After interviewing and taking notes, the researcher synthesized and gave specific issues. The researcher found difficulties faced by students when speaking from 5 interviewees. Specifically, the common problems of students are: Lack of vocabulary, not confident to speak, not used to communicating in English in class and difficult to express into words or sentences.
Those difficulties can be divided into two main problems. Firstly, on the linguistic problems that is "lack of vocabulary", "poor pronunciation", "lack of grammar knowledge"; the second is the non-linguistic problems, namely "not brave to speak", "afraid to speak", "afraid to make mistakes", "nervous to speak", "afraid of being mocked by friends", "not used to communicating in class" and " confused how to use appropriate words."
The causes were found that the majority of students have difficulty with language problems. Specifically, they had "lack of vocabulary", "rarely memorized vocabulary", "worried about appropriate word usage", "lack of grammar knowledge", "rarely read grammar books". "," poor pronunciation".
Other causes of difficulty are related to non-verbal problems. They were "not confident when speaking", "unaccustomed to speaking English in class", "fear of making mistakes when speaking", "not interested in learning grammar",
"worried when speaking", "forgetful". ", "fear of being ridiculed by friends",
"difficult to understand 12 tenses" and "not paying attention when listening to English teachers in class".
• Linguistic problem
• Non-linguistic problem Difficulties
• Lack of Vocabulary, Grammar, Pronunciation.
• Lack of confidence and motivation Causes
• Classroom activities
• Extra-curricular activities Efforts
From the above difficulties and causes, the students have made efforts to improve their English speaking skills. They were "tried to be more confident when speaking English", "English club activities", "memorizing vocabulary",
"doing grammar exercises", "practicing English speaking with friends", "reading English grammar books", "studying English at home", "listening to music",
"watching TV", "studying in groups with friends", "studying 12 tenses", "look up the dictionary for new words", "listen to English conversations",
"communicate with foreigners", "take an English course", "learn pronunciation",
"be braver when speaking English" and "actively ask the teacher if you don't understand the lesson". All the above students’ efforts to overcome their difficulties in speaking matched with the characteristics of successful language learners according to Rubin and Thompson. It was intended to find justification for the students' efforts to solve their problems. The 14 characteristics of successful language learners that are proposed by Rubin and Thompson, (1982) are all unique characteristics of successful language learners. Based on the interview results, many students reported that their efforts did not meet their expectations to the fullest extent. Perhaps, it could be due to the efforts they have made since unsuccessful, or not focusing the maximum time on them. In addition, students also do not have many strategies and creativity to solve their problems. This may have caused their commensurate efforts to fail. From the result of interviews about the difficulties that speaking students had, it found the difficulties that students face when speaking are "difficulty speaking", "lack of vocabulary", "lack of grammar knowledge", " afraid to do". Other difficulties found were “fear of making mistakes”, “losing confidence in speaking”, “feeling uncomfortable when making mistakes” and “not knowing what to say. From this study, the researcher also determined that there is a reciprocal relationship between problems and causes. In this case, the problem could be the cause and the cause could be the problem. For example, “Not used to talking in class” is
due to “afraid of making mistakes”. “Fear of making mistakes” is due to “not used to communicating in class.” The data above shows that between problems and causes there is a cause-effect cycle.
3.2.2. Discussion
From the above findings, the majority of the interviewees rated the teacher's teaching method as the most useful method for them to actively participate in the speaking lessons, indicating that they are very much looking forward to it. I want to practice my English speaking skills. Therefore, what can be done to improve students' speaking practice is to encourage and carefully guide them so that they can become more confident when participating in speaking practice in class.
On the other hand, other suggestions such as providing students with familiar topics, revision of grammar, vocabulary, and creating more opportunities for them to practice the listening skills with more comfortable performance conditions, ie, creating the language environment with real-life situations and contexts to inspire them to actively to participate in English speaking both in and outside classroom activities. It should be concluded that in order to enhance students’ English speaking skills, it is essential for them to improve their knowledge of English and utilize various means of practice. Once the students’ knowledge of English is improved and opportunities of practicing are available for them to speak English in class, they can gain confidence and get rid of fear of making errors, enabling them to develop their English speaking skill.