Students’ Perceptions of Their Confidence in Speaking English in the Classroom Context

Abstract

Learning English involves mastering four essential skills: listening, speaking, reading, and writing. Among these, speaking is considered the most challenging skill for students to acquire, especially in EFL contexts where exposure to English is limited outside the classroom. Many students struggle with fear of making mistakes, peer judgment, and a lack of confidence when speaking English. This study aims to explore Grade 9 junior high school students’ perceptions of their speaking ability in English and to identify the key factors shaping that self-assurance. Using a qualitative descriptive approach, data were collected through semi-structured interviews with five grade 9 students from one of a junior high school in Karawang during the researcher’s field experience program. The data were analyzed using thematic analysis. The findings revealed that students’ confidence was influenced by several factors, including fear of making mistakes, peer judgment, teacher support, and self-practice. Students also expressed pride and satisfaction after successfully speaking English, indicating that positive learning experiences and supportive teacher feedback enhanced their motivation. These findings suggest that students’ performance in speaking English is shaped not only by linguistic ability but also by emotional and social factors within the classroom.