Analysis of Internal and External Factors Affecting to Students' Weaknesses in Learning English Speaking Skills

Jihan Althof; M. Hanafi; Mohammad Luqman

doi:10.55909/jpbs.v4i5.885

Authors

Jihan Althof Program Pendidikan Bahasa Inggris, Universitas Islam Negeri Sunan Ampel Surabaya, Jawa Timur, Indonesia
M. Hanafi Program Pendidikan Bahasa Inggris, Universitas Islam Negeri Sunan Ampel Surabaya, Jawa Timur, Indonesia
Mohammad Luqman MTs Negeri 4 Sidoarjo, Jawa Timur, Indonesia

DOI:

https://doi.org/10.55909/jpbs.v4i5.885

Keywords:

internal and external, students’ weaknesses, learning English, speakaing skills

Abstract

This study aims to investigate the role of Indonesian in reducing English speaking anxiety in junior high school students. The study was conducted at MTs Negeri 4 Sidoarjo in the 2024/2025 academic year, with a population of all eighth-grade students. The sample was determined purposively by nine students from class 8D representing three participation categories: active, shy, and passive. The instruments used were classroom observation and semi-structured interviews to explore students’ experiences regarding the use of Indonesian during English learning. Data were analyzed thematically through the stages of transcription, coding, categorization, and interpretation. The results showed that Indonesian has different functions for each group of students. Active students use it as a supporting tool to maintain fluency in speaking and increase confidence when having difficulty remembering English vocabulary. Shy students use it as a bridge when forgetting words or being unsure about constructing sentences, so they can remain engaged without withdrawing. Passive students rely heavily on Indonesian as a shield to reduce their fear of mistakes or ridicule, allowing them to participate, albeit with limited proficiency. These findings confirm that Indonesian is not a barrier, but rather a strategic resource that can help reduce anxiety, maintain engagement, and support the gradual improvement of speaking skills. Therefore, teachers are advised to implement a flexible and strategic bilingual approach to create a supportive classroom atmosphere, emphasize participation over perfection, and build students’ confidence in communicating in English.

References

Alfiana, E. S., & Wijirahayu, S. (2024). The Relationship of Students’ Learning Motivation and Their Speaking Performance. Scripta: English Department Journal, 11(1), 68-80. https://doi.org/10.37729/scripta.v11i1.5169

Berestova, A., Burdina, G., Lobuteva, L., & Lobuteva, A. (2022). Academic Motivation of University Students and the Factors that Influence it in an E-Learning Environment. Electronic Journal of e-Learning, 20(2), 201-210.

Chen, D. P., Chang, S. W., Burgess, A., Tang, B., Tsao, K. C., Shen, C. R., & Chang, P. Y. (2023). Exploration of the External and Internal factors that Affected Learning Effectiveness for the Students: A Questionnaire Survey. BMC Medical Education, 23(1), 49. https://doi.org/10.1186/s12909-023-04035-4

Diryatika, E., & Armiati, A. (2023). Pengaruh Efikasi Diri (Self Efficacy) terhadap Kemandirian Belajar Siswa. Jurnal Ecogen, 6(1), 2023, 110-118. DOI: http://dx.doi.org/10.24036/jmpe.v6i1.14404

Hatiza, Z., & Sujiatmoko, A. H. (2025). EFL Students’ Speaking Anxiety During Presentation Performance at Language Center Kampung Inggris Pare. Teaching and Learning Journal of Mandalika (Teacher), 6(2), 430-446. https://doi.org/10.36312/teacher.v6i2.4930

Lopez, J. I., Becerra, A. P., & Ramirez-Avila, M. R. (2021). EFL Speaking Fluency through Authentic Oral Production. Journal of Foreign Language Teaching and Learning, 6(1), 37-55. https://doi.org/10.18196/ftl.v6i1.10175

Mahdi, S., Ratnasari, D., Purwani, S., Herawati, T., Budiono, R., Subartini, B., & Sukono, S. (2024). Analysis of factors affecting barriers to learning english for students using SEM-PLS. International Journal of Instruction, 17(2), 419-438. https://doi.org/10.29333/iji.2024.17224a

Maulisa, M., & Adani, S. (2025). Parental Involvement in Enhancing Intrinsic Motivation in EFL Learning in Indonesia. Journal Informatic, Education and Management (JIEM), 7(2), 429–441. https://doi.org/10.61992/jiem.v7i2.162

Nuraeni, D., Wati, A., & Larasaty, G. (2024). Investigating EFL Students’ Speaking Anxiety in Speaking Performance . Jadila: Journal of Development and Innovation in Language and Literature Education, 4(3), 134-148. https://doi.org/10.52760/jadila.v4i3.778

Pozas, M., Llorens, F., & García, J. (2021). DI (Differentiated Instruction) Does Matter! The Effects of DI on Students’ Outcomes. Frontiers in Education, 6, Article 729027.

Pradestina, S. P., & Agustin, A. (2020). The Factors Influencing Grade VIII Students’ Verbal Participation In English Class. Scholaria: Jurnal Pendidikan dan Kebudayaan, 10(3), 244-250.

Purnamu, C. H. E., & Priyana, J. (2020). Improving the speaking learning process to the students of grade VIII through games. Lingua Pedagogia, 2(1), 14-29. https://doi.org/10.21831/lingped.v2i1.23751

Respati, Y. A., Kumoro, J., Kusuma, R. C. S. D., Rusdiyanto, W., & Purwanto, P. (2022). Does Internal and External Factors Matter for Student’s English Skill? The Moderating Role of Teaching Style. Journal of Management Scholarship, 1(2), 217-222. https://doi.org/ 10.38198/JMS/1.2.2022.28

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54-67.