ANALYZING STUDENT-TEACHER SPEAKING PROBLEMS IN

MICRO TEACHING CLASS AT UNIVERSITAS BRAWIJAYA

Ahmad Zeinur Rahman

English Language Education Program, Faculty of Cultural Studies
Universitas Brawijaya
E-mail: zeinur180399@student.ub.ac.id

ABSRACT

Rahman, A.Z. 2021 “Analyzing Student-Teacher Speaking Problems in Micro

Teaching Class at Universitas Brawijaya “. English Language Education Program,
Faculty of Cultural Studies, Brawijaya University. Supervisor: Iswahyuni, S.Pd., M.Pd

Abstract
Speaking is a one of the processes in conveying information, expressing an idea,
feeling, and though in spoken language. In learning a language, speaking English
especially for the EFL learners is not easy, because there are a various speaking problems
faced by the EFL learners. Speaking problems faced by the EFL learners can be happened
outside and inside the classroom. Based on the preliminary study, majority of the students
were suffering speaking inside the classroom causing by linguistic matters to
physiological factors. Therefore, the researcher is interested in finding out student-teacher
speaking problems and factors causing it.

This study uses a descriptive qualitative method. The researcher chooses the
participant from sixth semester students of micro teaching class which is consisted 54
participants contributed in this research. Since the aim of this study is to find student-
teacher speaking problems and factors causing it, web-based questionnaire and interview
was employed. To help analyzed the data, the researcher used triangulation technique.
From the result, this study reveals that there are still several factors that influence student-
teacher speaking performance. From the results of the data analysis, the researchers found
that many students experienced several internal factors, such as shyness, fear of making
mistakes and stage of fear or unconfident. In terms of external factors. Most students have
speaking problems in terms of language such as grammar and pronunciation.

Keywords: student, speaking, speaking problems

1. Introduction

Speaking is a one of the processes in conveying information, expressing

an idea, feeling, and though in spoken language. However, although English has

been taught since elementary school to the university level in Indonesia, there

are some problems that still faced by the students to speak English, even for

ELT students. Yendra (2018) stated that learning speaking skill for the EFL

learners are quite difficult, because there are some speaking aspect that make

the difficult to express some words from the source language into the target

language. (Sayuri 2016) stated that, to speak English is not easy, because the

speaker should also master several elements, such as pronunciation, grammar,

vocabulary, fluency and comprehension

There are some causes of speaking problems. Rajitha K, & Dr.C.Alamelu

(2019) divided two main factors that causing student’ speaking problems, those

factors are extrinsic and intrinsic factors, extrinsic factors cover language factor,

grammar factor, pronunciation factor, and peer factor. The intrinsic factor

covers stage fear, lack confidence, and shyness factor. In this study, the

researcher tries to make some novelties related to the factors that causing student

speaking problems that quite different from the previous research such as

linguistic aspect which covers fluency and vocabulary that do not discussed yet

by the previous researcher and also another factors which covers the audience

attention, audience question, impact of the previous performance and also one

intrinsic factor which is fear of making mistake.

2. Method

To describe student’s activity during individual presentation in micro

teaching class, the researcher used descriptive qualitative method in order to

answer the questions and observation conducted by the researcher. the

application of descriptive research aims to find accuracy and adequate of

activities, objects, process, and persons (Allinson et al 1996: 14). The researcher

has managed an interview, and distribute a questionnaire in order to analyse the

student’s and to get the data of students speaking problems in micro teaching

class during the learning and teaching activity. Frankel & Wallen (2012: 478)

stated that qualitative research used to investigate the quality of relationship,

activities, situation, and materials. The researcher will try to analyse the

individual presentation conducted by micro teaching class. Analysis involves

working with data, organizing them, breaking them into manageable units,

synthesizing them, searching for patterns, discovery what is important and what

is to be learned, and deciding what to Tell others (Bogdan and Bilken, 1992:

153). Based on the statement above, the researcher has gotten some information

about “analyzing students’ speaking problems in micro teaching class in doing

teaching simulation at Brawijaya University.

