Challenges in English Oral Exams at Vocational High School

Abstract

This study aims to investigate the challenges encountered by students during English oral exams at SMK 1 Vocational High School Gorontalo and elucidate their underlying causes. Through qualitative research methods, data were gathered from the participants. Employing thematic analysis, the research identifies two primary themes: insufficient vocabulary comprehension and low English mastery, compounded by psychological conditions. Methodologically, the study draws on participant narratives to uncover the intricacies of these challenges. The results reveal that inadequate vocabulary hindered participants' ability to articulate responses effectively, while low English mastery manifested in difficulties with grammatical concepts and comprehension. Psychological barriers, including anxiety and lack of confidence, further impeded oral proficiency. These findings align with prior research, highlighting vocabulary limitations and language anxiety among Indonesian students. Notably, the study underscores the pivotal role of vocabulary in oral proficiency and the influence of confidence on exam performance. Furthermore, environmental factors, such as limited English exposure, were identified as contributing to inadequate practice opportunities. However, the study acknowledges limitations, including its exclusive focus on speaking skills and the absence of proposed solutions. It calls for further investigation into effective strategies for addressing these challenges. Recommendations include the development of tailored learning materials and the creation of supportive environments to foster English language proficiency. By illuminating the interconnected nature of these challenges and their impact on student performance, this research aims to inform pedagogical practices and guide future research endeavors in the field of English language education. Keywords: English oral exams, vocabulary comprehension, learning materials, student performance