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All Journal English Education and Applied Linguistics Journal (EEAL Journal)
Rayhan Digusti Mahesa
Institut Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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A Case Study on Students' Interest and Motivation in Learning English Speaking at Senior High School Alpina Hasanah; Rayhan Digusti Mahesa
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 1 (2026): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/34pf9e30

Abstract

Speaking is a critical language skill for effective global communication; however, many senior high school students experience difficulties in developing their speaking ability due to low confidence, speaking anxiety, and limited willingness to communicate. This study investigates students’ interest and motivation in learning English speaking at one of Public Senior High School in Garut and examines how these factors shape their active participation in classroom activities. Employing a qualitative case study design, the study collected data through questionnaires and semi-structured interviews with senior high school students to gain an in-depth understanding of their perceptions, learning experiences, and participation in speaking activities. The findings reveal that although students generally recognize the importance of English-speaking skills, their classroom participation is constrained by psychological barriers, particularly shyness, fear of making mistakes, and lack of confidence. At the same time, students with stronger intrinsic motivation and greater interest in English demonstrated a higher willingness to participate in speaking activities. A supportive and non-threatening classroom environment also emerged as an important factor in encouraging students to communicate more actively. These findings suggest that English teachers should develop engaging, student-centered, and psychologically supportive speaking activities that accommodate students’ interests, motivational needs, and varying levels of confidence. Such an approach can contribute to a more inclusive learning environment and promote students’ willingness to communicate in English.
Co-Authors Alpina Hasanah