A STUDY ON STUDENTS’ DIFFICULTIES IN LEARNING ENGLISH SKILLS AT SMA SINAR KASIH SINTANG: STUDENTS’ PERSPECTIVES ON ENGLISH LEARNING THESIS

Oktavianus Edi. 2025, A Study on Students’ Difficulties in Learning English skills
at SMA Sinar Kasih Sintang: Perspectives by students on English Learning.
Thesis, English Education Study Program STKIP Persada Khatulistiwa. Advisor I:
Sijono, M.Pd, Advisor II: Ferdinanda Itu Meo, M.Pd.
Keywords: students’ difficulties, English skills, student perspectives
This research aims to analyze the difficulties faced by students in learning English
skills and to explore their perspectives on the English learning process at SMA
Sinar Kasih Sintang. The study employs a descriptive qualitative method with a
survey type design, using questionnaires and interviews as the main instruments
for data collection. The respondents consist of 47 students from class X, XI, and
XII. The questionnaire includes 19 statements using a Likert scale, and interviews
were conducted using purposive sampling techniques to gain deeper insights into
students' experiences. The findings reveal that students face various challenges in
learning the four main English skills listening, speaking, reading, and writing.
Among these, speaking is identified as the most difficult skill due to students' fear
of making mistakes and lack of confidence. Writing difficulties are related to
organizing ideas, grammar, and vocabulary. Listening challenges include
understanding fast speech and unfamiliar words, while reading difficulties stem
from limited vocabulary and difficulty understanding main ideas. The data also
show that students' perspectives on English learning are influenced by motivation,
learning strategies, classroom environment, and their confidence levels. Most
students agree that English is important for their future academic and career goals.
The study concludes that although students face significant difficulties in learning
English, they are aware of its importance and express a willingness to improve.
The researcher recommends that teachers adopt engaging teaching methods,
schools provide more learning resources, and students be encouraged to practice
English in daily life. Future researchers are suggested to focus on specific skills or
external factors affecting English learning for more in-depth analysis.