The Effect of Students' Attitudes and Affective Strategy on Students' Speaking Performance at Akademika Telkom Jakarta

dr. ervin azhar, m.pd; h. ujang suparman, ma, ph.d; dr. akhmad haqiqi ma'mum, m.pd;

The research was backgrounded by a phenomenon of many students experienced English speaking difficulties that reflected to their low score of final test at English speaking practice. The researcher identified some possible psychological factors causing such problem as formulated to find out (1) whether the positive effect of students‟ attitudes on students‟ speaking performance is significant, (2) whether the positive effect of affective strategy on students‟ speaking performance is significant, and (3) whether the positive shared effect of students‟ attitudes and affective strategy on students‟ speaking performance simultaneously is significant .
This research used survey method with quantitative approach, in which the result was explained in descriptive and inferential statistics. The independent variables were students‟ attitudes (X1) and affective strategy (X2), while students‟ speaking performance (Y) as the dependent one. This research involved 71 sophomores majoring in Telecommunication Engineering which were taken randomly. The data of students‟ attitudes and affective strategy was collected by questionnaires, while the data of students‟ speaking performance was obtained by conducting a speaking test with a guidance of speaking rubrics. The results showed that; (1) there is some positive effect of students‟ attitudes on students‟ speaking performance, (2) there is some positive effect of affective strategy on students‟ speaking performance, and (3) there is some shared positive effect of students‟ attitudes and affective strategy on students‟ speaking performance. Such hypothetical statements were supported by F-test value of 0.000, which is lower than 0.05. The t-test of multiple regressions analysis resulted that the positive effect of students‟ attitudes partially on students‟ speaking performance is significant. Yet, the t-test revealed that the positive effect of affective strategy partially on students‟ speaking performance is not significant since its sig. value of 0.140 is greater than α = 0.05. This research concluded that attitudes determine students‟ speaking performance. The contribution effect of affective strategy did not demonstrate its significance unless accompanied by good attitudes. In addition, the survey findings presented valuable information related to each variable of the research.