Benefits of Self Confidence in Public Speaking for Students

JEELS (Journal of English Education and Linguistics Studies), 2015

In speaking course, the teachers usually ask the students to present their projects in front of the class through an activity called Oral Presentation. However, many of students are afraid of public speaking due to the effect of self-confidence. This study is aimed to (1) describe general self-confidence among Indonesian EFL learners, (2) describe their academic achievement in oral presentation, and (3) find out the relationship between self-confidence and their academic achievement in oral presentation. Correlational design is used to investigate the existence or non existence of the relationship between the variables. The subjects of this study are 68 students at the second semester in English Department of one private university in Lamongan, Indonesia. Documentation and questionnaire are used as instruments to collect the data in this study. The findings reveal that (1) the students' general self-confidence is quite strong, (2) the students' academic achievement in the oral presentation is good, and (3) the two variables show high correlation. Therefore, the teachers are suggested to enforce activities that could increase students' self-confidence which in turn could decrease their anxiety in public speaking.

Prominent

The existence of self-confidence is needed and related with students’ academic achievement, which in this context of the study is speaking skills. Speaking skills are the language learning aspects that are also crucial for students to master to have good communication. Unfortunately, speaking skills cannot be mastered because of the lack of self-confidence that is commonly faced by EFL learners. By seeing this reality, the researcher tried to identify the causes of the lack of self - confidence faced by Academic Speaking students (FLA-UKSW) and the efforts that the students implemented to overcome their lack-of self-confidence. This study used a qualitative method in collecting data. The data were collected from thirty-three Academic Speaking students using open-ended questions and semi-structured interviews. The findings indicated the causes of the lack of self-confidence were fear of making mistakes, lack of speaking skills formally, public speaking anxiety and personal experience...

LETS, 2020

The research aims to examine the correlation between students’ self-confidence and speaking performance in SMAN EX Palopo. The researcher implemented quantitative as the research design because the data in this research was correlation design. The sample of this research consist of students MIA 1, MIA 2, MIA 3. The researcher took five samples from each class. The researcher used the students score from spoken test to categorize as samples of this research. To collect the data, the researcher employed two kinds instrument, such as: Speaking Test and questioners. The result of correlation analysis shows that there is no correlation between students’ self-confidence and speaking performance in SMAN EX Palopo. It proofed from p-value (0.088) is higher than α (0.05). Therefore H0 is accepted and H1 is rejected.

2018

Speaking become one of the important skills among other skills such as listening, reading and writing. However, some students felt not confident to deliver words or sentences in English. The purpose of this study was to find teachers' strategies to improve students' self confidence in speaking at SMK 1 and SMK 2 in Tamiang Layang. This study used qualitative study. All data were analyzed qualitatively. Instruments used were interview questions and observation protocol. In this study, there are no statistical calculations. Participants' ideas, feelings, and stories were accommodated and then analyzed descriptively. The participants were four teachers from two different schools which are SMK 1 and SMK 2 in Central Borneo, Indonesia. Data were audio-recorded, then transcribed. After the transcription, themes were then drawn based on the transcribed interviews. Participants' statements which answered the research questions were highlighted and coded or classified accordi...

The purpose of this study was to measure students' self-confidence and finds its impacts on their learning process at Kandahar University. The study is descriptive in nature where quantitative questionnaire is used to collect data through stratified sampling from 1375 male and female students. The findings revealed only some of the students were low self-confident and most students were highly self-confident. In addition, students' self-confidence effected their learning in areas of students' participation, in seeking goal, developing interest in lessons, in decreasing students' anxiety, they are being comfortable with their instructors and classmates and also in sharing their opinions related to lessons in class.

