STUDENT’S SELF-PERCEIVED PRONUNCIATION, ANXIETY AND THEIR SPEAKING PERFORMANCE IN EFL CLASSROOM

Abstract

Febianti, Amalia. 2024. Student’s Self-Perceived Pronunciation, Anxiety, and Their Speaking Performance In EFL Classroom. Skripsi, English Education Dapartment Faculty of Teacher Training and Education Islamic University of Malang. Advisor I: Dr. Atik Umamah, S.Pd., M.Pd.; Advisor II: Dr. Durotun Nasihah, S.S., MA

 

Keywords : Anxiety, English For Young Learners Classroom, Pronunciation, Psychological factors, Language Anxiety, Speaking Performance

 

The purpose of this study is to find out how students perceive their English pronunciation skills, their level of anxiety when speaking English, and to what extent their self-perception of pronunciation skills and anxiety correlates with their speaking performance.The study used a quantitative method with a correlational design.

The participants in this study were students enrolled in an English Language Teaching Program at a university in Malang, Indonesia.Data were collected using a questionnaire measuring self-perception of pronunciation skills and anxiety levels, and a speaking performance test.

Surveys have shown that students generally evaluate their English pronunciation skills positively. However, most students feel strong anxiety when speaking English. Further analysis showed that there was a significant negative correlation between students' self-perception of their pronunciation ability, anxiety level, and  speaking performance.

The results highlight the importance of considering psychological aspects such as self-perception and anxiety when teaching English language skills. Pedagogical implications of this study include the importance of interventions focused on developing students' confidence in their pronunciation skills, as well as strategies to manage speaking anxiety. In this way, students can improve their confidence and speaking performance in English.