Exploring Linguistic and Psychological Barriers to English Speaking Proficiency: A Qualitative Analysis of

Abstract

Background: English speaking proficiency remains a significant challenge for junior high
school students in non-native English contexts. Many learners encounter both linguistic and
psychological barriers that limit their ability to communicate effectively. Although speaking
competence is essential for global communication and academic development, the underlying
factors influencing students’ speaking performance in Indonesian classrooms remain
insufficiently examined.
Aims: This study aims to identify the linguistic and psychological challenges that hinder junior
high school students’ English Speaking proficiency. In addition, it investigates how classroom
practices influence student participation and speaking performance in English learning
activities.
Methods: This research employed a qualitative descriptive design. Data were collected through
classroom observations, semi-structured interviews with students and teachers, and
documentation analysis. The participants were eighth-grade students at a junior high school in
Purwokerto, Indonesia. The collected data were analyzed using thematic coding to identify
recurring patterns related to speaking difficulties and classroom interaction.
Results: The findings reveal that students’ speaking difficulties are primarily associated with
limited vocabulary, pronunciation problems, anxiety, and low self-confidence. These linguistic
and psychological barriers reduce students’ willingness to participate in oral communication.
The study also shows that teacher-centered instructional practices tend to limit opportunities
for student interaction, which further constrains speaking development. Conversely, the use of
interactive classroom activities significantly increases students’ engagement and willingness to
speak.
Conclusion: The study concludes that improving English speaking proficiency requires
addressing both linguistic competence and students’ psychological readiness. Teachers should
adopt communicative teaching approaches, provide constructive feedback, and foster a
supportive classroom atmosphere. Increased opportunities for peer interaction and regular
speaking practice are essential for strengthening students’ confidence and participation in
English communication.