ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Alia Ardilla 2322032 The Correlation Between Students’ Language Anxiety And Their English Speaking Performance at MAN 3 Agam. Thesis , English Language Education Study Program. UIN Sjech M. Djamil Djambek Bukittinggi. 2026. This study was motivated by the fact that some students still experience anxiety when speaking English during English language classes at MAN 3 Agam. This anxiety can hinder students’ ability to express their ideas, communicate orally, and demonstrate their speaking skills. Some students express fear of making mistakes, lack of self-confidence, and hesitation when they have to speak English. Therefore, this study aims to determine the correlation between English language anxiety and students’ speaking skills at MAN 3 Agam. This study employed a quantitative method with a correlational research design. The population of this study consisted of all 10th-grade students at MAN 3 Agam for the 2025/2026 academic year, with a sample of 32 students selected using the proportionate stratified random sampling technique. Data on English language anxiety were collected through a questionnaire adapted from the Foreign Language Classroom Anxiety Scale (FLCAS), while data on English speaking performance were obtained through a speaking test using an assessment rubric. The research data were analyzed using normality tests, linearity tests, and Pearson Product-Moment correlation tests with the aid of SPSS. The results of this study indicate that there is a significant correlation between students’ language anxiety and their English speaking performance. The results of the Pearson product-moment correlation test showed a correlation coefficient of r = -0.557 with a significance level of 0.001 (p 0.05). These results indicate that the higher students’ levels of English language anxiety, the lower their English speaking performance. Thus, it can be concluded that there is a significant correlation between English language anxiety and students’ English speaking performance at MAN 3 Agam.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aimed to investigate the correlation between verbal bullying and students' speaking performance among Class X students at SMKN 1 Ampek Angkek Candung. The study was motivated by preliminary observations indicating the presence of verbal bullying among students, alongside relatively high average speaking performance scores, which raised questions about the relationship between the two variables. Specifically, this research sought to describe the level of verbal bullying experienced by students, describe their English speaking performance, and determine whether a significant correlation exists between verbal bullying and speaking performance. This study employed a quantitative approach with a correlational research design. The population consisted of 358 tenth-grade students of SMKN 1 Ampek Angkek, from which a sample of 60 students was selected using purposive sampling. Data on verbal bullying were collected through a 20-item Likert-scale questionnaire covering indicators such as cursing, insulting, mocking, shouting, public shaming, accusing, spreading gossip, slandering, and threatening. Data on speaking performance were obtained through a standardized oral speaking test assessed by the English teacher based on five criteria: pronunciation, grammar, vocabulary, fluency, and comprehension. The data were analyzed using the Pearson Product Moment correlation technique with the assistance of SPSS 20 for Windows. The findings revealed that the level of verbal bullying experienced by Class X students was categorized as low (mean = 34.42), while their speaking performance was categorized as very good (mean = 90.90), exceeding the school's Minimum Competency Criteria (KKM) of 75. The Pearson correlation coefficient (rxy) obtained was 0.616 with a significance value of 0.000 (p 0.05), which is greater than the r-table value of 0.254 at df = 58 and a significance level of 0.05. This means the alternative hypothesis (Ha) was accepted, indicating a statistically significant, positive, and strong correlation between verbal bullying and students' speaking performance. Rather than verbal bullying diminishing speaking performance as commonly assumed, this positive relationship suggests that students with stronger speaking ability may attract greater peer attention, including verbal bullying, though other unmeasured factors may also contribute.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Cherlilia Widia, 2319156. The Correlation Between Students' Participation and Their Speaking Performance of Seventh-Grade Students at MTsN 11 Agam. A Thesis, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2026. This research aimed to determine the correlation between students' participation and their speaking performance of seventh-grade students at MTsN 11 Agam. Based on the preliminary observation, students demonstrated different levels of participation during English classroom activities, and their speaking performance also varied. Therefore, this research investigated whether there was a significant correlation between students' participation and their speaking performance. This research employed a quantitative approach with a correlational research design. The population consisted of all seventh-grade students at MTsN 11 Agam. Since the population consisted of only 30 students, total sampling was employed. The data were collected using an observation sheet to measure students' participation and a speaking test based on Brown's (2004) Speaking Assessment Rubric to measure students' speaking performance. The data were analyzed using descriptive statistics and Pearson Product-Moment Correlation with the assistance of SPSS. The findings revealed a positive and statistically significant correlation between students' participation and their speaking performance (r = 0.920; p = 0.000 0.05). The correlation was categorized as very strong. Furthermore, the coefficient of determination (R² = 84.64%) indicated that students' participation was strongly associated with students' speaking performance. Therefore, it can be concluded that students who demonstrated higher participation during English classroom activities tended to achieve better speaking performance.
