Speaking is one of most essential skills in mastering a language, as it plays a central role in communication. This research aims to identify the factors that hinder students from speaking English among the 2023 batch of the English Language Education Study Program at FKIP ULM. The study focuses on both external and internal factors that affect students speaking performance in the listening and speaking class. In this study, the researcher used a qualitative method with a descriptive qualitative approach.The data were collected through classroom observation in order to see students participation in speaking English in the classroom. Semi-structured interview was used to learn the cause of students hinder to speak English in the classroom. The interviews were intended to explore the underlying factors influencing students’ reluctance to speak English in the classroom. Based on the observation there were 5 students who never participation and showed signs ofdifficulty and fear of speak English in the classroom. From the results of these observation, interviews were conducted with 5 students who never participation and showed signs of difficulty and fear of speak English in the classroom.The result of the interview showed that the factors of students hinder to speak English in the classroom are caused by 2 factors which are external factors include fear of negative evaluation, socio-cultural factors and limited opportunities for speaking practice. Moreover, internal factors include anxiety, shyness, fear of making mistakes and lack of confidence. This study calls for the inclusion of students remain to keep their participation in the classroom and have more practice for their speaking performance in English.