EXPLORING STUDENTS' SELF-CONFIDENCE IN SPEAKING ENGLISH DURING PROJECT-BASED ACTIVITIES

WALUYO, WALUYO (2026) EXPLORING STUDENTS' SELF-CONFIDENCE IN SPEAKING ENGLISH DURING PROJECT-BASED ACTIVITIES. Diploma thesis, IKIP PGRI BOJONEGORO.

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Abstract

Waluyo. 2026. Exploring Students' Self-Confidence in Speaking English During Project-Based Activities. Skripsi. English Education Department, Faculty of Language and Arts Education, IKIP PGRI Bojonegoro. Advisors: Fitri Nurdianingsih, M.Pd. and Dr. Ima Isnaini Taufiqur Rohmah, M.Pd. Keywords: Self-confidence,Speaking English, Project-Based Learning, Project-Based Activities. Self-confidence is one of the essential affective factors influencing students' willingness to speak English. Many English as a Foreign Language (EFL) students hesitate to communicate because they experience anxiety, fear of making mistakes, limited vocabulary, and insufficient grammatical knowledge. Project-Based Learning (PBL) is considered an instructional approach that provides authentic opportunities for students to communicate, collaborate, and develop confidence through meaningful learning experiences. Therefore, this study aimed (1) to explore students' self-confidence in speaking English during Project-Based Activities and (2) to identify the factors within Project-Based Activities that influence students' self-confidence in speaking English. This study employed a qualitative descriptive research design. The research was conducted at SMP Negeri 2 Kalitidu, Bojonegoro, involving 32 students who participated in a Chain Poetry project as the Project-Based Learning activity. The data were collected through classroom observations, semi-structured interviews, documentation, and data triangulation. The collected data were analyzed using data reduction, data display, and conclusion drawing to identify patterns related to students' confidence and the factors influencing it. The findings revealed that students initially demonstrated different levels of self-confidence in speaking English. Many students experienced hesitation, anxiety, limited vocabulary, and fear of making mistakes during the early stages of the project. However, their confidence gradually improved through collaborative discussions, repeated rehearsal sessions, peer interaction, teacher feedback, and classroom presentations. By the end of the project, most students demonstrated moderate to high levels of self-confidence and became more willing to communicate in English. The study also identified two categories of factors influencing students' confidence. Internal factors included anxiety, vocabulary mastery, grammar knowledge, and learning motivation, while external factors consisted of teacher feedback, peer support, collaboration, classroom presentations, and a positive classroom atmosphere. These internal and external factors interacted continuously throughout the learning process and significantly contributed to students' confidence development. In conclusion, Project-Based Learning through the Chain Poetry project effectively enhanced students' self-confidence in speaking English by providing authentic, collaborative, and student-centered learning experiences. The findings suggest that Project-Based Learning is an effective x instructional approach for promoting students' confidence, communication skills, and active participation in English language learning, particularly in junior high school EFL classrooms.

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