Dian Pratiwi, Inna 'Ainul Muthi'ah

Analisis Hubungan Kepercayaan Diri, Lingkungan Belajar, dan Frekuensi Latihan terhadap Kemampuan Berbicara Bahasa Inggris

Introduction

Analisis hubungan kepercayaan diri, lingkungan belajar, dan frekuensi latihan terhadap kemampuan berbicara bahasa inggris. Penelitian ini menganalisis pengaruh kepercayaan diri, lingkungan belajar, dan frekuensi latihan terhadap kemampuan berbicara Bahasa Inggris pada mahasiswa. Ditemukan dampak signifikan dari ketiga faktor.

Abstract

This research aims to analyze the influence of self-confidence, learning environment, and frequency of practice on English speaking ability. The sample of the study consisted of 40 third-semester English Education students at UIN Walisongo Semarang who were enrolled in the Professional Listening & Speaking course. A questionnaire that had undergone validity and reliability tests was used to collect data. Multiple linear regression was used in this study to ascertain the simultaneous and partial effects of the three independent variables on speaking ability. The findings of the study showed that learning environment (X2), frequency of practice (X3), and self-confidence (X1) all had significant impacts on English speaking ability (Y). Learning environment and self-confidence were the next two factors that contributed the most, after frequency of practice. With an R-squared value of 94.15%, the regression model was able to account for 94.15% of the variation in English speaking ability, with 5.85% coming from characteristics not included in the model. The model met the criteria of independence, homoscedasticity, and normality, according to the residual assumption test, which confirmed the validity of the analysis findings.

Review

This study presents a timely and relevant investigation into the critical factors influencing English speaking ability among EFL learners, specifically targeting university students. The research clearly articulates its objective to analyze the impact of self-confidence, learning environment, and frequency of practice. The methodological approach, utilizing a validated questionnaire and multiple linear regression, appears sound, and the reported adherence to residual assumption tests enhances confidence in the statistical rigor. The finding that all three independent variables significantly impact speaking ability, coupled with the impressive R-squared value of 94.15%, suggests a robust model with strong explanatory power within the studied context, providing valuable insights for English language educators and curriculum developers. While the study offers significant contributions, a few points warrant further elaboration. The sample size of 40 students, though potentially sufficient, is on the lower end for multiple linear regression with three predictors and may limit the generalizability of such a high R-squared value to broader populations. Furthermore, while the abstract ranks the factors by contribution (frequency of practice, then learning environment, then self-confidence), providing specific statistical magnitudes (e.g., standardized beta coefficients and exact p-values) for each predictor would enrich the understanding of their practical significance beyond merely stating "significant impacts." A discussion on how such an exceptionally high R-squared aligns with typical findings in social science research, perhaps by acknowledging the specific nature of the sample (English Education students), would also add depth. In conclusion, this research provides a commendable effort to quantitatively assess key determinants of English speaking ability. Its findings strongly underscore the importance of consistent practice and a conducive learning environment, offering clear implications for pedagogical strategies aimed at improving oral proficiency. Future research could build upon these findings by employing larger and more diverse samples, potentially incorporating longitudinal designs or qualitative approaches to explore the nuances of these relationships. Overall, this study makes a valuable contribution to the field of English Language Teaching and merits consideration for publication, with minor refinements to enhance the interpretability and generalizability of its findings.

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