A DESCRIPTIVE STUDY OF STUDENTS’ SELF-CONFIDENCE IN ENGLISH SPEAKING AT SMK NEGERI 1 BERINGIN

Abstrak

English speaking ability is an essential skill for students in vocational high schools, as it supports both academic success and future workplace communication. However, many EFL learners still experience difficulties in speaking English due to psychological factors, particularly low self-confidence. This study aimed to describe the level of students’ self-confidence in English speaking at SMK Negeri 1 Beringin and to identify factors that influence it. A descriptive quantitative research design was employed in this study. The participants were students of SMK Negeri 1 Beringin selected using a total sampling technique. Data were collected through a questionnaire consisting of 20 statements related to students’ confidence, anxiety, and participation in English speaking activities. A four-point Likert scale was used, and the data were analyzed using descriptive statistical techniques. The results indicate that students generally demonstrate a moderate level of self-confidence in English speaking. Many students showed positive attitudes toward speaking activities, such as enjoying speaking English in class, feeling proud when answering questions, and believing that their speaking ability can improve through practice. However, the findings also reveal that students still experience anxiety, nervousness, fear of making mistakes, and concerns about grammar, pronunciation, and peer judgment, particularly in formal classroom situations. Supportive factors such as teacher encouragement, peer support, familiar topics, and sufficient vocabulary were found to significantly enhance students’ self-confidence. In conclusion, students’ self-confidence in English speaking at SMK Negeri 1 Beringin is influenced by both internal factors, such as anxiety and self-belief, and external factors, such as classroom atmosphere and social support. Therefore, it is recommended that English teachers create a supportive and low-anxiety learning environment to strengthen students’ self-confidence and encourage active participation in speaking activities.