The Level of Students’ Self-Confidence in Speaking English at SMA Negeri 1 Pinrang

Abstract

Self-confidence is widely recognized as one of the strongest affective predictors of success in foreign language learning, especially in speaking performance. This study aims to identify the level of students’ self-confidence in speaking English at SMA Negeri 1 Pinrang, South Sulawesi, Indonesia, and to analyze the factors influencing it. Employing a quantitative descriptive design, data were collected from 30 second-grade students using a Speaking Confidence Scale adapted from the Foreign Language Self-Confidence Framework (Clément, 1980; Yashima, 2002).

Findings show that most students exhibited moderate to high levels of speaking confidence (M = 80.3, SD = 7.5). Students reported higher confidence in prepared speaking tasks than in spontaneous ones. The main factors enhancing their confidence were teacher encouragement, peer support, and familiarity with vocabulary and topics. Conversely, low linguistic proficiency and fear of error correction occasionally lowered self-assurance. The study concludes that enhancing students’ confidence requires consistent positive reinforcement, communicative teaching strategies, and safe learning environments