Exploring Students' Problems in Classroom Interaction: A Multi-School Study
DOI:
https://doi.org/10.52760/jadila.v6i4.862Keywords:
Classroom Interaction; Speaking Activities; Students' ProblemsAbstract
This study aims to explore the problems faced by students in classroom speaking activities at SMP Setia Negara Palembang and SMP Bina Tama Palembang, addressing gaps in previous research by examining two school contexts and involving more participants. This research used a qualitative approach with a multicase study design. The participants consisted of twelve eighth-grade students selected through purposive sampling techniques from both schools. Data were collected through classroom observations and interviews, then analyzed using thematic analysis. The results showed that students faced both non-linguistic and linguistic problems in speaking activities. Non-linguistic problems included inhibition, having nothing to say, low or uneven participation, and reliance on the mother tongue, which were mainly driven by fear of making mistakes, fear of criticism, and low self-confidence. Linguistic problems included a lack of vocabulary, incorrect grammar, and poor pronunciation, which made it difficult for students to express their ideas clearly in English. Based on these results, it is concluded that students experience problems in speaking activities that require attention in terms of both their confidence and their language skills. These findings suggest that teachers need to design supportive, low-anxiety speaking activities while also strengthening students' vocabulary, grammar, and pronunciation. This study contributes to a deeper understanding of students' speaking problems across different school contexts and offers insights for developing more effective English-speaking instruction in junior high schools.
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