CONTRIBUTIONS OF ANXIETY AND SELF-EFFICACY TO THE EFL STUDENTS’ SPEAKING SK

This study aimed to examine the contribution of anxiety and self-efficacy to the students’ English monologue speaking skill. More specifically, it examined the contribution of anxiety to the students’ English monologue speaking skill, self-efficacy to the students’ English monologue speaking skill, and anxiety and self-efficacy to the students’ English monologue speaking skill. In addition to answering the research questions, multiple regression research design was employed. The population was 263 eleventh graders majoring in science at a state Islamic senior high school in Medan, and 53 of them were selected as the subject of this study by using simple random sampling technique. The instruments for collecting the data were Foreign Language Classroom Anxiety (FLCA) questionnaire, speaking self-efficacy questionnaire, and speaking scoring rubric. First, it turned out that there was a negative contribution of anxiety (r = -.390) to the students’ English monologue speaking skill. Second, there was a positive contribution of self-efficacy (r = .291) to the students’ English monologue speaking skill. Third, there was a positive contribution of anxiety and self-efficacy (R2=.51) to the students’ English monologue speaking skill. This implied that the more anxious the students, the worse their speaking would be, and the more efficacious the students, the better their speaking would be. It was suggested that English teachers should motivate their students, provide them with a warm learning environment in the class, and model good English in the class to them.