Jurnal Pendidikan dan Keguruan

Vol. 2 No. 8, Agustus 2024, Hal. 1152-1157 e-ISSN: 2986-3295

FACTORS AFFECTING CONFIDENCE IN SPEAKING ENGLISH AMONG

ELEMENTARY STUDENTS

Chrisfania Putri Wardasari,* Enny Dewi Tribuono, Munawwir Hadiwijaya

Universitas Insan Budi Utomo, Indonesia
[email protected]

ABSTRACT
This research aimed to analyze the factors that contribute to a lack of self-
confidence in English speaking among students. It also sought to present possible
strategies to help students overcome this lack of self-confidence. The study used
a qualitative research approach and was conducted at SDN Singosari. The
participants were the English teacher and fifth-grade students at SDN Singosari
during the 2023/2024 academic year. Data was collected through observations
and interviews. The data analysis involved three steps: data reduction, data
display, and drawing conclusions. The findings revealed that the key factors
leading to a lack of self-confidence in speaking English were anxiety, shyness, fear
of making mistakes, and insufficient vocabulary. To address these issues, the
study proposed several potential strategies, including lowering students' anxiety
in the classroom, improving their vocabulary, boosting their self-confidence, and
facilitating group discussions.
Keywords: Factors affecting confidence, speaking English.

INTRODUCTION
The four basic language skills are listening, speaking, reading, and writing.
Listening and reading are receptive skills, while speaking and writing are productive
skills. Speaking is a crucial productive skill, as active classroom participation is vital for
successful language learning. Students who actively engage in speaking tend to exhibit
better spoken language proficiency.
However, the researchers' observations at SDN Singosari revealed that some
students lacked self-confidence in speaking English. They were hesitant to ask
questions, share opinions, or speak English in front of the class, often opting to respond
in Indonesian instead. This shyness and fear of making mistakes or being laughed at
hindered their ability to practice and improve their spoken English.
To address this lack of self-confidence, researchers suggest strategies like
maximizing students' exposure to English, providing regular opportunities to practice
pronunciation and conversational skills, and creating a supportive classroom
environment where learners are encouraged to speak English and receive positive
reinforcement. By building students' self-confidence, they will be more motivated and
engaged in the learning process, ultimately leading to better academic achievement in
English.
Speaking is a form of interactive communication, where both the content and
the manner of expression are important in conveying meaning. It involves expressing
ideas, opinions, desires, and negotiating or solving problems, as well as establishing

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and maintaining social relationships. Self-confidence is crucial for successful language
learning, as it provides learners with the motivation and positive attitude needed to
actively participate and improve their skills. Conversely, students who lack confidence
often struggle with timidity, reluctance to express themselves, and poor classroom
performance.

LITERATURE REVIEW
Attribution theory, developed by Weiner (1985), explores how individuals
explain the causes of their successes and failures in various tasks. It identifies several
dimensions such as locus of control, stability, controllability, and responsibility. These
dimensions help individuals understand whether they attribute outcomes to factors
within their control (internal) or factors outside their control (external), perceive the
causes of their outcomes as stable or variable, believe they can influence or control the
causes of their outcomes, and feel accountable for their successes or failures.
In the context of elementary students' confidence in speaking English,
attribution theory can provide valuable insights. Students who attribute their ability to
speak English confidently to their own efforts and learning strategies (internal factors)
are likely to have higher confidence levels. Conversely, those who attribute their
proficiency to external factors like luck or teacher influence may have lower
confidence. Perceiving English-speaking ability as stable (consistent over time) can
bolster students' confidence, as they believe in their capability to consistently perform
well in speaking tasks. When students feel they have control over improving their
English-speaking skills through practice and effective learning methods, they are more
likely to develop and maintain confidence in their abilities. Taking personal
responsibility for their language learning outcomes can also motivate students to
actively engage in improving their speaking skills, thereby enhancing their confidence
levels.
Moreover, understanding how these attribution dimensions influence students'
confidence in speaking English can offer educators insights into effective teaching
strategies and interventions to support and enhance language learning experiences in
elementary education settings. By fostering a supportive environment that emphasizes
personal effort and responsibility, educators can help students build enduring
confidence in their English-speaking abilities, paving the way for successful language
acquisition and communication skills development.

