IDENTIFYING THE DIFFICULTIES IN LEARNING ENGLISH LANGUAGE SPEAKING SKILL FOR PRE-UNIVERSITY STUDENTS

Abstract

This study aims to identify the challenges pre-university students have when developing speaking skills for English subjects in light of the situations in which students must transfer from high school to colleges, particularly pre-university. This study uses a quantitative methodology, and pre-university student applicants are given questionnaire forms asking about their viewpoints, needs, and levels of motivation during English learning speaking classes. The data showed that pre-university students did not have a negative view of English classes, but that they believed strong syntax and semantics skills were necessary for having effective speaking skill. They also thought they could succeed if they studied using the instruments their instructors had supplied. If they underperformed, they made an effort to improve upon their prior performance by learning from their mistakes. The significance of this study is that it will assist instructors in better understanding their students' perceptions of English learning speaking skills, motivation, and needs in order for the instructors to provide a better and more convenient environment for pre-university students to learn in the classroom.