Speaking plays a crucial role in English learning as it allows learners to communicate
effectively and participate actively in academic and social interactions. This study was
conducted to identify the factors affecting K64 FLD students’ speaking performance in
English classes and to propose feasible solutions to improve their speaking ability. Employing
a mixed-method approach with an exploratory sequential design, the research first collected
qualitative data through interviews to explore students’ perceptions and challenges. The
qualitative findings were then used to develop a questionnaire distributed to a larger sample
for quantitative validation. The results revealed several key factors influencing students’
speaking performance, including linguistic limitations, lack of confidence, classroom
environment, and insufficient opportunities for practice. Based on these findings, the study
suggests practical strategies such as increasing exposure to real-life communication,
enhancing pronunciation and vocabulary training, and creating supportive classroom
interactions. These recommendations aim to help students overcome barriers and develop
more effective speaking skills in English classes.