The study was particularly aim an investigating the correlation between self confidence and academic achievement in speaking skill. The participants were 20 pairs freshmen undergraduate students from Kanjuruhan University of Malang. SPSS was used to analyze the data from self Confidence questionnaires and compared to the final score of speaking skill. The result of the computation revealed a negative, significant correlation between self confidence and academic achievement in speaking skill. Finally, it presented that the evidences found in the field of study fail to reject the Null Hypothesis. INTRODUCTION In learning second language, some people make faster progress than some others do. Some students try hard and get many difficulties. They seem stuck on something that make them really hard to reach the learning goal. They make struggle along the learning and get only very slow progress. It is clearly when someone learn a new language, they will have factors that contribute to the success of language learning. Learning is a process that involve in it, not only cognitive factors but also affective factors. The researcher realizes that cognitive factors are easy to show while affective factors are difficult to describe scientifically. But it does not mean that the affective factors give less contribution than the cognitive do. Cognitive factors defined as the something immaterial as the circumstance or influence that contributes to producing a result. Cognitive factors refer to characteristics of the person that affect performance and learning. In this way, cognition has to do with how the world will be understood by a person and act in it. Messick's (1993: 199) says that cognitive styles are characteristic modes of perceiving, remembering, thinking, problem solving, decision making that are reflective of information processing regularities that develop in congenial ways. Affective factors defined as emotional factors which influence learning. They can have a negative or positive effect. Because affective factors also produce negative effects, the lecturers or the instructors in the classroom should build the learning atmosphere to decrease the negative effects. These factors involve cognitive functions like attention, memory, and reasoning (Danili & Reid, 2006). Thus, from those affective factors we know, learning foreign language is not a simple thing to do. It is a complex process when a learner speaks language which is not spoken in his mother tongue. Learner will get some obstacles and difficulty to do. As Bialystok, E. (1991) suggests that Language learning is a complex process. That affective factors play important role, it should contribute to the progress of learning. Some of those affective factors clearly mentioned by Brown (2000) He says that the affective domain is the emotional side of human behavior and it involve a variety of

Journal of General Education and Humanities, 2023

Self-confidence plays a crucial part in speaking English, and many students are still less confident when speaking, which causes them to not engage more in speaking activities. This research aimed to know how self-confidence works in students speaking to ninth-grade students, specifically at SMP Negeri 9 Palu, and the factors that contributed to their lack of confidence. For the topic, 30 students were selected as the sample and given twelve questions from the questionnaire and five interview questions. The research method was a descriptive qualitative method. The results that the researcher has done are self - confidence indeed works on students’ speaking. Students’ lack of confidence is caused by some factors, which are afraid of making mistakes when they speak, they still have lack of vocabulary, lack of grammar, feel of under pressure every time the teacher asks them to speak, shyness, nervous, feel of uncomfortable, not enjoying when they attempt to speak, insecurities of their friends who have the good ability more than them. This study is expected to contribute to developing students’ speaking ability and solve students’ problems by knowing their speaking and what factors contribute to their unconfident. Moreover, this study also may help teachers treat students so they can participate actively in class without being constrained with self–confidence.

2020

Abstract: Speaking is a productive skill which leads the ones have an effective communication. Then, Self-confidence is a psychological factor which plays a supportive role in speaking performance. The current study was aimed to know whether there is a significant correlation between self-confidence and speaking performance. The researcher used quantitative approach in which correlation research design was used. The total number of participants was of 30 students from the fourth semester of English Department. To obtain the data, the researcher used Confidence in Speaking English as a Foreign Language (CSEFL) questionnaire in order to know the students’ level of self-confidence and speaking performance score was used to measure the level of the students speaking performance. The finding of the present study showed that the r observed of the students’ self-confidence and speaking performance was .261 with level of significance was .163 which is greater than .05. It means that the co...

This chapter includes all the methods that the researcher is going to use to conduct this Research entitled Teacher's Strategies to Improve Students' Self Confidence in Speaking of Grade 3 Students as well as the settings and how to gather all relevant data including the description of the research setting, research design, respondent and sampling procedures, research instrument, data gathering procedures, and other tools. Research Setting This study took place at Salay Central School under the supervision of Mrs. Marifel Leonora Caculba. There are 7 sections of Grade 3 but out of 7 sections the researchers will only interview 3 sections. Moreover, the researcher decides upon conducting the research in Salay Central School to find out the strategies to improve students' selfconfidence in speaking to Grade 3 students. Research Design This study was established using a Narrative approach since the main goal of the researchers was to be able to know what the strategies of a teacher's to improve students' self confidence in speaking. Based on the research, the Narrative approach is all about collecting and telling a story or stories (in detail). The researchers used a Narrative approach to know the causes of low self confidence in speaking in Grade 3 students. We will interview 1 or 2 respondents of Grade 3 students, to tell their story/ stories about why they're having such difficulties in improving their self confidence in speaking.

Magyar régészet, 2024