Lecturer Strategies in overcoming problem in speaking of college student of Ivet University

Abstract

Speaking is a vital skill reflecting learners' communicative competence, yet Indonesian EFL college students frequently encounter challenges such as limited vocabulary, grammatical errors, poor pronunciation, and high speaking anxiety. This study investigates the English speaking problems faced by students at IVET University and analyzes the strategies implemented by lecturers to address these challenges. Utilizing a qualitative research design, data were gathered through semi-structured in-depth interviews, classroom observations, and documentation involving 5 English lecturers and 150 students. The thematic analysis revealed that students' primary difficulties stemmed from both linguistic barriers and psychological factors, particularly fear of making mistakes and limited practice opportunities. To overcome these obstacles, lecturers employed interactive multimedia tools, small group discussions, role plays, structured presentations, constructive feedback, and motivational support within a non-threatening classroom atmosphere. The findings demonstrate that combining communicative approaches, technological integration, and continuous positive reinforcement significantly enhances students' speaking confidence, fluency, and classroom participation. Ultimately, these pedagogical strategies provide effective models for improving oral communication instruction in higher education contexts