Hubungan Kecemasan Berbicara dengan Hasil Belajar Bahasa Inggris Siswa kelas III SD Muhammadiyah 05 Medan

Abstract

Speaking ability is an important aspect of English learning because it provides opportunities for students to actively use language in communication. However, some students experience speaking anxiety during the learning process, such as fear of making mistakes, lack of self-confidence, and concerns about negative evaluation from others. These conditions may affect students’ participation in learning activities and potentially influence their English learning outcomes. This study aims to determine the relationship between speaking anxiety and English learning outcomes among third-grade students at SD Muhammadiyah 05 Medan. This research employed a quantitative approach with a correlational research design. The sample consisted of 18 students selected through total sampling technique. Data on speaking anxiety were collected using a Likert-scale questionnaire, while English learning outcomes were obtained from students’ academic records. Data analysis was conducted using descriptive statistics and Pearson Product Moment correlation analysis after fulfilling the prerequisite tests. The results indicate that speaking anxiety is associated with students’ English learning outcomes. This finding suggests that psychological factors, particularly anxiety when using English orally, should receive attention in the learning process. Therefore, teachers need to create a supportive, communicative, and safe learning environment to encourage students’ confidence in using English. This study highlights that improving English learning outcomes is not only influenced by cognitive aspects but also by students’ affective conditions.