THE CORRELATION BETWEEN STUDENTS GRAMMAR MASTERY AND CONFIDENCE LEVEL IN SPEAKING ENGLISH OF THE EIGHT GRADE STUDENTS AT SMPN 1 KADEMANGAN

DINI VIDIA IKE ANGGRAENI, 126203211020 and IDA ISNAWATI, 197808162006042002 (2025) THE CORRELATION BETWEEN STUDENTS GRAMMAR MASTERY AND CONFIDENCE LEVEL IN SPEAKING ENGLISH OF THE EIGHT GRADE STUDENTS AT SMPN 1 KADEMANGAN. [ Skripsi ]

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Abstract

The thesis entitled “The Correlation Between Grammar Mastery and Confidence Level in Speaking English of The Eight Grade Students at SMPN 1 Kademangan” was written by Dini Vidia Ike Anggraeni, NIM 126203211020, English Education Study Program, Faculty of Tarbiyah and Teaching Training, supervised by Dr. Hj. Ida Isnawati, M.Pd. Keywords: Grammar mastery, Self-confidence, Speaking English, SMPN 1 Kademangan The ability to speak English is influenced not only by language knowledge but also by psychological factors such as self-confidence. Many students feel less confident when speaking English due to fear of making mistakes in grammar, pronunciation, or vocabulary use. One of the factors suspected to influence self-confidence in speaking English is grammar mastery. Students who understand grammatical structures tend to be more confident in constructing and delivering sentences. However, not all students who master grammar are automatically confident when speaking. This raises the question of whether there is a significant relationship between grammar mastery and the level of self-confidence in speaking English. Therefore, this study was conducted to determine the correlation between grammar mastery and students’ confidence level in speaking English among eighth-grade students at SMPN 1 Kademangan. This study employed a correlational research design to examine the relationship between students’ grammar mastery and their confidence level in speaking English. The population of this study consisted of all eighth-grade students at SMPN 1 Kademangan in the 2024/2025 academic year, with class VIII-D selected purposively as the sample based on teacher recommendations, totaling 32 students. Grammar mastery served as the independent variable, while speaking confidence was the dependent variable. Data were collected using two instruments: a multiple-choice grammar test consisting of 30 items, and a closed-ended questionnaire with 25 items to assess students' confidence in speaking English. The data were analyzed using the SPSS 25 version to determine the correlation between the two variables. The analysis results show that the Pearson correlation value (rxy) is 0.169 with a significance value (Sig. 2-tailed) of 0.356. Since the significance value is greater than 0.05, it can be concluded that there is no significant correlation between grammar mastery and students' confidence level in speaking English. The obtained correlation value falls into the very low category and is considered not correlated. Therefore, the null hypothesis (H0) is accepted, while the alternative hypothesis (Ha) is rejected. The study suggests that grammar mastery alone is not enough to boost students' speaking confidence. Teachers should combine grammar instruction with activities that foster motivation and create a supportive environment. Activities like discussions and presentations can help improve self-confidence. Students are encouraged to practice grammar in conversations, while teachers should integrate communicative activities in their lessons. Future research can explore additional factors influencing confidence, such as motivation and learning environments.

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