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and Literature) 

Vol. 2 No. 2, 2021 
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 
 

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THE CORRELATION BETWEEN STUDENTS’ SELF 
CONFIDENCE AND THEIR SPEAKING SKILL AT 

THE TWELFTH GRADE OF SMA N 2 BUKITTINGGI 

Riva Silvia Sari; Merry Prima Dewi 

Institut Agama Islam Negeri Bukittinggi 

rivasilviasari01@gmail.com 

Abstract 
The design of this research was correlational research. This research 
aimed to find out the correlation between students‟ self-confidence and 
speaking skills at the twelfth grade of SMA N 2 Bukittinggi. The 
background of this research was there were several problems related to 
students‟ self-confidence, and those problems were contrary to the 
theory. The population of this research was all of the twelfth-grade 
students of SMA N 2 Bukittinggi in the academic years of 2020/2021, 
which consists of 8 classes. The sample was 28 students taken by simple 
random sampling technique. The research results showed that there is a 
correlation between students‟ self-confidence and their speaking skill. 
The researcher found that the coefficient of correlation between 
students‟ self-confidence and their speaking skill was 0,286. There was a 
positive correlation and significance. It means that Ho is accepted. Thus, 
there is a positive correlation between students‟ self-confidence and 
speaking skills at the twelfth grade of SMA N 2 Bukittinggi. 

Keywords: Correlation, Self Confidence, Speaking Skills 

INTRODUCTION 
There are four language skills that have to be mastered if we want to 

learn English; they are listening, speaking, reading, and writing. One of the 
main skills in English is speaking. Speaking is a productive auditory or oral 
skill. It consists of producing systematic oral utterances to transfer meaning 
(Nunan, 2004, p.48). It means that speaking is verbal communication that 
used mouth to speak and ear to listen to convey information or meaning. 
Furthermore, speaking is two or more people communicate with each other 
about something that they think interesting to talk and relate to the situation 
(Luoma, 2004, p.20). Speaking can happen if there are two or more people 
talk to each other. They talk about something that they need to talk 
appropriately with the condition. Otherwise, speaking is people who know a 
language as a speaker of a language, and speaking involved all people who 
know a language not only foreign language but also learners who have 
interested to learn English speaking (Ur, 1991, p.120). 

mailto:rivasilviasari01@gmail.com


ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 2 No. 2, 2021 
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 
 

57 
 

Based on the researcher‟s preliminary research by conducting 
observation at the eleventh grade of SMAN 2 Bukittinggi on February      
2020 through observation, the researcher found some problems in the 
speaking. Some of the students chose to be silent while learning speaking. 
Some of the students chose to be silent while learning speaking. 
Unfortunately, among all students, only a few students can answer 
questions given by the teacher. Besides, the researcher found few students 
fell asleep, the students who speak with their friends, and the students who 
do other activities. Conversely, there were some students observed and 
followed the lesson, answered the teachers‟ question, and speak English. 

Furthermore, the researcher interviewed an English teacher on 
February      2020. Based on that interview, the teacher said that some 
students chose to be silent when the teacher asked them to speak English. 
Otherwise, the teacher mentioned that the students‟ interest in English was 
less. On the contrary, there were some students capable to speak English 
even though it was not perfect. In addition, the researher also interviewed 
some students on February      2020. Some students mentioned that they 
had lack self-confidence. Lack of students‟ self-confidence was caused by 
several factors. The factors were; the students felt anxious or nervous to 
speak English because they had difficulties thinking about English 
vocabulary, they didn‟t know how to pronounce a word or a vocabulary in 
English because they think that vocabulary in English is difficult to 
pronounce, they had difficulties deciding any tenses in English, the students 
felt shy to speak English. Briefly, there were some students lack self-
confidence and the students had self-confidence in speaking.   