3. Finding

Finding of this research were obtained by using open-ended questionnaire

that consist of 7 items and each item was consist of two negative and positive

statements that totally 28 statements that should be answered by the students.

The questionnaire distributed to the participants using Indonesian language with

the aim of making it easier for participants to answer some of the statements

given by the researcher. After all the data was collected, the researcher calculated

the result on the scale table below

The finding about analysis student-teacher speaking problems in micro

teaching class shows that each statement has a slight difference in each answer.

The detail information will be explained as follows. The first item is about

vocabulary that the first and the second statement is a positive statement, there

were 1,9% chose Strongly Agree, 48,1% chose Agree, 48,1% chose Disagree,

and 1,9% chose strongly disagree for the statement number1 (it means that there

is a balance for students who are fluent in making presentations without thinking

about vocabulary, and students who are still confused about vocabulary when

making presentations).

For the second statement, there were 3,7% participants chose strongly agree,

29,6% chose agree, 59,3% chose disagree, and 7,4% chose strongly disagree. It

means that there are still many students who do not understand difficult

vocabulary in English, because many students choose disagree with the second

statement, but some students choose agree with the second statement with the

total already mentioned. which means that some students are able to master even

difficult vocabulary.

For the third statement, there were 1,9% chose strongly agree that was

become the lowest score for this statement, 46,3% chose agree and it becomes
the second high score that students agree they always lose their vocabulary when

conducting an individual presentation. 48,1% disagree for this statement, which

means most of students use full English in doing presentation, because they are

not confused anymore in choosing correct vocabulary. And 3,7 strongly disagree

about the statement which states that students always often lose vocabulary.

For the last statement, 3,7% some students strongly agree that they feel

difficult in making different meaning for the same word in English, 40,7%

students chose agree, and this become the second high score which is students

agree that they feel difficult in making different meaning for the same word in

English. Most of students chose disagree for this statement with the total score

42,6%, which means most of students disagree for this statement. And 13%

strongly disagree for this statement.

For the second item is about student’s grammar mastery. In this item, there

a significant difference for student’s answers in each item. For the first item is

about grammar mastery. There were 3,7% students chose strongly agree for this

statement, 38,9% chose agree, 57,4% disagree, and 0% disagree about this

statement. It means there are still many students who have not mastered grammar

properly and correctly based on this result of the Likert.

The second statement for grammar mastery is about the behaviour of

students who never worry about their grammar in teaching practice. There are

9,3% students strongly agree about this statement, 18,5% students just agree

about this statement. In other hand, there are 64,8% students disagree about this
statement, and the remaining 7,4% of students strongly disagree with this

statement. It means there still many students are worry about their grammar

mastery, even some of them is already use to with grammar.

For the third statement is students' confusion in using correct grammar for

teaching. The result of this statement is connected with the third statement. There

are 7,4% strongly agree, 55,6% students agree for the statement. And there are

35,2% students disagree for the statement, the remaining 1,9% students strongly

disagree for the statement. The reason students are still worry about their

grammar mastery is because they are still confused in using correct grammar in

doing teaching practice.

The last statement is about demands in using good grammar when teaching

for the student’s teacher. It cannot be denied that teacher should have a good

example in speaking, especially in teaching. That’s why student’s teacher is

required using correct grammar. Based on this result of the statement, there are

5,6% strongly agree that this demand make them confuse in choosing correct

grammar, 46,3% students agree for this statement. There were significant

number that 40,7% disagree which means they are not confuse for the demand,

and 7,4% choose strongly disagree. Which means they are some students that

has used to in demand while the other are still confuse about demands in using

correct grammar.

For the third item is about student’s pronunciation mastery, it contains four

statements which is the first and the second are positive statement, for the third
and the fourth are negative statements. First statement, there were 9,3% strongly

agree that they have good pronunciation, 53,7% students chose agree that they

have good enough pronunciation, 37% students disagree about this statement,

which means they still have problems in pronunciation. And 0% students chose

strongly disagree for this statemen.