ThesisOpen AccessPDF tersedia
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Firdaus, 2321065, “The Correlation Between Students’ Emotional Intelligence and Public Speaking Performance at SMAN 1 Mungka”. Undergraduate Thesis, English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2025. This study examines how students’ emotional intelligence relates to their performance in delivering English presentations at SMAN 1 Mungka. Emotional intelligence is assumed to assist learners in controlling anxiety, sustaining confidence, and communicating effectively while speaking in front of an audience. Students with better emotional abilities are expected to express ideas more clearly and interact in a more engaging manner during presentations. A quantitative correlational approach was applied in this research. The sample consisted of 39 students from the tenth and eleventh grades in the 2024/2025 academic year, selected through a random sampling technique. Emotional intelligence data were gathered using a Likert-type questionnaire, whereas students’ public speaking scores were taken from their English performance assessments. Pearson Product Moment analysis using SPSS version 26 was employed to determine the correlation between the variables. The results indicate that both students’ emotional intelligence and public speaking performance fall into the high category. Moreover, the analysis demonstrated a strong and statistically significant positive relationship between emotional intelligence and public speaking performance (r = 0.748, Sig. = 0.000). The coefficient of determination (r² = 0.5595) reveals that emotional intelligence contributes notably to students’ success in English public speaking performance. In short, students who possess better emotional regulation are more likely to deliver more effective public speaking performances.
ThesisOpen AccessPDF tersedia
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Student video tasks have become an essential medium in language learning, particularly in improving speaking performance. Through video assignments, students can practice their pronunciation, fluency, and confidence by recording, reviewing, and refining their speech. However, preliminary research at SMPN 3 Ampek Angkek found that many students faced challenges in their video tasks, such as pronunciation errors, lack of confidence, and difficulty maintaining fluency. Some students appeared nervous and hesitant when speaking, while others struggled with articulation and clarity. These issues suggest that video tasks, while beneficial, also present obstacles that need to be analyzed to understand the factors affecting students' speaking performance. This study employs a qualitative research design, using observations and interviews as data collection methods. The data were obtained from students’ video assignments and structured interviews with students experiencing speaking difficulties. The observations focused on analyzing pronunciation, fluency, and confidence, while the interviews provided insights into students' perceptions and experiences regarding video-based speaking tasks. The collected data were analyzed using Miles and Huberman’s (2014) framework, which consists of data reduction, data display, and conclusion drawing. The findings indicate that three primary factors contribute to students' speaking difficulties: inhibition, nothing to say, and mother tongue interference. Inhibition, such as nervousness and lack of confidence, led students to avoid eye contact and speak in a low tone. The "nothing to say" phenomenon was evident in students’ struggles with vocabulary retrieval and topic comprehension, resulting in frequent pauses and disrupted fluency. Additionally, the influence of the mother tongue negatively affected pronunciation and caused frequent code-switching. These findings highlight the need for structured speaking practice, confidence-building strategies, and pronunciation training to improve students' speaking performance in video tasks.
ThesisOpen AccessPDF tersedia
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research was motivated by several problems related to the use of Psychological Factors Affecting Students’ Speaking Performance on the Third Semester Students of English Study Program at State Islamic University Sjech M. Djamil Djambek Bukittinggi. Some students feel anxious about speaking English in front of the class because of their limited English vocabulary. Some students are afraid of making mistakes because in stringing words into sentences to speak English they have limited mastery of grammar. Some students felt embarrassed to speak English in front of the class because of their poor pronunciation in speakinThis research was conducted to find out what are the kind psychological factors affecting speaking performance at the third semester students English study program State Islamic University Sjech M. Djamil Djambek Bukittinggi. This research used a qualitative method with a narrative inquiry research design, and conducted at the third semester students English study program State Islamic University Sjech M. Djamil Djambek Bukittinggi. The main informants in this study included third semester nine students and English lecturer in speaking for profesional context, researcher was purposive sampling technique. Data were collected through observations and interviews , which were then analyzed by gathering data, reducing data, and drawing conclusions. The results of the analysis showed that there were six factors that psychological factors Affecting Students’ Speaking Performance on the Third Semester Students of English Study Program at State Islamic University Sjech M. Djamil Djambek Bukittingg. The factors such as fear making mistakes, anxiety, shyness, lack of confidence , lack of self-esteem, lack of motivation. "In the three observed classes, there were psychological factors that affected students in speaking. These factors significantly impact students' speaking performance, making it essential for educators to address them through supportive teaching strategies and a positive learning environment.