As mention previously, there is another aspect to speak, the 
important one is what people thinking and feeling. This involves; our inner 
voice, our level of self-confidence, our attitude, values, perceptions, and 
prejudices (Rowson, 2005, p.15-16). The psychological aspects can influence 
the students to speak English. One of the aspects is level of self-confidence. 
self-confidence is a belief that someone who can do a task is based on 
whether or not they have been able to present in the past. Someone who has 
self-confidence belief that they will be able to recover, leave negative things, 
and move to positive experiences (McPheat, 2010, p.14). Self-confidence can 
influence someone whether they have negative thinking about their own-self 
or they think positively to themselves. Moreover, they can leave negative 
things that make them lack confidence mainly speaking. They are able to 
move to positive experiences. Additionally, self-confidence is one skill that 
has precious to obtain and not to be underestimated (Murray, 2006,p.53). 

In speaking, students should have self-confidence mainly to speak 
English. self-confidence significantly influences the learner‟s readiness to 
communicate in a foreign language (Intrye, 2004, p.199). Self-confidence 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 2 No. 2, 2021 
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influenced the students when they want to communicate in English. many 
people are nervous about speaking up in group discussions. They are afraid 
about what they say looking bad or others will judge them stupid. People 
should improve their public speaking skills. Then, they will feel more 
confident and they can easily speak in sharing opinions and ideas in front of 
other people (McPheat, 2010, p.36-37). Many people are nervous about 
speaking up in group discussions. They are afraid about what they say 
looking bad or others will judge them stupid. People should improve their 
public speaking skills. Then, they will feel more confident and they can 
easily speak in sharing opinions and ideas in front of other people. 

METHOD 
This research is a correlational research. correlational research 

involves measuring the relationship between two or more variables. 
Correlational research often measures many different variables (Lodico et al, 
2010, p.273). The researcher used quantitative research to measure it because 
the researcher wanted to know the degree of relationship between the two 
variables. To collect the data, the researcher used a personality test and 
retelling a story or news event. Otherwise, to analyze the data, the 
researcher used two variables for finding the correlation between students‟ 
self-confidence and speaking skills. The population of this research was all 
of the twelfth grade students in SMA N 2 Bukittinggi, which consists of eight 
classes. 

FINDINGS AND DISCUSSION 
 In finding, the researcher shows about the correlation finding and the 
interpretation of the data that are collected through students‟ self-confidence 
and speaking skill. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 



ELTALL (English language teaching, applied linguistics 

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Description of the Data 

Table 1.1 
Data Distribution 

Statistics 

 SELF 
CONFIDENCE 

SPEAKING 
SKILL 

N 

Valid 28 28 

Missin
g 

0 0 

Mean 34.71 19.53 

Median 34.21 19.94 

Mode 22 21 

Std. Deviation 10.026 3.478 

Minimum 22 13 

Maximum 55 27 

Sum 972 547 

 
a. The Description Data of Students‟ Self-confidence 

 In collecting the data for variable X, the researcher used the 
personality test that consisted of 25 questions or statements. It has three 
different options and different interpretations depend on the student‟s 
total points. In this test, the researcher gave 2 points for every „b‟ 
answer, 1 point for every „c‟, and 0 points for every „a‟. The theoretical 
data can be showed that mean; 34,71, median; 34,21, mode; 22, standard 
deviation; 10,02, minimum score; 22, maximum score; 55, and sum; 972. 

b. The Description Data of Students‟ Speaking Skill 
 In collecting the data for variable Y, the researcher used the speaking 

test; retelling a story about the needle tree. Besides, scored interview was 
used as the scoring of speaking tests. The scoring of the speaking test 
included components: pronunciation, grammar, vocabulary, fluency, 
and comprehension. The theoretical data showed that mean; 19,53, 
median; 19,94, mode; 21, standard deviation; 3,47, minimum score; 13, 
maximum score; 27, and sum; 547. 



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c. The Analysis of the Data 
In this research, the data collected by using personality tests and 

speaking tests. The researcher was used statistical calculation to analyze 
the data which have been gotten. The researcher used the formula by 
using the Pearson Product Moment Correlation to find out the 
correlation. 