The second statement is about the way of pronouncing accordance with the

rules of good and correct English. There were 9,3% students chose strongly

agree for this statement, 59,3% chose agree, 27,8% chose disagree, and 3,7%

chose strongly disagree. It means, there were 32 students agree that their

pronunciation was good enough and accordance with good and correct English

rules.

The third statement when students are given a statement that students are

not good enough in pronunciation. 5,6% students strongly agree, 33,3% students

chose agree, 59,3% students chose disagree and it becomes the higher score for

this statement. And 1,9% students state that they were strongly disagree for this

statemen. It means, most of students disagree with the statement that students

are not good enough in pronunciation. Some students also state that they were

agree for this statement.

For the last statement is about the way how to pronounce new word. There

were 3,7% students chose strongly agree, 38,9%chose agree, 44,4% chose

disagree, and 13% students chose strongly disagree for this statement. Overall

students in micro teaching class disagree for this statement that students are
difficult in pronounce new word. It means, most of students are already familiar

with new words they hear or even difficult ones, and there is no difficulty in

pronouncing them, but there are some students also agree with this statement and

they still get difficulty in pronounce new word.

For the next items is about students’ fluency, one of the speaking problems

that are often experienced by students is fluency. In these items, the researcher

gives four statements for the participants, which the first statement is about

student’s fluency. There are 5,6% students chose strongly agree that they are

fluence in speaking, there are 53,7% chose agree that they are fluence enough in

speaking. For the 40,7% students chose disagree that they are not fluence enough

in speaking, and 0% chose strongly disagree. Which means, students are fluency

enough in speaking, even there are some students are still get difficult in

speaking fluence.

The second statement is about fluency effect for the micro teaching class

students in doing teaching activity. There are 9,3% students choose strongly

agree that they are enjoy this activity because their fluence, 48,1% students agree

for the statement. There are 38,9% students do not enjoy their activity because

they are not fluence enough for speaking, and 3,7% choose strongly disagree for

the statement. It means, some students are ready for teaching and some of them

are still need more practice

Even students are fluence enough in speaking, but fluency level of EFL

learners are different Even though EFL students are said to be fluent in speaking
English, there will definitely be some gaps like uh-hmm-oh-ah. it's called a gap

which is usually used to think for a moment about the next word. And in this

statement, there are 0% students choose strongly agree, but 50% students choose

agree that they still experience the gap in speaking. And there 42,6% choose

disagree for the statement, and 7,4% students choose strongly disagree. Teaching

is an activity that required students to do more practice. The more students

practice, they will not have a problem with their fluent.

The last statement is about wasting time because of fluency. There are 5,6

% choose strongly agree that they ever experience, 14,8% students choose agree

for this statement. Most of participant choose disagree with this statement which

59,3% students disagree that they wasting their time because of their fluency,

and 20,4% are strongly disagree for this statement. As long as students have well

preparation, there will no problems with their fluency.it means students have

prepared their performant.

For the next items is about language components those are vocabulary,

pronunciation, grammar, and fluency. These statements contain students’

opinion about their English language components mastery. The first statement is

about how good students’ vocabulary mastery. There are 1,9% students choose

strongly agree that their vocabulary level is very good, 77,8% students agree that

their vocabulary level is good enough for speaking. Even though there 20,4%

students still have problems with vocabulary mastery, it was a small number than

students who have good vocabulary level because there are no students choose

strongly agree for this statement.

 For the next statement is about pronunciation, the researcher tried to get

information about how good their pronunciation in speaking, especially when

they conducted teaching. And the result shows that, there are 9,3% students

choose strongly agree, while 81,5% students choose agree with this statement.

Means that students have a good pronunciation in performing speaking skill.

even there are some students still get difficulty in pronouncing some English

words with the number of 9,3% choose disagree and 0% choose strongly

disagree.

Grammar is one of the English components that should be mastered by

students specially to speak English. For the next statement is about students

Grammarly mastery level. There are 1,9% student choose strongly agree for this

statement, there are 61,1% students choose agree for the statement. Also, there

are 37% students choose disagree for the statement. Based on the result shown

above, many students have already mastered grammar even not good enough,

but there are some students that still have problems in mastering grammar

especially for speaking activity.

