EXAMINING THE CORRELATION AMONG SELF-ESTEEM, VOCABULARY MASTERY, AND SPEAKING SKILLS IN LANGUAGE LEARNERS

Abstract

This study investigates the correlation between self-esteem, vocabulary mastery, and speaking skills among eighth-grade students at MTs Nurul Islam Pongangan. Employing a quantitative correlational research design, data were collected from 83 students across four classes (A, B, C, and D) through questionnaires and tests. The self-esteem questionnaire combined items from the Rosenberg Self-Esteem Scale and Coopersmith's Scale, while vocabulary and speaking skills were assessed via structured tests. Using Spearman's correlation analysis, the study reveals a positive correlation between self-esteem and vocabulary mastery (rho = 0.319, p < 0.01) and between self-esteem and speaking skills (rho = 0.356, p < 0.01). A more robust correlation was found between vocabulary mastery and speaking skills (rho = 0.512, p < 0.01), highlighting vocabulary as a significant contributor to speaking proficiency. These results underscore the interconnected nature of self-esteem, vocabulary knowledge, and speaking ability, suggesting that interventions focusing on boosting self-esteem and enhancing vocabulary can foster improvements in students' speaking skills. The findings advocate for a comprehensive language teaching approach that addresses both linguistic and affective factors to support students’ communicative competence