 
Table 1.2 

Correlations 

 SELF 
CONFIDENCE 

SPEAKING 
SKILL 

SELF 
CONFIDENCE 

Pearson 
Correlation 

1 .286 

Sig. (2-tailed)  .140 

N 28 28 

SPEAKING 
SKILL 

Pearson 
Correlation 

.286 1 

Sig. (2-tailed) .140  

N 28 28 

 
 The table above showed the correlation coefficient r=0,286. It means 

that there was a positive relationship between self-confidence and speaking 
skills. Based on the interpretation of the Pearson Product Moment 
Correlation Coefficient between 0,20-0,40. Thus, there was a low correlation 
between two variables. To know the magnitude of the correlation between 
self-confidence and speaking skill, the researcher consults with the 
interpretation table below: 

Table 1.3 
Magnitude of Correlation 

Coefficient Magnitude of Correlation 

0,80- 1,00 Very High 

0,60- 0,80 High 

0,40- 0,60 Sufficient 

0,20- 0,40 Low 

0- 0,20 Very Low 

 



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Shortly, the correlation coefficient shows that the correlation between 
self-confidence and speaking skill was 0,286. This interpretation answers the 
third question in this research. Based on the interpretation table above, 0,286 
“has a low” correlation because it was between 0,20-0,40. In conclusion, the 
magnitude of the correlation between self-confidence and speaking skill was 
low.   
Testing Hypothesis 

There were two hypotheses; Ha: there is a correlation between 
students‟ self-confidence and their speaking skill. The second hypothesis is 
Ho: there is no correlation between students‟ self-confidence and speaking 
skills. To consult with the r-table, the researcher has to determine the 
degrees of freedom (df) and the significant alpha value (ɒ). The degrees of 
freedom in this research is N-2 = 28-2 = 26. After that, the researcher uses a 
significant alpha value (ɒ) = 0, 05. To determine whether the researcher will 
accept or reject the hypothesis, the researcher uses the formulation below: 

If    >    , so Ha is accepted and Ho is rejected 

   If    <    , so Ha is rejected and Ho is accepted 

 The researcher consults to r-table with significant alpha value (ɒ) = 0, 
05 and df= 26. Based on the r-table, it is obtained 0,3739, and the researcher 
has     = 0,286. It means that     score is smaller rather than r-table score. 

If    <    , so Ha is rejected and Ho is accepted 

0,286< 0,3739, so Ha is rejected and Ho is accepted 
Shortly, Ho is accepted and Ha which states that there is a significant 

correlation between students‟ self-confidence and speaking skill is rejected. 
CONCLUSION 

In this research, it correlates the students‟ self-confidence score and 
their speaking skill score. Based on the research question about the 
correlation between students‟ self-confidence and their speaking skill, it can 
be concluded: 
1. The Ha or alternative hypothesis of this research is rejected. It can be said 

that there is a correlation between students‟ self-confidence and their 
speaking skill. The result is obtained after the researcher consulted     

score to r-table.     score that has been gotten by the researcher is 0,286 

whereas r-table score on alpha 0,05 is 0,3739. It means that     score is 

smaller than r-table score. As a result, Ha is rejected and Ho is accepted. 
2. The results of this research have a positive direction between students‟ 

self-confidence and their speaking skill. It can be proven by the result 
which has been gotten by the researcher as much +0,286. It shows that 
between students‟ self-confidence and their speaking skill is in a positive 
line direction. Shortly, if the students have high self-confidence, they have 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 2 No. 2, 2021 
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 
 

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high skill in speaking. Conversely, if the students have low self-
confidence, they have low skill in speaking. 

3. The magnitude of the correlation between students‟ self-confidence and 
their speaking skill is low. It can be proven by the coefficient of 
correlation is on category 0,20-0,40. It means that there is a low correlation 
between students‟ self-confidence and their speaking skill at the twelfth 
grade of SMA N 2 Bukittinggi. 

 

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Luoma, Sari. (2004). Assessing Speaking. New York: Cambridge University 
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Mcpheat, Sean. (2010). Personal Confidence & Motivation. MTD Training: MTD 
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Murray, Dinah. (2006). Coming Out Asperger: Diagnosis, Disclosure, and Self-
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Nunan, David. (2004). Practical English Language Teaching. New York: 
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Part Hyesook & Adam R.Lee. (2004). L2 Learner’s Anxiety, Self Confidence, and 
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Ur, Penny. (1991). A Course in Language Teaching. New York: Cambridge 
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