The last statements for English language components are fluency, Fluency

is one of the most important aspects of speaking. That is way researcher collect

the data about how good students’ fluency for speaking in teaching activity.

There are 1,9% student choose strongly agree for the statement that their fluency

in speaking is very good, another student choose agree that their fluency is good

enough with the percentage 64,8%% students. while there are still some students

disagree for the statement with a percentage of 37% of students still having
problems in speaking fluency, and 1,9% student choose strongly disagree for the

statements. It means there are so many students that have already good enough

for speaking fluency, even some of them are still get difficult.

For the next item is about some factors that affect student-teacher speaking

problems, the first items are intrinsic or extrinsic factors for speaking problems.

There are four statement that has given to the students. for the first statement is

about fear of making mistakes, there are 24,1% students choose strongly agree

for the statement, and 51,9% students choose agree. It means that there are still

many students who dominate for this statement that they are afraid to make

mistakes. But, some students with the percentage of 24,1% choose disagree for

the statement about fear of making mistakes, while there is no student choose

strongly disagree for the statement.

Micro teaching class required student-teacher to deliver their own material

in front of their friends, the researcher tried to find out information about shyness

that experienced by the students during the class, and the result is as follows.

There are 9,3% students strongly agree, there are 33,3% students choose agree

for the statement that students are still shy to conduct the teaching activity.

However, many students disagree with this statement so that many of them

choose to disagree with the percentage of 48,1% of students, and 9,3% of

students choose to strongly disagree with this statement.

For the next statement is about lack of motivation, the result of the statement

will be explained as follows. There are 5,6% students strongly agree that students
lack of motivation when students get their turn to teach, and 33,3% students

agree for the statement. While, there 44,4% students choose disagree for the

statement, and 16,7% students strongly disagree. It means, there is a significant

difference between students who are less motivated to learn and those who are

motivated to learn, so this affects students' speaking skills, especially in the

micro teaching class.

For the last intrinsic factor is not confident in their abilities, sometimes

students do not believe in their ability because of their experience the previous

factors, so that it will affect to their speaking ability. The result for this statement

will be explained as follows. There are 5,6% students strongly agree that they

are unconfident, and 40,7% students agree for the statement. Although, 37%

students disagree and 16,7% students strongly disagree for the statement. Lack

of confident still become the big problems for students to build their speaking

ability.

The last items are about extrinsic factors or intrinsic factors, extrinsic factors

mean here are some factors that affect students speaking performance especially

for student-teacher at Micro Teaching Class. There are four factors that

mentioned by the researcher, and the result will be explained as follows. For the

first statement is about students’ attention that affect their speaking performance,

there are 16,7% students agree that students attention affect student speaking

performance, 47,4% students agree for the statement. While, there also some

students with the average 24,1% disagree and 1,9% strongly disagree. Means
that many students agree that students’ attention affect for speaking

performance, even some of students are disagree about the statement.

Student-teacher are expected to be a good teacher, so that they need to

conduct a teaching simulation in front of their friend, as a teacher they will get

some question form the students. For the second statement is about questions

that comes from students affect their speaking performance or not, 11,1%

students strongly agree for the statement, and 53,7% students agree for the

statement. There are 29,6% students disagree, and 5,6% students strongly

disagree for the statement. It means, students’ questions are very influential for

students speaking performance, even some of students do not fell the same

because other factors that will be explained in the review section.

Being affected by other students who have better appearances is something

that often happens and experienced by students, especially by students-teachers

who have their turn to teach. In this statement will contain students’ perception

on felling anxiety because of student performance. There are 31,5% students

agree that they fell anxiety if the pervious presenter has a good performance, and

37% students agree for this statement. And there are 18,5%% students disagree

for the statement, the remaining of 13% students strongly disagree for the

statement. The result shows that, students who affected by other students who

have better performance more than unaffected students.

