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

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.