THE CORRELATION BETWEEN ENGLISH SPEAKING ANXIETY AND STUDENTS’ SPEAKING PERFORMANCE AT MA NURUL FALAH AIR MOLEK

M Jihad Arrasyid, Destri Wahyuningsih, Silviana Masran, Riza Astriani

Sari


This study investigated the correlation between English speaking anxiety and students’ speaking performance among tenth-grade students at MA Nurul Falah Air Molek. The research aimed to determine the level of students’ English speaking anxiety, describe their speaking performance, and examine the significance, strength, and direction of the relationship between the two variables. A quantitative approach with a correlational research design was employed. The participants consisted of 60 tenth-grade students. Data on English speaking anxiety were collected through a questionnaire adapted from the Foreign Language Classroom Anxiety Scale, while speaking performance scores were obtained from the English teacher’s assessment records. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, a linearity test, and Pearson Product-Moment correlation with SPSS. The results showed that students’ English speaking anxiety was in the moderate category, with a mean score of 89.07 and a standard deviation of 9.690. A total of 63.33% of the students experienced moderate anxiety. Students’ speaking performance was also predominantly moderate, with a mean score of 75.35 and a standard deviation of 10.338; 65.00% of the students were classified in this category. The correlation analysis produced a coefficient of 0.614 with a significance value of p < 0.001, indicating a strong, positive, and statistically significant correlation between English speaking anxiety and speaking performance. The coefficient of determination showed that the variables shared 37.70% of their variance. It was concluded that English speaking anxiety was significantly associated with students’ speaking performance, although the correlational design did not establish a causal relationship.

Keywords: anxiety, speaking, performance

Teks Lengkap:

PDF

Referensi


Alamri, W., & Qasem, F. (2024). Foreign language speaking anxiety in relation to gender: Students’ and teachers’ perceptions. Cogent Education, 11(1), 2423440. https://doi.org/10.1080/2331186X.2024.2423440

Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Longman.

Brown, H. D. (2004). Language assessment: Principles and classroom practices. Pearson Education.

Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.

Dağ-Akbaş, R. (2024). Enhancing EFL students’ speaking confidence: The role of explicit communication strategy training. i-manager’s Journal on English Language Teaching, 14(3), 24–36. https://doi.org/10.26634/jelt.14.3.20941

Fauzi, I., & Asi, N. (2023). Examining speaking anxiety of Indonesian learners of English: A case of university students. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 263–275. https://doi.org/10.21093/ijeltal.v7i2.1338

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85–117.

Okyar, H. (2023). Foreign language speaking anxiety and its link to speaking self-efficacy, fear of negative evaluation, self-perceived proficiency, and gender. Science Insights Education Frontiers, 17(2), 2715–2731. https://doi.org/10.15354/sief.23.or388

Özdemir, O., & Seçkin, H. (2025). Exploring foreign language anxiety in higher education: Multifaceted insights into causes, impacts, and coping strategies. Social Sciences & Humanities Open, 11, 101364. https://doi.org/10.1016/j.ssaho.2025.101364

Quvanch, Z., Qasemi, A. S., & Na, K. S. (2024). Analyzing levels, factors, and coping strategies of speaking anxiety among EFL undergraduates in Afghanistan. Cogent Education, 11(1), 2413225. https://doi.org/10.1080/2331186X.2024.2413225

Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety literature. Language Learning, 28(1), 129–142.

Szyszka, M., Peltonen, P., & Lintunen, P. (2024). Unravelling the relationship between language anxiety and foreign language speech fluency in a monologue production. Journal of Multilingual and Multicultural Development, 1–15. https://doi.org/10.1080/01434632.2024.2387149

Tuan, N. H., & Mai, T. N. (2015). Factors affecting students’ speaking performance at Le Thanh Hien High School. Asian Journal of Educational Research, 3(2), 8–23.




DOI: https://doi.org/10.33559/err.v5i10.3998

Refbacks

  • Saat ini tidak ada refbacks.


Anda Pengunjung Ke- Flag Counter