The last is statement is about teacher feedback for the student’s

performance. In this statement, there are a good result that was given by the
participant. There are 3,7% students strongly agree that teacher feedback make

them down, and 20,4% students agree for the statement. Another 38,9% students

disagree, and 37% students strongly disagree. Teacher feedback is one of lesson

that should be taken by the students to be better in the future, for that reason the

result shown is a good choice for the students, because they can learn from

teacher feedback in every mistakes.

the researcher aimed to know more about students’ speaking problem

especially for students at micro teaching class based on students’ opinion. There

were 5 questions that the researcher asked to the students about the speaking

problems, factors that affect, and how to solve the problems. There were 28 out

of 54 participants that contributed in this interview sections that had been chosen

by the researcher to be participants for interview section. These participants

were chosen form different classes and based on their answer in the

questionnaire that make the researcher aim to know more about students answer.

the table shown below was the result of interviewing 28 out of 54 participants

from micro teaching class.

 No Factors causing speaking problems Total
1 1. Intrinsic factors
 Shyness 2 students
 Fear of making mistake 11 students
 Less of confident 13 students
 Lack of motivation 1 student
3 2. Extrinsic factors
 Vocabulary 8 students
 Grammar 12 students
 Pronunciation 8 students
 fluency 15students
 audience attention 14 students
 audience question 2 students
2 students
 feedback

4 Students contributed 28 students

4. Discussion

The objective of this study is to identify speaking problem faced by micro

teaching students during individual presentation. According to the explanation

above, there were two factors that causing students speaking problems such as

extrinsic and intrinsic factors. The extrinsic factor covers an English language

components such as, vocabulary, grammar, pronunciation, and fluency. to get

the information about students speaking problems, the researcher spread an

open-ended questionnaire to the students. the result of the questionnaire shown

a good result from the students, especially the language components factor that

causing speaking problems.

 Ndomba (1983, p.26) state that vocabulary is the basic of learning English,

difficult words is one of big problems for students to speak fluently. The first

items of the questionnaire are vocabulary mastery. Students gave their respond

on the statement given which is the finding shown that the statement get a

positive result from the students. students do not have e big problems on

vocabulary mastery, but most of the students agree that they are not good enough

for difficulty words or unfamiliar words. Although it has a positive response

from most students, there are still some students who have difficulty in mastering

vocabulary especially in statement number 3,4 where they often lose their

vocabulary and are often confused about differentiating the same word.

Heriansyah (2012) in her research found that the both vocabulary and grammar

are two problems that faced by students during speaking activity. This can be

seen from the participant 27 “I have ever experienced speaking problems in the

micro teaching class especially on my vocabulary and grammar” and

participant15 “because the micro teaching class is an exercise for teaching so I

have experienced speaking problems, especially on pronunciation and

vocabulary”. This show that some of student-teacher has more than one speaking

problems during they convey the material in front of their friend.

In this research. the researcher also found some problems related to the

Grammarly mastery. refers to the results obtained from open-ended

questionnaire; form the first to fourth statement students chose e negative result,

which means grammar is one of the language components that have a huge

impact to their speaking performance. Most of students disagree about statement

5,6 that mention whether they have a good Grammarly mastery and never

worried about their grammar during the presentation especially for participant

16 “I often experience external factors, namely grammar, because I am often

confused about arrange the words when making presentations”. Then participant

28 “for the factors that causing speaking problems I experienced speaking

problem especially for the external factors such as grammar and vocabulary”

And most of students agree in statement 7,8 that mentioned students still

confused using grammar in speaking activity and when they are required to use

a god structure. This can be seen from the response of participant 6” I've had

speaking problems, especially in the micro teaching class, I have experienced

speaking problem a few times especially confuse in choosing a correct grammar

during the presentation” rahayu (2020) in her research also found that both

grammar and vocabulary was the main problems related with students speaking

problems.

