English.
Table 9. Students’ Effort in Speaking the Second Language
S1 Lebih sering berbicara dengan menggunakan bahasa kedua. Dan
menumbuhkan self confidence
S2 Membaca buku dengan mengeluarkan suara
S3 Biasanya saya banyak mendengar kan musik dalam bentuk bahasa kedua
yg saya minati lalu terkadang saya juga menambah vocabulary dan saya
praktek kan in my daily life
S4 Tetap berlatih
S5 Keep practicing because practice makes perfect
S6 Memperbanyak hafalan vocabulary, berlatih dan belajar dengan tekun
S7 Les bahasa inggris
S8 Membuat jadwal khusus untuk meningkatkan kemampuan speaking
S9 Ability
S10 Berlatih dan praktik setiap hari
Postgraduate students can improve their English language skills in a variety of methods. Some
students continue to practice to enhance their skills and gain self-confidence.
The first topic of discussion is pronunciation. Pronunciation is crucial in both correctly
pronouncing a word and ensuring that the interlocutor understands the speaker's intentions.
Pronunciation is a problem for some students when speaking a second language. This is since
some students are not used to speaking in English and are unsure whether their pronunciation
is correct. Furthermore, various terms in English that sound practically the same, which can
lead to misunderstandings by the interlocutor when speaking. Pronunciation issues can also
be caused by dialect or language accent. If a person talks too loudly in his native tongue, he
may find it difficult to communicate in a second language since his native tongue's
pronunciation has swept him away. Furthermore, some postgraduate students do not consider
pronunciation to be a barrier to speaking because they believe their pronunciation is already
certified.
Learners' ability to communicate in English is greatly hampered by their limited vocabulary.
It is difficult to speak and convey information to others without the use of words. Words serve
as a conduit for communication. They can make as many utterances as they desire with words.
Due to a lack of vocabulary, students may find it challenging to make and shape an utterance.
When it comes to words, their meaning and how they are pronounced are inextricably linked.
Both are quite important in communication. Someone who does not understand the meaning
of words will have difficulty determining the major point of an utterance. As a result, students
who have misplaced a term and are unable to recall its meaning utilize their language to
make their remarks acceptable. According to research undertaken by various postgraduate
students, one of the challenges in speaking was a lack of vocabulary knowledge. Some of
them claimed that learning vocabulary in a foreign language is simple because foreign words
can now be found almost wherever. It can also improve vocabulary knowledge so that
speaking is not hindered by a lack of words.
The next step is grammar, which is crucial in determining if a sentence is arranged correctly
or incorrectly in a second language, particularly English. Some English learners find
grammatical rules to be extremely perplexing when speaking. They occasionally have
difficulties structuring sentences, which is also related to the correct usage of grammatical
patterns in such phrases. While other students stated that when they want to begin speaking,
they always consider the grammar of the sentence to be uttered, which can lead to a lack of
confidence and develop a speaking difficulty. However, it is not a priority because the most
crucial factor is the listener's context and comprehension. On the other hand, some claim that
grammar isn't something that needs to be paid special attention to when speaking. This is
because good and proper grammar is not required when conversing with another individual.
Speaking skills are also hampered by a lack of fluency in a second language. Since fluency
has a significant impact on one's ability to speak a second language. If we wish to be fluent
in a second language, we must first become fluent in speaking the second language. Fluency,
however, is not a scourge in speaking a second language, according to certain postgraduate

students, because fluency in speaking a person's second language may be polished, for
example, by speaking and communicating in a second language with others nearby.
When you wish to communicate in a second language with someone, you must first
comprehend the information or topic of the conversation. Because it is impossible to respond
to someone's words if we do not grasp what they are saying. However, it is not a significant
component while speaking a second language. Because most individuals nowadays can
comprehend what others are saying yet find it difficult to respond. This can occur as a result
of a lack of self-confidence and a fear of making mistakes. However, some students find it
difficult to understand what is being said in English. When someone speaks in English, they
find it difficult to understand since they don't always know what vocabulary they're using or
what words they're saying.
Grammatical is the most prevalent issue factor faced by postgraduate students in second
language speaking, out of the five hindering factors. This is because students take a long time
to consider what grammar is appropriate to use during a discussion, and we may simply use
a new grammatical arrangement at any time. Then there's vocabulary in the second order.
Postgraduate students believe this since it will be difficult to begin speaking if one does not
know the target language's vocabulary. The person will be preoccupied with finding the
suitable words and phrases that he is familiar with. As a result, if you wish to communicate in
a second language, you'll need to know a lot of vocabulary in the target language.
Then there's pronunciation, which comes in third place. This is since when someone does
not fully comprehend the pronunciation of the second language is being spoken, they are
hesitant to speak up. There is fluency in the following sequence. Because when someone
speaks, one of the most difficult things they have to deal with is fluency. In certain cases, we
have already digested the sentence in our heads. But we're stumped as to how to say it.
However, none of the research participants identified comprehension as the key constraining
issue in speaking as one of the five main problem factors in the second language speaking.
Apart from these five factors, self-confidence is a big obstacle for postgraduate students
when it comes to communicating in a second language. The dread of speaking thus becomes
an impediment to communication. Then there's pronunciation, which comes in third place.
This is since when someone does not fully comprehend the pronunciation of the second
language is being spoken, they are hesitant to speak up. There is fluency in the following
sequence. Because when someone speaks, one of the most difficult things they have to deal
with is fluency. In certain cases, we have already digested the sentence in our heads. But we're
stumped as to how to say it. However, none of the research participants identified
comprehension as the key constraining issue in speaking as one of the five main problem
factors in the second language speaking. "Unlike reading, writing, and listening, speaking
necessitates some degree of real-time audience exposure. Learners are sometimes hesitant
to speak in a foreign language because they are afraid of making mistakes, terrified of being
judged or losing face, or just timid of the attention that their speech generates. As a result, it
can have an impact on the learners' confidence because they are always thinking about their
blunders and feel unqualified to participate with others.
Everyone approaches speaking a second language differently. Postgraduate students can