METHOD OF THE RESEARCH

The research design utilized a qualitative approach, where the researchers
collected data through face-to-face interactions and observations in the natural setting
of the fifth-grade classroom at SDN Singosari. The data sources included primary data
(collected directly) and secondary data.

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 To gather the data, the researchers conducted classroom observations, focusing
on the teaching-learning process and interactions between students and teachers
during speaking activities. They also interviewed the participants to obtain in-depth
information about students' challenges in speaking English and potential strategies to
address those issues.
The data analysis followed the interactive model proposed by Miles and
Huberman, involving three core components: data reduction, data display
(presentation), and conclusion drawing. The researchers continuously engaged in
these analytical activities until the data was fully saturated.

RESULT AND DISCUSSION

The observation found that during free periods and class transitions,
students often just sat around and chatted with each other rather than engaging in
educational activities.
The interview findings revealed several factors contributing to students' lack of
self-confidence in speaking English:
Anxiety: Students felt anxious about speaking English, fearing they would not be
able to answer correctly due to a lack of mastery of the material and vocabulary.
Fear of Making Mistakes: Students were afraid of making mistakes when
speaking English, worried their peers would laugh at them or evaluate them negatively.
Shyness: Many students felt shy about speaking English, especially afraid of
being laughed at or criticized for making mistakes.
Overall, the anxiety, fear of mistakes, and shyness that the students experienced
were major barriers preventing them from actively participating and gaining
confidence in speaking English in the classroom.
A lack of vocabulary was a factor that led to students' lack of self-confidence in
speaking English. Interviews with students revealed that vocabulary deficiency was the
biggest obstacle, as they often could not find the right words to express their thoughts
and opinions in English.
There are two main strategies that could be used to overcome students' lack of
self-confidence in speaking English:
Lowering students' anxiety: The teacher explained that the first step is to reduce
students' anxiety by creating a comfortable and relaxed classroom atmosphere, and by
emphasizing that learning English can be enjoyable. Using fun, low-stress teaching
methods can encourage more active student participation.
Improving students' vocabulary: Since lack of vocabulary was a key factor,
focusing on building students' English word knowledge could help increase their
confidence in speaking.
The researchers also discussed how forming group discussions was seen as an
effective method. Students explained that working in groups allowed them to help each

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other, share ideas, and become more confident in speaking up, even in front of the
whole class.
Overall, the key points are addressing the root causes of students' lack of
confidence, such as anxiety and vocabulary gaps, through targeted strategies like
creating a supportive learning environment and providing vocabulary-building
activities.

Discussion
Based on data analysis from findings above then it comes to the discussion.
The discussion derived from the problem statement of the factors that cause the
students’ lack of self-confidence in speaking English and strategies that could be taken
to overcome students’ lack of self-confidence in speaking English.
Based on observations conducted to investigate elementary students' activities
in school and their correlation with confidence levels in speaking English, attribution
theory provides insightful perspectives. The observations revealed that during non-
lesson times, such as breaks or transition periods between classes, many students
congregated in groups near classrooms, engaging in social interactions rather than
structured language practice. This behavior suggests that students may attribute their
English-speaking abilities to external factors like socializing with peers rather than
internal factors such as personal effort and learning strategies. Such attributions can
influence their perceived control over language proficiency and their sense of
responsibility for language learning outcomes.
Moreover, the stability dimension of attribution theory is pertinent in this
context. If students perceive their English-speaking ability as stable (e.g., "I've always
struggled with English"), they may develop a fixed mindset that limits their belief in
their potential to improve. This mindset can significantly impact their confidence in
speaking English over time, as they may be less inclined to actively seek out
opportunities for practice or to engage in challenging language tasks. Understanding
these attributional tendencies is crucial for educators seeking to enhance students'
confidence and proficiency in English-speaking skills.
Furthermore, attribution theory's controllability dimension highlights the
importance of students feeling empowered to improve their English-speaking skills
through deliberate practice and effective learning strategies. Educators can play a
pivotal role in fostering a supportive environment where students believe in their
ability to enhance their language proficiency. By promoting a growth mindset and
encouraging students to take ownership of their learning outcomes, educators can help
cultivate resilient learners who are more confident and proactive in developing their
English-speaking abilities. This approach not only supports academic success but also
equips students with valuable skills for lifelong language learning and communication.
The causes of students' lack of self-confidence in speaking English are:
a. Anxiety - Students feel tension, apprehension, and nervousness when speaking

