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ALDI FIRMANSYAH, Reg. NO. 2130104002 entitled: “STUDENTS’ PERCEPTIONS OF THEIR SELF-EFFICACY IN SPEAKING FOR ACADEMIC PURPOSES SUBJECT”, English Teaching Department, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Mahmud Yunus Batusangkar. This study examines the perceptions of fifth-semester students of the English Language Education Department, UIN Mahmud Yunus Batusangkar (academic year 2024/2025) regarding their self-efficacy in the Speaking for Academic Purposes subject. The aim of this research is to comprehensively describe various student perceptions that shape this self-efficacy. The problem statement is rooted in the specific unrevealed insights into students' self-efficacy in this particular academic speaking context. Using a qualitative approach with a descriptive design, this study involved students as key informants selected through purposive sampling to ensure relevance and rich data collection. Data were primarily gathered through in-depth interviews, guided by a structured interview protocol. The research instrument was developed based on established theories of self-efficacy and components of perception, specifically focusing on Self-Perception, Environmental Perception, Learned Perception, Physical Perception, and Cultural/Social Perception. Interview recordings were meticulously transcribed verbatim, and the collected data were analyzed using thematic analysis, which involved systematic coding, categorization, and identification of recurring themes from the students' articulated perceptions. The results indicate that students' self-efficacy in Speaking for Academic Purposes is a complex construct influenced by multiple interconnected factors. Self-Perception highlights how a perceived lack of preparation or, conversely, strong belief in clear expression, directly impacts confidence. Environmental Perception emphasizes the crucial role of clear lecturer instructions, a supportive classroom atmosphere, and constructive feedback in fostering a sense of readiness. Furthermore, Learned Perception reveals that viewing speaking tasks as challenges enhances motivation, whereas past negative experiences can instill lingering doubts. Physical Perception underscores the impact of comfortable physical conditions on performance ease, while Cultural/Social Perception shows how external observations, formal assessments, and even the nervousness of peers can exert pressure and influence self-belief. Overall, these findings provide a nuanced understanding of the internal and external factors that collectively shape students' self-efficacy in the context of academic speaking. |
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