Yusup, Yusup (2026) THE ROLE OF THE LEARNING ENVIRONMENT IN BUILDING STUDENT CONFIDENCE OF SPEAKING SKILLS AT SMP MA'ARIF 1 PONOROGO. Undergraduate (S1) thesis, UIN Kiai Ageng Muhammad Besari.
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Abstract
Yusup. 2026. The Role of the Learning Environment in Building Students' Self-Confidence in Speaking Skills at Ma'arif 1 Ponorogo Junior High School Thesis. 2026. Department of English Studies, Faculty of Tarbiyah and Teacher Training, State Islamic University, Kiai Ageng Muhammad Besari, Ponorogo. Supervisor,. Dr. Aries fitriani, M.Pd.
Keywords: Learning environment, confidence, speaking skills.
Speaking skills are the core of communicative competence in English learning, which is crucial in the global era. However, at the junior high school level, many students face significant affective barriers such as anxiety, fear of making mistakes, and embarrassment, which lead to low communication confidence. This phenomenon indicates a significant gap between students' cognitive abilities and their psychological readiness to interact spontaneously. In this context, the learning environment—which encompasses physical, instructional, and socio-emotional dimensions—plays a vital role as an ecology that determines students' level of psychological safety and courage to take risks in practicing English speaking.
This study specifically aims to investigate and answer several main problem formulations, namely: (1) Why do junior high school students experience anxiety and lack of confidence when practicing English speaking skills? (2) How do elements of the classroom learning environment (teacher support, peer interaction, and classroom atmosphere) interact with each other and influence students' confidence in speaking English? (3) What specific elements in the learning environment are the most dominant factors that encourage or hinder students in practicing their speaking skills?
To answer these questions, this study employed a qualitative method with a descriptive case study design, conducted at SMP Ma'arif 1 Ponorogo. The researcher acted as the primary instrument in field data collection. Primary and secondary data were collected in-depth through direct classroom observation techniques, in-depth interviews (semi-structured interviews) with various key informants such as English teachers and students, and supported by documentation analysis related to school profiles and documents. The data obtained were then analyzed qualitatively to describe the phenomenon of psychosocial support in the classroom environment holistically.
The conclusion of this study indicates that students' confidence in speaking English is not solely internal, but is strongly mediated by the quality of the classroom learning environment. Teacher support through constructive feedback and error normalization has been shown to be effective in creating a "safe zone" for students. Furthermore, positive interactions between peers in collaborative activities can reduce individual stress and provide social validation that increases speaking confidence. Conversely, overly formal and teacher-centered learning methods have been identified as major obstacles to the development of student confidence. Therefore, the synergy between physical comfort, social warmth, and psychological safety in the classroom is an absolute prerequisite for the success of students' sustained speaking practice.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Aries Fitriani |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Tadris Bahasa Inggris |
| Depositing User: | Perpustakaan Pusat |
| Date Deposited: | 11 Jun 2026 06:35 |
| Last Modified: | 11 Jun 2026 06:35 |
| URI: | http://etheses.uinponorogo.ac.id/id/eprint/39215 |
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