AN ANALYSIS OF STUDENTS’ SELF CONFIDENCE IN SPEAKING AT SMAN 1 DURENAN TRENGGALEK

ADEVIRA RACHMA KHAIRINA, 1860203221021 and SUSANTO, 197308311999031002 (2026) AN ANALYSIS OF STUDENTS’ SELF CONFIDENCE IN SPEAKING AT SMAN 1 DURENAN TRENGGALEK. [ Skripsi ]

	Text COVER.pdf Download (562kB)
	Text ABSTRAK.pdf Download (191kB)
	Text DAFTAR ISI.pdf Download (177kB)
	Text BAB I.pdf Download (291kB)
	Text BAB II.pdf Restricted to Registered users only Download (286kB)
	Text BAB III.pdf Restricted to Registered users only Download (271kB)
	Text BAB IV.pdf Restricted to Registered users only Download (282kB)
	Text BAB V.pdf Restricted to Registered users only Download (266kB)
	Text BAB VI.pdf Restricted to Registered users only Download (189kB)
	Text DAFTAR PUSTAKA.pdf Download (215kB)
	Text LAMPIRAN.pdf Restricted to Repository staff only Download (1MB)

Abstract

The thesis entitled “An Analysis of Students’ Self Confidence in Speaking at SMAN 1 Durenan Trenggalek” was written by Adevira Rachma Khairina”, Student ID Number. 1860203221021, English Education Department, Faculty of Tarbiyah and Teacher Training, supervised by Dr. H. Susanto, S.S, M.Pd. Keywords: Self-Confidence, Affective Factor, Speaking strategy. Self-Confidence in speaking English is a key factor that supports students’ participation and performance in speaking activities. Students who are confident tend to be more active in communicating and more willing to express their ideas in English. Interestingly, each student has different factors and strategies for building and improving their self-confidence. Therefore, this study aims to: (1) identify the factors that influence students’ self-confidence in speaking English and (2) analyze the strategies students use to improve their self-confidence. This study used a case study qualitative approach. Data were collected through observation, interviews, and documentation of four 10th-grade students at SMAN 1 Durenan Trenggalek. The collected data was then analyzed using the Miles and Huberman model through data condensation, data presentation, and drawing conclusions to identify the factors that influence students’ self-confidence and the strategies they use to improve their self-confidence. The research findings showed that (1) students’ confidence in speaking English is influenced by affective and non-affective factors, namely self-efficacy, anxiety, motivation, and support (from teachers, parents, peers, and the classroom environment); and (2) students use various strategies to improve their self-confidence, such as speaking practice, control strategies, support strategies, as well as additional strategies such as listening to English songs, watching English-language films, and reading English books to learn new foreign words. In conclusion, students' confidence in speaking was influenced by affective and non-affective factors. Furthermore, consistent speaking practice and a supportive learning environment helped imrpove students' confidence in speaking.

Actions (login required)

View Item