A Survey of Affective Skills Used in English Interactions Among the Eighth-Grade Students at SMP Islam Al Azhaar Tulungagung

Umniyati Ris’ah; Dwi Astuti Wahyu Nurhayati; Arina Shofiya

doi:10.70062/incoils.v5i1.398

Authors

Umniyati Ris’ah UIN Sayyid Ali Rahmatullah Tulungagung
Dwi Astuti Wahyu Nurhayati UIN Sayyid Ali Rahmatullah Tulungagung
Arina Shofiya UIN Sayyid Ali Rahmatullah Tulungagung

DOI:

https://doi.org/10.70062/incoils.v5i1.398

Keywords:

AFFECTIVE SKILLS, ENGLISH INTERACTION

Abstract

This study aims to investigate the use of affective skills self-confidence, motivation, and introverted personality traits in English interactions among the eighth-grade students at SMP Islam Al Azhaar Tulungagung. Employing a quantitative descriptive research design, the study involved 23 randomly selected students who completed close-ended questionnaires adapted from previous validated studies. The data were analyzed using descriptive statistical techniques to determine the percentage distribution of responses related to affective skills in English-speaking activities. The results showed that students demonstrated strong motivation toward learning English, with 100% recognizing its importance and 95.7% enjoying the learning process. However, their self-confidence remained moderate, as 65.2% of students felt confident using English but only 26.1% felt relaxed when speaking in public. Meanwhile, introverted personality traits were found to limit participation, with 47.8% preferring to stay quiet and 65.2% feeling uncomfortable when classmates paid attention to them while speaking. These findings suggest that affective skills significantly influence students’ willingness and readiness to participate in English interaction. Therefore, teachers are encouraged to provide supportive and low-anxiety classroom environments to help students develop stronger affective skills and engage more confidently in English communication.

Author Biographies

Umniyati Ris’ah, UIN Sayyid Ali Rahmatullah Tulungagung

This study aims to investigate the use of affective skills self-confidence, motivation, and introverted personality traits in English interactions among the eighth-grade students at SMP Islam Al Azhaar Tulungagung. Employing a quantitative descriptive research design, the study involved 23 randomly selected students who completed close-ended questionnaires adapted from previous validated studies. The data were analyzed using descriptive statistical techniques to determine the percentage distribution of responses related to affective skills in English-speaking activities. The results showed that students demonstrated strong motivation toward learning English, with 100% recognizing its importance and 95.7% enjoying the learning process. However, their self-confidence remained moderate, as 65.2% of students felt confident using English but only 26.1% felt relaxed when speaking in public. Meanwhile, introverted personality traits were found to limit participation, with 47.8% preferring to stay quiet and 65.2% feeling uncomfortable when classmates paid attention to them while speaking. These findings suggest that affective skills significantly influence students’ willingness and readiness to participate in English interaction. Therefore, teachers are encouraged to provide supportive and low-anxiety classroom environments to help students develop stronger affective skills and engage more confidently in English communication.

Dwi Astuti Wahyu Nurhayati, UIN Sayyid Ali Rahmatullah Tulungagung

This study aims to investigate the use of affective skills self-confidence, motivation, and introverted personality traits in English interactions among the eighth-grade students at SMP Islam Al Azhaar Tulungagung. Employing a quantitative descriptive research design, the study involved 23 randomly selected students who completed close-ended questionnaires adapted from previous validated studies. The data were analyzed using descriptive statistical techniques to determine the percentage distribution of responses related to affective skills in English-speaking activities. The results showed that students demonstrated strong motivation toward learning English, with 100% recognizing its importance and 95.7% enjoying the learning process. However, their self-confidence remained moderate, as 65.2% of students felt confident using English but only 26.1% felt relaxed when speaking in public. Meanwhile, introverted personality traits were found to limit participation, with 47.8% preferring to stay quiet and 65.2% feeling uncomfortable when classmates paid attention to them while speaking. These findings suggest that affective skills significantly influence students’ willingness and readiness to participate in English interaction. Therefore, teachers are encouraged to provide supportive and low-anxiety classroom environments to help students develop stronger affective skills and engage more confidently in English communication.

Arina Shofiya, UIN Sayyid Ali Rahmatullah Tulungagung

This study aims to investigate the use of affective skills self-confidence, motivation, and introverted personality traits in English interactions among the eighth-grade students at SMP Islam Al Azhaar Tulungagung. Employing a quantitative descriptive research design, the study involved 23 randomly selected students who completed close-ended questionnaires adapted from previous validated studies. The data were analyzed using descriptive statistical techniques to determine the percentage distribution of responses related to affective skills in English-speaking activities. The results showed that students demonstrated strong motivation toward learning English, with 100% recognizing its importance and 95.7% enjoying the learning process. However, their self-confidence remained moderate, as 65.2% of students felt confident using English but only 26.1% felt relaxed when speaking in public. Meanwhile, introverted personality traits were found to limit participation, with 47.8% preferring to stay quiet and 65.2% feeling uncomfortable when classmates paid attention to them while speaking. These findings suggest that affective skills significantly influence students’ willingness and readiness to participate in English interaction. Therefore, teachers are encouraged to provide supportive and low-anxiety classroom environments to help students develop stronger affective skills and engage more confidently in English communication.

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