SUNDARI, Sri Indah (2025) The Influential Factors in the Enhancement of Students' Speaking Ability in Situational Speaking Class A (A Regression Analysis on Students' Speaking Ability in English Education Study Program, Jenderal Soedirman University in the Academic Year 2024/2025). Skripsi thesis, Universitas Jenderal Soedirman.

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Abstract

This research is quantitative research that aims to examine the relationship between factors that can enhance students' speaking ability in Situational Speaking Class A, English Education, Jenderal Soedirman University in the academic year 2024/2025. To determine the sample, the researcher used a random sampling technique to determine the class and purposive sampling to determine the students. This research focused on the influence of linguistic factors (grammar and vocabulary), as well as affective factors (self-confidence and students' motivation) based on the theory of Al-Hosni (2014) and Krashen 1982, (as cited in Leong & Ahmadi, 2017). This research used a quantitative approach with a correlational research design. In collecting data, the researcher used questionnaires, documents in the form of students’ scores, and interviews. This research used interferential statistics, descriptive statistics, and regression analysis as the numerical data, as well as thematic analysis as the non-numerical data to analyze the data. The findings of this research show that the factors of grammar mastery, vocabulary mastery, self-confidence, and students' motivation have a positive correlation with students' speaking ability with sig. F change (0.005) less than 0.05 and R-value (0.766), indicating that the independent variables have a strong correlation with students' speaking ability as the dependent variable. The other findings from the regression analysis showed that self-confidence has the highest regression coefficient value (0.500), indicating that increasing students’ self-confidence has the highest influence on improving students’ speaking ability compared to the other factors. Vocabulary mastery has a significant positive influence with a regression coefficient value (0.483), indicating the important contribution of vocabulary to speaking fluency and effectiveness. In contrast, student motivation has a negative influence with a regression coefficient value (-0.476), especially over extrinsic motivation which can create pressure and inhibit students’ speaking ability. Last, grammar mastery showed a significant negative influence with a regression coefficient (-0.642), indicating too much focus on grammar rules can inhibit students' fluency in speaking. Based on the results of the thematic analysis, factors influencing speaking ability include linguistic factors and affective factors. Linguistic factors include vocabulary and grammar. Affective factors include self-confidence and motivation. In addition to these two factors, there are also learning challenges, such as lack of attention to grammar, grammar as a barrier, and different levels of confidence. These challenges are not factors that directly improve speaking, but rather obstacles that need to be overcome in order for students to improve their speaking.

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