Fluency and accuracy are an inseparable unit, to speak fluently students are

required to have accuracy in pronunciation. Hedge (2000) is one of the

suprasegmental features that aims to produce sound clearly by paying attention

to stress, and intonation in a word or phrase. To gain an accuracy, students need

a good pronunciation. From the result of the questionnaire show a positive result

from the students. form the calculation, it shown that most of students do not

have a big problem in their pronunciation. Most of students in micro teaching

class have understood well how to pronounce good words based on the core

statement in the open-ended questionnaire from the researcher, but in the

statement 5 and 8 still show a high score about a good pronunciation mastery

and the way how to pronounce well. It was supported by the response from the

participants 8 “I often experience external factor especially on my pronunciation

which I sometimes get difficult in pronouncing some words during presentation.”

And participant 13 “when in the micro teaching class, I experienced more

speaking problems, especially the linguistic factor such as confuse in pronounce

new words that I found”.

Fluency is one of the benchmarks for the success of learning a new

language, because someone will be said to have succeeded in mastering the

language if that person is fluent in communicating using that language. Shahini

and Shahamirian (2017), one of the major characteristics of communicative

competence is fluency. Fluency is considered as an important indicator for

progressing in language learning. The researcher also put fluency as indicator of

speaking problems for micro teaching class. And the result, students have a good

perception on their fluency refers to the statement. Although students have a

good perception on statement 13,14,16. Most of students acknowledge that they

are not fluent enough in statement 15. Like the response from participant 5 “I

ever experienced speaking problems especially in the micro teaching class like

fluency”. then participant 24. “I ever experienced speaking problems especially

in the micro teaching class like fluency” and then participant 21 “yes, I ever

experienced speaking problem during I conduct my own presentation in the

micro teaching class especially my fluency”

 According to Harris (1974) there are five component that should be

mastered by EFL learners in mastering speaking skill such as, comprehension,

grammar, vocabulary, pronunciation, and fluency. in this research, the researcher

only mentioned four components listed in the questionnaire except

comprehension. Because in the sixth semester, students had comprehended well

for already understand well all the delivery of the material and the conversation

using English. The result of questionnaire for speaking skill components show a

positive respond form the participants, all students all students have mastery of

speaking components ranging from very good, good and quite good. Form the

result shown, only one student that still have problems on their fluency.

From the result of the interview, there is one linguistic aspect that always

affected by some factor that causing speaking problems for the students,

especially fluency. there is total 14 participant acknowledge that fluency is one

of the affected aspects from internal factors. This can be seen from students’

response from participant 2 “it really affects to my extrinsic factors, even though

I have prepared well, but when the internal factor occurs, the preparation will

be dispersed and affect the external factor especially my fluency”. for the next

most affected aspect is Grammar, 8 participants admit that grammar is also

aspect that most affected by intrinsic factors like respond from participant 25 “it

was very influential for my linguistic aspect. When I fear of making mistake,

automatically it will effect on my fluency and also my grammar”. Followed by

next affected aspect is vocabulary, which 7 students acknowledge for affecting

factor from intrinsic factors. Respond from participant 26 “in my opinion,

internal factors have a huge impact on my linguistic aspect such as my grammar,

fluency, and also my vocabulary”. The participant admits that intrinsic factors

have a huge impact in almost all linguistic aspect except pronunciation.

Although, there 6 students give respond on their pronunciation like participant 3

“I fell that intrinsic factor will affect to my extrinsic or language factor, because

of stage of fear, I had confused what I have to say to the audience and it affects

to my fluency and also pronunciation”.

speaking problems is a common thing to find, especially for EFL students.

Rababa’ (2014) mentioned that there are so many factors that causing speaking

problems, one of the factors is the students themselves. As mentioned in the

previous explanation, there are two factors that causing speaking problems such

as intrinsic which cover fear of making mistake, shyness, lack of motivation, and

unconfident. For the first statement, students agree that fear of making mistake

become one of the factors that causing speaking problems with the highest

average 51,9%. This result supported by students’ respond on the interview

section from participant 25 “for the factors that causing speaking problems, I

tend to experience internal factors like I mentioned before it was fear of making

mistake and also less of confident” Although some of students have no fear of

making mistakes, some students have another intrinsic factor. The second

intrinsic factors are shyness, from the result of the questionnaire, most of

students disagree that they experience shyness when speaking in public,

especially in delivering their own material, but in the interview section some

students admit that they fell shy in the classroom like respond from participant
11 “I often have speaking problems, such as feel shy or lack of confident and

