An Analysis of Speaking fluency Factor in Learning English in English Department of Universitas Muhammadiyah Sidenreng Rappang

Riswandi Riswandi; Syamsu T; Isumarni; Buhari

Authors

Riswandi Riswandi riswandiriswandi@gmail.com
Syamsu T Universitas Muhammadiyah Sidenreng Rappang
Isumarni Universitas Muhammadiyah Sidenreng Rappang
Buhari Universitas Muhammadiyah Sidenreng Rappang

Keywords:

speaking fluency, English language learning, EFL students, vocabulary limitation, speaking anxiety, self-confidence, qualitative study

Abstract

This study investigates the speaking fluency levels and the contributing factors influencing English-speaking performance among second-semester students of the English Education Program at Universitas Muhammadiyah Sidenreng Rappang. Employing a qualitative research approach, data were collected through speaking fluency tests and semi-structured interviews. The fluency test evaluated students’ speech performance based on words per minute, frequency of pauses, and disfluency indicators. The results revealed that most students demonstrated a “good” level of fluency, characterized by coherent speech, appropriate word choice, and controlled pauses. However, some students exhibited “fair” to “poor” fluency levels, struggling with spontaneous verbal expression and experiencing high rates of disfluency.

Interview findings highlighted three primary factors contributing to reduced speaking fluency: limited vocabulary, anxiety when speaking in public, and low self-confidence. These interrelated psychological and linguistic barriers significantly hinder students’ ability to speak fluently in academic contexts. The study concludes that enhancing students’ speaking fluency requires not only linguistic instruction but also emotional and motivational support within a conducive learning environment. This research provides insights for educators and curriculum designers to develop more holistic strategies for improving speaking proficiency among English as a Foreign Language (EFL) learners.

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