Learners’ Anxiety, Self-Efficacy, and Personality as Predictors of Learners' Speaking Performance

Diterima: 27-07-2020 Disetujui: 18-01-2021 Abstract: This study is intended to find out the effective contributions of learners’ anxiety, self-efficacy, and personality to learners’ speaking performance. The result shows that anxiety gives 18.9% contribution, self-efficacy 32.5%, and personality 10.2% to speaking performance. In conclusion, self-efficacy gives the biggest contribution to the speaking performance of second semester’s learners in English university level.


METHOD
Multiple regression analysis is used to discover the relationship between learners' anxiety, self-efficacy, and personality and their speaking performance (Creswell, 2009). The accessible population was the second-semester students of the English Language Education Program in Universitas Brawijaya Malang in the academic year 2020 since the Speaking course was only learned by the second-semester students. Thus, the sample of this study was the second-semester students of the English Education Study Program in Universitas Brawijaya Malang. The second-semester students were having a Speaking course as their basic course skill, namely Fundamental Speaking. There were five parallel classes on the second semester of English Language Education Study Program in the academic year 2019. In this study, the researcher involved four parallel classes as the sample and one class as a preliminary study. B class had 25 learners, C class had 26 learners, D class had 29 learners and E class had 18 learners. Therefore, the total number of the sample in this study was 98 participants.
Two instruments used in this study were questionnaires and a speaking test. The questionnaires were administered to get the data of learners' anxiety, self-efficacy, and personality. Meanwhile, the speaking test was done to assess learners' speaking performance. To know the learners' anxiety, the researcher adapted the FLCA Questionnaire by Horwitz (1986). There were 20 items in the Anxiety questionnaire. The second instrument was about Self-efficacy Questionnaire by Bandura (1994) obtained to measure learners' self-efficacy in speaking. There were 22 items in the Self-Efficacy questionnaire. The third one was Personality Questionnaire to find information about introverted and extroverted personalities. It was adapted from Jungs' theory and rewritten by Sharp (1987). There were 15 items of introverted and 15 items of extroverted personalities. The last instrument speaking test was employed to measure learners' speaking performance. In this study, the test was in the form of a monologue test. It contains a test direction that explains a situation placed in a speaking worksheet. They had to speak for around two minutes. The speaking test was designed to measure the learners' performance in speaking. The topic is also related to the learners' material in the course, which was about description. The speaking performance was scored based on the content, delivery, fluency, language use, and pronunciation (Weir, 2005). After the assumption testing proved qualified, then the analysis was continued to test the hypothesis. Then, after it was found that there was a significant contribution between anxiety, self-efficacy, and personality in combination with the speaking performance, the analysis was continued to see which predictor variable gave the biggest contribution to the speaking performance.

RESULT
First, the result of the multiple correlation of predictor variables; anxiety, self-efficacy, and personality and criterion variable; speaking performance shows that the coefficient correlation (R) is .785 with the significance level of .199 (.05). It indicates that there is a strong and significant correlation of learners' anxiety, self-efficacy, and personality called affective factors in combination with learners' speaking performance. See table 1 about the correlation between affective factors (anxiety, selfefficacy, and personality) and speaking performance. Moreover, the result of multiple regression analysis also confirms that the R-value is .785, as presented in table 2.  Additionally, Pearson correlation analysis shows that the cross-product of anxiety is -3919.592, the cross-product of selfefficacy is 5652.878, and the cross-product of personality is 3060.735. All the results of cross-products on Pearson correlation analysis are displayed in table 3. The analysis of regression value and the coefficient illustrates that the regression value is 5233.201, as clearly stated in table 4. Further, the coefficient of anxiety is found -.410, self-efficacy of .488, and personality of 283. The results of all coefficients of predictor variables are mentioned on table 5.
Rokhman, Latief, Suryati, Learners' Anxiety, Self-Efficacy… 105  Further, the result of the analysis using the Effective Contribution formula is presented in Table 6. In conclusion, the level of self-efficacy shows the highest contribution to speaking performance (32.5%). It is followed by anxiety (18.9%) and personality (10.2%).

DISCUSSION
The finding shows that the correlation among predictor variables; learners' anxiety, self-efficacy, and personality to the criterion variable; learners' speaking performance is significant with the coefficient correlation (R) of .785. The finding of correlations between each affective factor and the speaking performance also shows the same result. First, there is a strong negative correlation between anxiety and speaking performance with the coefficient correlation (R) of -.642 (α=.199). This finding is in line with some previous studies. Izumi (2017), followed by Susanto, Palupi, & Mustikawati (2017) found that there was a significant negative correlation between anxiety and learners' speaking performance which means that the higher the anxiety is, the lower the speaking performance gets.
This finding supports Horwitz (1986) who claims that anxiety has the opposite result with the learners' performance. The learners who have a high level of anxiety tend to have low performance. Anxiety becomes one of the affective factors that may hinder the process of successful second or foreign language learning (Brown, 2001).
The second finding shows that the correlation between self-efficacy and speaking performance (R) is .721 (α=.199) which indicates that there is a significant positive correlation. This finding is in line with the finding of Mastur (2016), Desmaliza & Septiani (2017), followed by Fatimah (2018) which discovered that there was a significant positive correlation between selfefficacy and their speaking performance. Bandura (1994) mentions that self-efficacy helps the learners create a positive and competitive atmosphere in classroom. If they have a strong belief in their capability capabilities, they will compete with each other. It makes self-efficacy one of essential factors contributing to learners' speaking performance. Therefore, self-efficacy and learners' achievements of performance are concluded to be the foundations that always reinforce the learners to be better in their learning process (Karadag, 2017).
The third finding shows that the correlation between personality and speaking performance (R) is .535 (α=.199), which indicates that there is a positive correlation between personality and speaking performance. This finding supports the result of previous studies by Lestari, Sada, & Suhartono (2015), Hanafiyeh & Afghari (2017) followed by Sinurat (2018), which investigated the correlation between personality and speaking performance, resulting in a positive relationship between those variables.
A similar notion about the relationship between personality and speaking performance is also in line with Brown (2001) that both extroverted and introverted personalities play as an essential factor in the process of second or foreign language learning since personality gives a significant contribution to the learners' speaking performance. In addition, the individual difference significantly influences the way the learners think and behave. It confirms that personality has a relationship with the learners' language learning outcomes (Dörnyei, 2005). The result of this study is in line with Horwitz (1986) who stated that learners' anxiety affects the learners in learning a language. It also influences their speaking performance or communication using English as their foreign language. Brown (2004) affirms that the affective domains that influence second or foreign language learning involve self-esteem, inhibition, risk-taking, empathy, motivation, willingness to communicate, self-efficacy, anxiety, and extroversion. Thus, it can be confirmed that anxiety, self-efficacy, and personality are the factors affecting the second or foreign language learning process.