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 English, which causes them to remain silent or participate little in class. Teachers
can create a relaxed, supportive environment and provide individual
encouragement to help reduce student anxiety.
b. Fear of making mistakes - Students are afraid of looking foolish in front of their peers
if they make mistakes. Building positive teacher-student relationships and creating
a supportive classroom atmosphere can help overcome this fear.
c. Shyness - Shyness and an inability to demonstrate speaking skills due to lack of
vocabulary or pronunciation issues inhibit students. Teachers can provide guidance,
motivation, and personal approaches to help students overcome shyness.
d. Lack of vocabulary - Limited English vocabulary prevents students from expressing
themselves, leading to silence in the classroom. Reading, translating, and practicing
vocabulary can help build students' word knowledge.

Here are some strategies to overcome these issues and boost students' self-
confidence in speaking English, including:
Lowering anxiety through positive classroom environments and individual
encouragement
Improving vocabulary through reading, writing, listening, and translating
activities
Boosting self-confidence through praise, recognition, and instilling a sense of
success
Facilitating group discussions to allow students to share ideas and support each
other
Overall, the key factors inhibiting students' speaking confidence are
psychological (anxiety, fear, shyness) as well as linguistic (lack of vocabulary), which
can be addressed through a combination of teaching methods and learning strategies.

CONCLUSION
Based on research that has been done by the researchers, there are some factors
found that cause students’ lack self-confidence, those are; anxiety, fear of making
mistakes, shyness, and lack of vocabulary. Meanwhile, the strategies to overcome
students’ lack of self-confidence in speaking English are; lowering students’ anxiety in
speaking English, improving students’ vocabulary, boosting students’ self-confidence,
and forming group discussions.
Practical implications drawn from attribution theory suggest several strategies
to alleviate students' lack of confidence in speaking English. Lowering anxiety through
supportive environments and effective teaching methods can shift students'
attributions towards more controllable internal factors, thereby enhancing their
perceived control over their language proficiency. Improving vocabulary and fostering
self-confidence through positive reinforcement and targeted feedback can empower
students to take more responsibility for their language learning outcomes.

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Additionally, forming group discussions can provide opportunities for peer support
and collaborative learning, reinforcing positive attributions and enhancing overall
confidence in English communication.
In practice, educators can integrate these strategies into their teaching
approaches to create a conducive learning environment where students feel
encouraged to engage actively in English-speaking activities. By addressing
attributional factors and implementing effective strategies, educators can promote a
more confident and proficient student approach to speaking English, fostering both
academic success and lifelong language skills development.

REFERENCES
[1] P. Doyon, “Shyness in the Japanese EFL class: Why it is a problem, what it is,
what causes it, and what to do about it,” Lang. Teach., vol. 24, no. 1, pp. 11–16,
2000.
[2] Nety1), Asti Wahyuni B2) , Nurhaeni3), STUDENTS’ SELF CONFIDENCE IN
SPEAKING ENGLISH,2020
[3] M. Jamila, “Lack of Confidence--A Psychological Factor Affecting Spoken English
of University Level Adult Learners in Bangladesh.,” Lang. India, vol. 14, no. 10,
2014.

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