FAKTOR FAKTOR PENGHAMBAT KEMAMPUAN BERBAHASA INGGRIS PADA MAHASISWA PENDIDIKAN BAHASA INGGRIS DI UNIVERSITAS TADULAKO

ABSTRACT
Roudhotul Firdayanti (2026). “Factors Inhibiting English Speaking Among
English Departemen Students at Tadulako University”. Skripsi, English Education
Study Program, Language and Arts Department, Faculty of Teacher Training and
Education, Tadulako University. Under the supervision of Drs. Muhammad Arid,
M.Pd. and Fadhilah Zamzam, S.Pd., M.Pd.
Speaking is one of the most essential skilss in English as a Foreign Language
(EFL) learning; however, many students still experience difficulties in developing this
skill. This study aims to identify the factors inhibiting English speaking skills among
students of the English Education Study Program at Tadulako Unuversity. This
research employed a mixed method approach with a sequantial explanatory design.
Quantitative data were collected through questionnaires distibuted to approximately
50 third semester students using a Likert scale, while qualitative data were obtained
through semi structured interviews with six selected participants. The quantitative data
were analyzed using descriptive statistics, and the qualitative data were analyzed using
thematic analysis. The findings revealed that students’ speaking difficulties are
influenced by both linguistic and psychological factors. Vocabulary limitation was
identified as the most dominant factor, as indicated by the highest mean score in the
questionnaire and supported by interview results. Students experienced difficulty
expressing their ideas due to limited vocabulary, lack of practice, and insufficient
exposure to English. In addition, psychological factors such as anxiety and fear of
making mistakes were found to reduce students’ confidence and willingness to speak.
In contrast, environmental factors, particularly peer support, were not considered as
significant barriers instead, they contributed positively by creating a supportive
learning atmosphere. In couclusion, students’ speaking difficulties are not caused by a
single factor but by the interaction between linguistic and psychological barriers, while
environmental factors function as facilitating elements. Therefore, improving
students’ spaking skills requires an integrated approach that anhances vocabulary
mastery, increases speaking practice opportunities, and fosters a supportive and low
anxiety learning environment.
Keyword: Speaking skills, inhibiiting factors, vocabulary limitation, speaking
anxiety, EFL learners.