This reserach aims to : (1) To identify the speaking performance problems experienced by students in the bilingual class at SMA Muhammadiyah 1 Ponorogo. (2) To describe the factors that contribute to speaking performance problems in the bilingual class.(3) To explain the possible solutions or strategies that can help students overcome their speaking problems in a bilingual learning environment.
In contrast to other research, this study employs a qualitative descriptive design with Conversation Analysis and combines Brown's speech performance framework with De Bot's multilingual elements that impact speech. Students' speaking performance in real-time classroom interactions was examined using data gathered from interviews and observations.
Findings of this reserach indicate that students' speaking problems are multidimensional, including first language pronunciation interference, disfluency, and affective barriers. Students' low self confidence is greatly influenced by social factors, particularly peer evaluation, fear of being perceived as “showing off”, “sok inggris” when using English, and the absence of supportive speaking partners. As a result, students tend to remain silent or switch to Indonesian or Javanese. This study concludes that improving bilingual students' speaking performance requires not only linguistic support but also a socially supportive and anxiety free classroom environment.