Voices In The Classroom : Understanding Introvert And Extrovert Students’ Participation In EFL Speaking Activities

Agustiani, Tania (2026) Voices In The Classroom : Understanding Introvert And Extrovert Students’ Participation In EFL Speaking Activities. Undergraduate Thesis thesis, UIN.K.H. Abdurrahman Wahid Pekalongan.

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Abstract

Students participate in English as a Foreign Language (EFL) speaking activities in different ways. While some students actively express their ideas during classroom interaction, others prefer to organize their thoughts before speaking. These differences may be related to personality characteristics and classroom-related factors. Therefore, this study aimed to explore how introvert and extrovert students participate in EFL speaking activities and to identify the factors shaping their participation. This study employed a qualitative case study design. The participants were six second-semester students enrolled in a Public Speaking course at the English Language Department of UIN K.H. Abdurrahman Wahid Pekalongan. They were selected through purposive sampling based on the results of a standardized and validated Big Five Personality Test, consisting of three introvert and three extrovert students. Data were collected through classroom observations, semi-structured interviews, and the Big Five Personality Test, and analyzed using Braun and Clarke’s (2006) thematic analysis. The findings revealed that both introvert and extrovert students actively participated in EFL speaking activities but demonstrated different participation patterns. Extrovert students tended to participate more spontaneously, whereas introvert students generally organized their ideas before speaking. Furthermore, students’ participation was shaped by four main factors: classroom speaking activities, preparation before participation, classroom environment, and individual readiness. In conclusion, students’ participation was shaped not only by personality but also by the interaction of individual and classroom-related factors. Therefore, lecturers should provide supportive classroom environments and varied speaking activities to encourage active participation from all students

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