FACTORS THAT HINDER ENGLISH SPEAKING DEVELOPMENT IN MIA ISLAMIC BOARDING SCHOOL

Abstract

The purpose of this study was to identify the factors that are causing difficulties for female students in grades 1-3 of Ibnu Khaldun MIA Islamic Middle School in Banda Aceh, in learning to speak English. The study involved 48 students, and a Likert-Scale questionnaire consisting of 16 statement items was used as the research tool. The questionnaire assessed personal, peer, teacher, and facility factors. The results showed that the facility factor is the biggest hurdle to learning English speaking skills, followed by peer-related, self-related, and teacher-related factors. The students expressed their dissatisfaction with the lack of facilities to watch videos and other digital learning materials. Additionally, they reported that their peers do not respond in English when they try to speak in English to them and laugh at them for using English. Furthermore, the factors of fear and the lack of vocabulary were also identified as significant self-related factors that hinder successful English-speaking learning. Lastly, the teacher's permission for the students to speak in the Indonesian language and their limited use of English in their interaction with the students are also reported as important roles in restricting the students’ English-speaking development.