EXPLORING ACTIVITIES TO IMPROVE CONFIDENCE IN SPEAKING ENGLISH THROUGH BILINGUAL CLASS (A Qualitative Case Study at MTsN 1 Trenggalek)

HAVRIL NUR ZAINUL MUTTAQIN, 126203211032 and ARINA SHOFIYA, 197705232003122002 (2025) EXPLORING ACTIVITIES TO IMPROVE CONFIDENCE IN SPEAKING ENGLISH THROUGH BILINGUAL CLASS (A Qualitative Case Study at MTsN 1 Trenggalek). [ Skripsi ]

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Abstract

English has become a global language and an essential skill in many academic and professional domains. In Indonesia, English is taught as a foreign language across all levels of education. However, many students continue to face difficulties in developing their speaking skills, particularly in terms of confidence and fluency. This lack of confidence often stems from anxiety, fear of making mistakes, limited vocabulary, and minimal exposure to real-life English communication. As a result, students tend to be passive in speaking activities and avoid participating in classroom discussions. To address this issue, educators and policymakers have explored various strategies to create more supportive and engaging learning environments. One such strategy is the implementation of bilingual instruction, where both the students’ first language (Bahasa Indonesia) and the target language (English) are used in the classroom. This approach aims to bridge the gap between comprehension and expression by allowing students to use their native language as a scaffold while gradually building their English-speaking skills. At MTsN 1 Trenggalek, the introduction of a bilingual class was seen as a promising approach to enhance students’ speaking confidence. The rationale behind this initiative is that a bilingual environment can reduce students’ anxiety, promote active participation, and provide a smoother transition toward using English more independently. Within this context, various classroom activities—such as role-playing, group discussions, bilingual presentations, and the use of daily English expressions—have been implemented to encourage students to speak more freely and confidently. While the bilingual method has shown positive outcomes, it also presents challenges. These include students’ over-reliance on their first language and limited practice opportunities outside the classroom. Furthermore, the role of the teacher becomes even more critical in facilitating effective bilingual instruction and creating a classroom atmosphere where students feel safe and motivated to use English . This research seeks to explore how bilingual classroom activities can effectively enhance students’ confidence in speaking English, focusing on the practices implemented at MTsN 1 Trenggalek. By identifying successful strategies and potential obstacles, the study aims to contribute to a better understanding of how bilingual instruction can be optimized in EFL settings. This research aims to explore classroom activities that improve students' confidence in speaking English through the implementation of a bilingual class at MTsN 1 Trenggalek. Using a qualitative case study approach, the study gathered data through classroom observations, semi-structured interviews with English teachers and students, and documentation of teaching practices. The findings revealed that the use of both Bahasa Indonesia and English in classroom instruction created a supportive learning environment that helped reduce students' anxiety and encouraged participation. Several key activities were identified as effective in enhancing speaking confidence: role-playing, group discussions, bilingual presentations, and the use of daily English expressions. These activities enabled students to engage with the language meaningfully while allowing them to rely on their first language when necessary. The study also highlighted the crucial role of the teacher in managing classroom dynamics and building a safe, motivating space for students to practice speaking. While the bilingual approach proved beneficial, challenges such as over-reliance on the first language and limited exposure to English outside the classroom remain areas for further improvement. This study suggests that bilingual instruction, when implemented strategically, can significantly enhance students’ confidence in speaking English. It recommends that teachers and schools provide varied, interactive speaking activities and gradually increase the use of English as students become more confident and proficient.

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