<![CDATA[Communication plays an important role in English language learning because it enables students to express ideas, share opinions, and interact effectively with others. However, many students still experience communication problems during discussion activities. This study aimed to identify and analyze the communication problems experienced by students during discussion activities at LKP Paris English Club. This study employed a descriptive qualitative research design. The participants were students who participated in discussion activities at the institution. Data were collected through observation, interviews, and documentation. The data were analyzed using the qualitative data analysis model proposed by Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing. The findings revealed four major communication problems experienced by students, namely limited vocabulary, lack of confidence, pronunciation difficulties, and unequal participation. Limited vocabulary made it difficult for students to express their ideas clearly, while lack of confidence caused nervousness and hesitation during discussions. Pronunciation difficulties reduced students’ willingness to speak, and unequal participation resulted in only a few students actively contributing to discussions. These findings indicate that communication problems are influenced by both linguistic and psychological factors. Therefore, teachers and tutors should provide more opportunities for vocabulary development, pronunciation practice, and confidence-building activities to encourage active participation and improve students’ communication skills during discussion activities.]]>
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