use a range of strategies to improve their English speaking skills. Some students believe that
speaking in a second language more frequently can increase a person's ability to talk in that
language. It can also be used to develop and train a person's sense of self-confidence.
Someone who has gone through all of the necessary preparation and is ready to speak, but
lacks the courage to speak in front of people will be afraid and will forget many of the things
that he should say. As a result, confidence is a critical aspect in how English learners can
achieve it. Actually, this issue arises as a result of a lack of practice. In speaking English,
practice holds key rules.
Some students believe that speaking in a second language more frequently can increase
a person's ability to talk in that language. It can also be used to develop and train a person's
sense of self-assurance. Listening to music or seeing movies in a foreign language can help
people enhance their vocabulary. If you've learned a new language, you should use it in
everyday situations. Making a separate timetable for speaking a foreign language might also
help you enhance your second language skills. As a result, someone will become accustomed
to speaking in the target language. Finally, attending an English course will improve and
develop one's language skills. If someone wishes to improve their ability to speak a foreign
or second language, this can be done.
IV. CONCLUSION
After analyzing the research findings, the researcher concluded that students had issues
with pronunciation, fluency, grammar, and vocabulary when speaking English. The students'
speaking difficulties included a restricted vocabulary, trouble pronouncing English words, a
lack of grammar, inability to communicate coherently, and difficulty understanding what the
speaker said. Furthermore, students are hesitant to practice English speaking and instead rely
on their mother tongue.
There are a variety of things that postgraduate students can do to improve their ability to
speak a foreign or second language, one of which is to build self-confidence so that they feel
comfortable speaking in another language with the interlocutor. In addition, students can
watch a movie or listen to music in the target language. It is hoped that by developing such
habits, people will improve their capacity to speak a second language.
REFERENCES
[1] Ann, M. (1999). Improving Adult English Language Learner’s Speaking Skill. p.1. USA;
National Centre for ESL Literacy Education.
[2] Bailey, K. M. (2003). Speaking. Practical English Language Teaching. p. 35-54. New York:
McGraw-Hill
[3] Baleghizadeh, S. & Shahri, M. N. (2014). EFL teachers’ conceptions of speaking
competence in English. Teachers and Teaching: theory and practice. p. 2. Routledge.
https://doi.org/10.1080/13540602.2014.885702

[4] Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers
of English. Procedia Social and Behavioral Sciences 2. p. 1306. Elsevier Ltd: Thailand.
https://doi.org/10.1016/j.sbspro.2010.03.191
[5] Cameron, L. (2001). Teaching Language to Young Learners. p. 1-32. Cambridge.
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[6] Fasold, R. W & Linton, J. C. (2006). An Introduction to Language and Linguistics. p .160.
Newyork: Cambridge University press
[7] Febriyanti, E. R. (2011). Teaching speaking of English as a foreign language: Problems
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Vol. 1, No. 2, p.45. ISSN: 2580-2712
[9] Maxom, M. (2009). Teaching English as a Foreign Language for Dummies. p. 204.
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[10]Nazara, S. (2011). Students’ Perception on EFL Speaking Skill Development. Journal of
English Teaching. Vol.1, No.1, p.32.
[11]Rodríguez-González, E. & Castañeda M. E. (2016): The effects and perceptions of trained
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[13]Sharif, M., Yarmohammadi, L., Sadighi, F. & Bagheri, M.S. (2017). Teaching Pragmatics
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Volume 05, Number 01, May 2023

Postgraduate students’ difficulties and strategies on speaking

Devika Adelita1, Sholihatul Hamidah Daulay1

Corresponding author: [email protected]

ARTICLE INFO ABSTRACT

NOTION: Journal of Linguistics, Literature, and Culture | 2

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Speaking in EFL Classroom

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III. RESULTS AND DISCUSSION

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Students' interest in speaking a

The second question will be explained by the Figure 2.

Students felt difficult in speaking a

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Table 3. Vocabulary as the Problem in Speaking

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Table 6. Comprehend as the Problem in Speaking

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Everyone approaches speaking a second language differently. Postgraduate students can

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