Students’ Perception Of Self-Confidence In English Communication Among International Program Students: A Psychological Communication Approach
Abstrak
This study investigates how international program students in West Java perceive their self-confidence in English
communication. It explores psychological and situational factors shaping their confidence, identifies communication
challenges, and offers strategies for improvement. By providing insights for educators and institutions, the research
aims to foster supportive environments that enhance students’ fluency, motivation, and active participation in English.
This qualitative case study explores how international program students in West Java perceive their confidence in
English communication. Using in-depth interviews and literature review, it aims to interpret students’ lived
experiences in academic settings. The approach enables a deep understanding of how social and individual factors
shape students’ communicative confidence within specific educational and cultural contexts. Students’ confidence in
English communication was shaped by their self-perceived behavioral patterns, emotional experiences, and learning
environments. Their confidence developed through personal growth, contextual exposure, and supportive
surroundings. Additionally, intrinsic drive and academic goals fueled their motivation, further strengthening their
self-belief in using English effectively across different settings and situations. This study applies Bem’s Self-Perception
Theory to second-language communication, showing how confidence arises from interpreting behavior in context.
Findings suggest educators foster confidence by encouraging flexible language use and low-stakes speaking.
Limitations include a localized, cross-sectional sample. Future research should explore broader contexts, skills, and
frameworks to design interventions like mentorship or reflective tools that support student communication confidence.
Keywords: Self-confidence, english communication, international class, self-perception theory, second language
learning.
Referensi
Luciana, O. (2020). Pengembangan kepercayaan diri mahasiswa dalam berbahasa Inggris melalui teknik writing
sebagai pendukung capaian pembelajaran. Jurnal Pendidikan: Riset dan Konseptual, 4(3), 500.
https://doi.org/10.28926/riset_konseptual.v4i3.268
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in
higher education. Language Teaching, 51(1), 36–76. https://doi.org/10.1017/S0261444817000350
Maulidya, D., & Ibrahim, Y. (2019). Relationship of confidence with interpersonal communication. Jurnal Neo
Konseling, 1(4), 1–7. https://doi.org/10.24036/00189kons2019
Mohammed, G. M. S. (2022). The impact of reading strategies and self-efficacy on reading comprehension: The case
of Saudi EFL learners. Journal of Language and Linguistic Studies, 18(1), 627–639.
Paltridge, B., & Prior, M. T. (2024). The Routledge handbook of second language acquisition and discourse.
https://doi.org/10.4324/9781003177579
Patton, M. Q. (2003). Qualitative research and evaluation methods (3rd ed.).
https://doi.org/10.1177/1035719X0300300213
Pham, A. T., Hong, H. T., Chau, T. T., Le, N. V. A., Tran, P. T. T., & Nguyen, M. N. N. (2021). The relationships
between students’ self-confidence and their English-speaking performance: A case study of English-majored
students at a private university in Vietnam. European Journal of Education Studies, 8(9), 18–35.
https://doi.org/10.46827/ejes.v8i9.3872
Pramesty, P., & Ignatius, A. (2021). The impact of peer support on students’ speaking confidence in English class.
Journal of English Language Teaching and Linguistics, 6(2), 441–457.
Quynh, N. H., & Thanh, L. T. (2023). Speaking with self-confidence: A case of Vietnamese university EFL learners
and video-based technology. IOSR Journal of Research & Method in Education, 13(2), 44–49.
https://doi.org/10.9790/7388-1302044449
Rita, F., & Usman, S. (2023). English on extracurricular activity: Extrinsic or intrinsic? Journal of English Language
and Culture, 8(2), 355–378.
Saidah, S. (2024). The impact of students’ academic self-confidence on the English learning process in the postpandemic era. Journal of Languages and Language Teaching, 12(1), 341.
https://doi.org/10.33394/jollt.v12i1.8979
Saito, K., Dewaele, J. M., Abe, M., & In’nami, Y. (2018). Motivation, emotion, learning experience, and second
language comprehensibility development in classroom settings: A cross-sectional and longitudinal study.
Language Learning, 68(3), 709–743. https://doi.org/10.1111/lang.12297Sugiyono. (2015). Metode
penelitian kuantitatif, kualitatif dan R&D.
Talilah, S. A. (2013). Student’s self-confidence in English speaking: Students’ and lecturers’ perspectives (A case
study at the English teaching study program of Christian University of Indonesia).
Taufik, R. (2024). The influence of student self-confidence on speaking performance in English class. Journal of
Language Teaching and Learning Research, 5(1), 44–59.
Tripudiyana, T., Sartika, D., & Nery, R. (2022). A correlation between students’ self-esteem and speaking skill. JETLe
(Journal of English Language Teaching and Learning), 3(2), 1–9. https://doi.org/10.18860/jetle.v3i2.15610
Wahyuningsih, S., & Afandi, M. (2020). Investigating English speaking problems: Implications for speaking
curriculum development in Indonesia. European Journal of Educational Research, 9(3), 967–977.
