Self-Efficacy In English Speaking Proficiency (A Study At PBI UIN Ar-Raniry)

This study investigates students’ self-efficacy in English speaking proficiency at the English Education Department (PBI) of UIN Ar-Raniry, Banda Aceh. The research aims to determine the level of students’ self-efficacy, identify the psychological and contextual challenges faced by students with low self-efficacy, and examine the strategies they employ to enhance their speaking confidence. A quantitative research design was applied using a Likert-scale questionnaire distributed to 50 undergraduate students. The data were analysed using descriptive statistics and reliability testing through Cronbach’s Alpha. The findings indicate that students generally demonstrate a moderate to relatively high level of self- efficacy in English speaking. However, this perceived confidence does not consistently translate into active speaking performance. Significant psychological challenges, including anxiety, fear of making mistakes, and lack of confidence, continue to inhibit students’ participation. In addition, contextual factors such as limited speaking opportunities and less supportive learning environments further restrict students’ speaking development. Although students employ various strategies, such as peer practice, self-study, and digital learning, these strategies are applied inconsistently and lack systematic implementation. The study concludes that self-efficacy alone is insufficient to ensure improvement in speaking proficiency. Effective development requires the integration of psychological readiness, supportive learning environments, and consistent strategy use. Therefore, it is recommended that students adopt disciplined speaking practices, lecturers foster a supportive classroom atmosphere, and future research explore intervention-based approaches to strengthen self-efficacy and speaking performance.