The Correlation between Students' Speaking Anxiety, Peer Support, and Speaking Performance at a Senior High School in Kediri

Afikhoh, Nur (2026) The Correlation between Students' Speaking Anxiety, Peer Support, and Speaking Performance at a Senior High School in Kediri. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

Speaking is an important skill in learning English because it enables students to express ideas, opinions, and information effectively. However, many students experience difficulties in speaking English due to various psychological and social factors. Among these factors, speaking anxiety and peer support are considered to be potentially related to students' speaking performance. Therefore, this study aimed to investigate the correlations between students' speaking anxiety and speaking performance; between peer support and speaking performance; and between speaking anxiety, peer support, and speaking performance among eleventh-grade students at SMAN 4 Kediri in the 2025/2026 academic year. This study employed a quantitative correlational research design. The population comprised 362 eleventh-grade students at SMAN 4 Kediri. Using cluster sampling, two eleventh-grade classes, totaling 65 students, were selected as the research sample. The instruments included a speaking anxiety questionnaire adapted from Horwitz et al.'s (1986) Foreign Language Classroom Anxiety Scale (FLCAS), a peer support questionnaire adapted from Sarafino (1998), and a speaking performance test assessed by two raters. The data were analyzed using Pearson Product-Moment Correlation and Multiple Linear Regression Analysis with SPSS version 25. The findings revealed a weak negative and non-significant correlation between speaking anxiety and speaking performance (r = -0.176, p = 0.160 > 0.05). Likewise, a weak positive and non-significant correlation was found between peer support and speaking performance (r = 0.208, p = 0.096 > 0.05). Furthermore, the multiple linear regression analysis indicated that speaking anxiety and peer support did not simultaneously have a significant relationship with speaking performance (F = 1.805, p = 0.173 > 0.05). The coefficient of determination (R² = 0.055) showed that the two independent variables explained 5.5% of the variance in students' speaking performance. In conclusion, speaking anxiety and peer support were not significantly correlated with students' speaking performance, either individually or simultaneously. These findings suggest that English teachers should employ comprehensive teaching strategies and provide ample opportunities for students to practice speaking through meaningful classroom activities.

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