The affective factors influencing students’ speaking ability

Abstract

Considering speaking ability is one of the important abilities that students have to master in learning English. However, most of their speaking ability is low. It is caused by several factors, one of those factors is affective factors (motivation, anxiety, and self-confidence). The research aims to know what affective factors that mostly influence students’ speaking ability. This research applied quantitative design with simple linear regression analysis. The sample of the research is 39 students from two classes X science class and X social class at SMA Muhammadiyah 9 Surabaya. Questionnaire and speaking test used as the instrument of the research. The result of the speaking test showed that the students’ speaking ability is below average. It is proven by the scores of students speaking tests are mostly below the minimal completeness criteria that is said by the school. The result shows that among three affective factors, the most influential factor is self-confidence, and the second influential factor is motivation. Meanwhile anxiety is proven not to influence the students speaking ability. The findings show that the total significant value of motivation is 0,011, anxiety is 0.063, and self-confidence is 0.007. It shows that speaking ability is influenced by motivation and self-confidence, but the result of the regression test shows that anxiety does not influence students' speaking ability even though the data result of anxiety is appropriate with the theory of the research. It can be caused by various aspects such as students’ characteristics, class atmosphere during the speaking test, and teacher attitude. So, the teacher should be fun when setting up the atmosphere of speaking, no pressure, and make students less anxious, so they don’t feel to be tested and to be assessed.

The Correlation of Speaking Self-Efficacy, Speaking Proficiency and Gender in ESP Context

“…Further study conducted by Illyin et al, (2019) affirmed the role of self-confidence and motivation as two affective factors which influence speaking proficiency. Self-confidence is a factor of self-efficacy as it is defined as one's believe towards one's capability to organize and conduct a series of tasks to manage prospective situation(Albert et.al .…”

“…Self-confidence is a factor of self-efficacy as it is defined as one's believe towards one's capability to organize and conduct a series of tasks to manage prospective situation(Albert et.al . The study of Illyin et al, (2019) gained significance value as much as 0,007 for self-confidence which means it significantly affected speaking proficiency. In line with this, Ni, (2012) also stated that students with low self-confidence tend to be shy and afraid to express their opinion orally.…”

The Impact of Affective Factors in English Speaking Skills

“…Students' motivation is the second most powerful factor in determining their speaking skills; so, if learners are highly motivated, their speaking talents will also be excellent. If learners lack motivation, their speaking abilities will be poor (Illyin et al, 2021). According to the research, students who have confidence have better involvement in things like learning; they have less exam anxiety; they have more interest in goal-setting; and they are more comfortable with their lecturers (Akbari & Sahibzada, 2020).…”

Affective Factors and Eustress-Distress of Nursing English Students: A Comparison Analysis

“…Another study explained that the cause of anxiety also came from text features on unfamiliar topics (Zayed & Al-Ghamdi, 2019). Another study also elucidated, among the three affective factors on speaking ability of high school students, selfconfidence is the most influential factor, the second is motivation, and anxiety does not affect speaking skills (Illyin et al, 2021). Several studies also show that among junior high school students in China, ordinarily, they suffer from three affective factors, namely anxiety, boredom, and hopelessness (Bao & Liu, 2021;Zhu & Zhou, 2012).…”

“…Previous studies have shown that affective factors have prominent roles in EFL, including the significant roles of learning styles, personality traits, low self-confidence, and anxiety among adults (Illyin et al, 2021;Zayed & Al-Ghamdi, 2019). High levels of anxiety are caused by fear of making mistakes, feelings of shame, and lack of confidence.…”