An Analysis on Students' Self-Confidence in Speaking English at Inspire English Course Kampung Inggris

Rahayu, Siti Sri (2026) An Analysis on Students' Self-Confidence in Speaking English at Inspire English Course Kampung Inggris. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

This study aims to analyze students’ self-confidence in speaking English at the intermediate level at Inspire English Course, Kampung Inggris, Pare, Kediri. In the era of globalization, English speaking ability has become an essential skill. However, many students still experience difficulties in oral communication despite having sufficient language knowledge. One of the main challenges is students’ lack of self-confidence in speaking English. This confidence is shaped by several interconnected aspects such as anxiety, motivation, learning environment, and self-regulated learning during speaking activities. While previous studies have often discussed these aspects separately, limited research has explored how these aspects interact in shaping students’ self-confidence in speaking English. Therefore, this study explores students’ speaking challenges and the strategies they use to develop their self-confidence. This study employed a descriptive qualitative approach with thematic analysis. The participants consisted of four intermediate-level students at Inspire English Course. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data analysis process included data familiarization, coding, theme identification, and theme refinement.The findings revealed that students’ self-confidence in speaking English developed gradually through the interaction of several interconnected aspects, namely anxiety, motivation, learning environment, and self-regulated learning during speaking activities. Anxiety was mainly observed during individual speaking performances, while students’ motivation tended to fluctuate depending on classroom situations. A supportive learning environment contributed to students’ comfort, particularly in pair and group activities. In addition, students applied various strategies to overcome speaking difficulties, including self-regulated learning strategies, social and environmental coping strategies, confidence-building strategies, and motivational strategies, with self-regulated learning strategies emerging as the most dominant. In conclusion, students’ self-confidence in speaking English developed gradually through continuous learning experiences, classroom interaction, and the active use of learning strategies to manage speaking challenges. These findings highlight the importance of both internal and external support in helping students develop confidence during speaking activities.

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