Correlation Between Students Self-Confidence Levels and Speaking Skills in Indonesian Language Group Discussions
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Abstract
This study aims to test the significance and strength of the correlation between students' self-confidence levels (as the independent variable, X) and their speaking skills in the context of Indonesian language group discussions (as the dependent variable, Y). This study used a quantitative approach with a correlational method. The subjects were all sixth-grade students of SDN 02 Bilah Barat, Labuhanbatu Regency, in the 2025-2026 academic year, totaling 35 students (saturated sample). Data were collected through a closed-scale instrument (questionnaire) for the Self-Confidence variable and an oral performance test (observation during group discussions) for the Speaking Skills variable. The data analysis technique used was the Pearson Product Moment correlation test, preceded by a prerequisite test for normality and linearity of the data. Descriptively, the results show that the majority of students (51%) are in the High Self-Confidence level category, followed by Speaking Skills, which are also in the High category. The results of the hypothesis test indicate that there is a significant and strong positive correlation between Students' Self-Confidence Levels and Speaking Skills. The correlation coefficient (rxy) obtained is 0.768, indicating a strong relationship. Furthermore, the t-value of 6.892 far exceeds the t-table (2.03452), so the working hypothesis (Ha) is accepted. The coefficient of determination (R2) shows that the contribution of Self-Confidence to Speaking Skills reaches 59.0%, while the remainder (41.0%) is influenced by other factors outside the study. The results of this study confirm that affective factors, especially self-confidence, are important predictors of oral communication skills. The practical implication is that Indonesian language teachers are advised to prioritize learning strategies that explicitly aim to build students' emotional safety and confidence in speaking (e.g., through simulations, role-playing, or mini-debates) to maximize students' 59.0% oral potential.
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