ThesisOpen AccessPDF tersedia
2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Azizah, 2318068, “The Correlation between Students’ Self-Efficacy and Their English Speaking Performance at The First Grade of MAN 4 Agam.” A thesis, English Education Department, State Islamic University Sjech M. Djamil Djambek Bukittinggi, 2023. This research was conducted since there were many problems that occur in the students’ self-efficacy in studying English. Most of the problems related to the lack of students speaking performance in the first grade of MAN 4 Agam, such as some students’ were worried about their speaking performance, they were also afraid to being laughed by their friends. Next, some of the students still have lack of vocabulary that causes them cannot speak fluently. The last fact was, the students with low self-efficacy surprisingly had good speaking performance, and some students with high self-efficacy did not good enough at speaking performance. This research aimed to find out whether there is correlation between self-efficacy and their English speaking performance. This research was a correlational research. Total of population was 91 students, and the sample was 30 students. The research used purposive sampling to determine the sample in this research based on the experience that researcher had been conducted in preliminary research. To collect the data, the researcher used questionnaire and documentation. To analyze the data, the researcher used Pearson Correlation Coefficient (p) and to test the hypothesis, the researcher used t-test formula and consult the result into t-table with a = 0,05. The finding of the research showed that the coefficient of correlation (p) was 0,123. It means that there was very low correlation between students’ self-efficacy and their English speaking performance. The correlation direction also showed that there is positive correlation between both variables. In the other words, based on hypothesis testing, the t-score was 0,123 whereas the t-table on a = 0,05 was 0,374. It means the t score was smaller than t table. Hence, Hₐ rejected and Hₒ accepted, which stated there is no significant correlation between self-efficacy and students’ English speaking performance.
ThesisOpen AccessPDF tersedia
2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The researcher was due to several problems found in the field. There were students’ problems with self-confidence in English speaking performance. The students seemed to fear of speaking English in front of the class, the students also did not know how to say the word or sentences in English, and students did not confidence in speaking English in the class. This research used the qualitative method as the methodology of this research, for collecting the data, the researcher used interviews and to support the data the researcher also did observation during the learning process. The subjects in this research are the all of students at grade X of SMA Swasta Banuhampu. To analyze the data, the researcher used data reduction, data display, and after that made the conclusion. The findings of this research indicated that causes of students self-confidence in English speaking performance, there are two factors that affect the students’ confidence, internal factor (psychology, language competence, and topical knowledge). External factors (performance conditions, the environment of learning, and speaking problems).
ThesisOpen AccessPDF tersedia
2022•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The learner’s Speaking Performance becomes one of the crucial problems in teaching speaking for students of Mts. Muhammadiyah Pulau Punjung. Based on the preliminary research, the researcher find the students could not speak fluently. It is also difficult for them to speaking with each other. In the other hand, the researcher find the students have low confidence to improve their speaking performance. To overcome these problems, the teacher have applied that use round robin technique. This research aims at finding the significant effect of round robin technique to improve students speaking performance. Round Robin technique is primally a brainstroming technique in which students generation ideas but do no elaborate, explain, evaluate, or question the ideas. According Barkley, Round Robin technique is a technique supporting students to elaborate, explain, evaluate, the question with a word, phrase, or a short answer. The design of this research is experimental research. The informant of this research are two class in Mts. Muhammadiyah Pulau Punjung. In addition, for the technique of data collection, the researcher used pre test and post test to analyze the students speaking performance. The result show from the result and analyze the data of Pre- test and Post-test. Then, calculation of post-test both classes : was expermental class and control class, it was obtained that t-obtained was which higher than t-table with level of significance a=0,05. Round Robin Technique better then conventional technique in speaking. Thus it can be concluded that the intire hypothesis was accepted. It is proved that Round Robin Technique could help students in improving and enggaging their speaking and Round Robin Technique became better than conventional Technique.
ThesisOpen AccessPDF tersedia
2020•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Peni Oktavia, 2316065. “The Correlation Between Students’ Anxiety and Speaking Performance at The Second Grade In SMAN 1 Pantai Cermin Kabupaten Solok in Academic Years 2019/2020”A Thesis. English education Study Program. IAIN Bukittinggi, 2020. The background of this research wasthe presence of anxiety among some students in their English Speaking activities in the school. In language learning, anxietyinfluencedsspeaking performance.Therefore, the researcher conducted observations and interviews to finding the real condition. In addition, some students had anxieties when speaking English because anxiety had an effect on performance while some other students had no problems. Relate to this condition, the researcher wanted to investigate the correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin Kabupaten solok Academic years 2020/2021. This research used quantitative approach in the type of the correlation design. The population of this research was all class of the second grade in SMAN 1 Pantai Cermin and all of them became sample because they were less than hundred.The data was got by questionnaire and documentation. The students fill the questionnaires directly relate to their anxiety in speaking. The questionnaires was adopted and adapted from foreign language classroom anxiety scale (FLCAS) developed by Horwitz (1986). The data of the documentation were taken from the students’ final scores in the speaking.To analyze the data, the researcher used the SPSS version 20 for windows. In analyzing the data, the researcher used Person Product Moment formulato find out the significant correlation, to find out the correlation direction andtofind out the correlation magnitude of students’ anxiety and speaking performance. The results of the research showed that there was a correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin academic years 2019/2020. The researcher found that the coefficient of correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin was 0,146. The correlation was positive and significant.Itmeans that Ho is rejected and Ha is accepted. Thus, there is a positive correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin. Based on the result of the research, it can be conclude thatif the students have high anxiety automatically she/he have low ability in speaking performance or when the students have low anxiety automatically she/he have high ability in speaking performance. Keywords : Correlation, anxiety, speaking performance.