fear of making mistake when the activity in the micro teaching class”. between

students who agree with those who disagree do not really have that much

difference, which means some of students still feel shy when speak in public

especially in front of the class. The next is lack of motivation, the result of this

statemen also do not have that much difference, but most of students disagree

that they have lack of motivation. In conducting presentation, some students also

stated that they are not confidents enough with their ability with only a difference

of 4 students from those with disagree. Most of student-teacher admit for less of

confident is one of the factors that often occur during presentation, like respond

from participant 9 “because this is my experience speaking in front of an

audience while presenting some material related to junior high school and

senior high school lessons so I feel less confident”.

Not only intrinsic factors that cause students to experience speaking

problems, extrinsic factors are also one of the factors that influence students in

doing speaking problems. Researchers tried to summarize some of the extrinsic

factors experienced by students. From the summary of the results obtained from

the distributed questionnaire, the researcher concludes. The number of students

who are not affected by the conditions that are happening in the classroom, both

some questions that arise from the audience, the attention of the audience, and

the previous performer who had a good appearance. But on the other hand, there

are still some students who cannot control themselves when in front of the class,

so there are still many students who experience extrinsic factors. Such as
audience attention and question from the audience. Some students admit that,

their performance determined by the audience like respond from participant 14

“I feel more often afraid to make mistakes when delivering material and feel less

confident when many audiences are paying attention on me” and also the

acknowledgment of participant 3 who admitted that “It still happens because

this is my new experienced conducted an individual presentation, and also

some factors that make me still experience this problem such as material

mastery and also questions that comes from the audience”.

Meanwhile, from the result of interview, the researcher also found some

problems related with linguistic and non-linguistic problems, such as fear of

making mistake, shyness, and also fear of stage. For the linguistic factors such

as pronunciation, vocabulary, and fluency, these factors were experienced by

micro teaching students based on their answer in interview section. According

to Imaniah (2018) Presentation is an activity that requires the presenter to

communicate with the audience. This aims to provide training to student-teacher

in dealing with teaching training in schools. From the result of interview, most

of students were experienced from the results of interviews, it was found that

students were afraid to make mistakes so that it affected their speaking

performance in delivering the material. In line with Hawalaina et al. (2018)

mentioned that Fear of making mistakes is something that EFL students are used

to when learning a language. Other factors mentioned by the participants were

stage of fear, where they do not use to with the environment of the class, so that

they less of confident during presentation in front of the class.

 All the problems appear during presentation, most of the students agree that

intrinsic factors will affect to their extrinsic factor or linguistic factors such as

grammar, vocabulary, pronunciation and also fluency. the most affected aspect

is fluency, five students mentioned that intrinsic factors are very influential to

their fluency during presentation. Akbar (2009) in his research found that, there

are so many factors that causing students speaking fluency such as inhibition and

lack of confident. Although students in micro teaching class still have speaking

problems during presentation in delivering the material, students have different

ways of dealing with speaking problems that arise during presentations. Such as

doing a lot of practice, keep focusing, improvisation, understand the material,

and etc.

5. conclusion

teachers have their own problems during delivering material in front of their

friends. most students are confused when finding new or difficult vocabulary so

that it is difficult to pronounce well so that it effects on their grammar which

then has an impact on their fluency when making presentations. This speaking

aspect is based on the results of the statements responded by the micro teaching

students related to extrinsic factors. From those four factors, the researcher

found that grammar is the most difficult aspect to be mastered by the students.

furthermore, speaking problems not only caused by extrinsic factors. There are

some intrinsic factors that have a considerable influence. Students admit that

intrinsic factor will affect all factors when they deliver the material, even

students have a good preparation but when experiencing intrinsic factors then all
 the material that has been carefully prepared will be lost. Most of students stated

fear of making mistake is factors that always happen. even so, each student has

a different way of dealing with these problems, such as improvisation,

memorizing the material, and so on.

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