A QUALITATIVE INVESTIGATION OF ENGLISH-SPEAKING SKILLS PERFORMANCE OF INTROVERTED UNIVERSITY STUDENTS IN SPEAKING CLASS

This study investigates the challenges faced by introverted university students in developing English-speaking skills and the strategies they employ to overcome these difficulties. Speaking is a critical aspect of language proficiency, yet introverted learners often experience high anxiety, low self-confidence, and fear of negative evaluation. Using a qualitative case study, three second-semester students from the English Language Education Program at a private university in Bojonegoro, East Java, were identified as introverts through the Myers-Briggs Type Indicator (MBTI). Data were collected through semi-structured interviews and analyzed using the Miles and Huberman model, covering data reduction, display, and conclusion drawing. The findings reveal that introverted students face barriers such as fear of mispronunciation, discomfort in social interactions, and difficulty speaking in front of more active peers. To cope with these difficulties, they engaged in independent practice (such as mirror speaking and monologues), utilized digital tools (e.g., YouTube, Duolingo, ChatGPT), and avoided high-pressure environments. These strategies demonstrate strong self-awareness and metacognitive regulation. The study concludes that introverted students are not passive learners but require flexible pedagogical approaches. Educators are encouraged to design activities that support psychological comfort, provide preparation time, and combine technology with small-group interaction. The findings contribute to understanding personality-based differences in EFL learning and offer practical implications for teaching speaking skills.