Speaking Disfluency Features, A Case Study in The Speaking Test of English Literature Students Universitas Sumatera Utara

Abstract

This study examines the dominant types of speaking disfluency and the factors influencing speaking performance among English Literature students in the Basic Speaking 2022/2023 class. Using Clark and Wasow's (1998) framework, the research focuses on five categories of disfluency: fillers, silent pauses, repetitions, false starts, and hesitations, excluding prolongation and grammatical errors to concentrate on performance-related issues. A sample of 30 students delivered speeches on topics such as business, gadgets, and childhood, which were recorded and transcribed for analysis. The findings reveal that fillers are the most prevalent type of disfluency, constituting 48% of all instances, followed by repetitions (21%), silent pauses (16%), false starts (10%), and hesitations (5%). The study identifies lexical retrieval challenges as a primary cognitive factor contributing to disfluency, exacerbated by insufficient vocabulary and inadequate speech preparation. Additionally, high levels of speaking anxiety correlate with increased disfluency, while more proficient students exhibit lower filler usage. The complexity of the speaking tasks also influences disfluency rates, particularly when students encounter unfamiliar or challenging topics. Affective factors, such as language anxiety and self-confidence, further contribute to the occurrence of disfluencies. These findings highlight the need for targeted language education strategies to improve fluency and boost students’ confidence in speaking.