Learning Method, Self-Confidence, Speaking Skills, Factorial
Design.
This study investigates the effects of learning methods and self confidence
towardss English-speaking skills. Using a 2x2 factorial experimental
design, a sample of 87 students was selected from SMPIT Thariq Bin Ziyad
and SMPIT Insan Kamil. The experimental class received the Integrated
Method (Direct Method and Total Physical Response/TPR), while the
control class followed the Conventional Method. Data were collected
through speaking tests and self-confidence questionnaires, then analyzed
using Two-Way ANOVA. The results reveal that: (1) there is a significant
main effect of learning methods on speaking skills, where the experimental
class significantly outperformed the control class (F = 41.707, p = .000), (2)
there is a significant main effect of self-confidence on speaking skills,
confirming that students' psychological confidence levels are a primary
driver of performance (F = 45.223, p = .000) and (3) there is a significant
interaction effect between learning methods and self confidence on speaking
skills (F = 6.945, p = .010). These findings demonstrate that the Integrated
Method of Direct Method and TPR is not only superior to conventional
teaching but also acts as an inclusive pedagogical tool that effectively
bridges the performance gap between students with different levels of self
confidence.
Keywords: Direct Method, Total Physical Response (TPR), Speaking
Skills, Self-Confidence.