CHAPTER II: LITERATURE REVIEW
B. Related Studies
Related studies needed some formerly researches conducted by other researchers in which they were related to this research. The researcher could make a comparison of the result and concluded the learning strategies and level of self efficacy in students‟ speaking ability.
Several studies were relevant to this research, for the first Syafryadin (2020) the study was about Students‟ Strategies in Learning Speaking:
Experience of Two Indonesian Schools. This study was an effort to investigate strategies mostly used in learning speaking, which covered direct
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strategies and indirect strategies. To this end, 60 students from two different high schools in a city in Indonesia, in which 30 students for each school participated this study. In collecting the data, this study used close-ended questionnaires with Strategy Inventory Language Learner (SILL) consisting of 39 items, which were analyzed by using a scoring system. The results of the study showed that students of both schools generally used the same and different learning strategies. The same learning strategies used by the students of both schools were organizing and evaluating learning, referring to metacognitive or indirect strategies. Meanwhile, the different learning strategies used by the students of both schools occurred on five strategies at a medium level. From the six types of learning strategies, as indicated in this study, the most popular learning strategies which were used by students of both schools were organizing and evaluating learning.
The second, Wawa Puja Prabawa (2018) Exploring Speaking Strategies Employed by Indonesian EFL Tertiary Students. This study was a descriptive.
It was to describe the Indonesian EFL tertiary students‟ learning strategies in learning speaking English. the results were analyzed by using simple scaling percentage to see the strategy which was mostly used by all the students. The result of the study revealed that some speaking strategies are employed in terms of speaking English and improve speaking ability, namely cognitive, metacognitive and compensation strategy. In the type of speaking strategy that mostly employed by the students in terms of speaking English is compensation strategy, there were 14 students or about 93.33 % used compensation strategy as their speaking strategy when they speak English.
They mostly used synonym to explain the word in English. while cognitive strategy was indicated as the mostly speaking strategies employed by the Indonesian EFL tertiary students in improving their speaking ability. There were 13 students or about 86.67 % used cognitive strategy as their speaking strategy to improve their speaking ability. They mostly used watch films or TV programs in English because it can entertain them, it does not make boring, it makes enjoyment and fun so they are interested in learning English, especially in learning speaking.
The third, Jernih D sinurat (2021) it was about An Analysis of Students‟
Learning Strategies in Speaking. This study attempted to analyze the students‟ learning strategies in speaking. The goal of the study was to describe the types of speaking learning strategies, the dominant ones. It was presented a qualitative descriptive research. The sources of data were taken from students of Potensi Utama University which located at Jl.K.L.Yos Sudarso, Km. 6.5 No. 3A Tanjung Mulia Medan. There were 23 students as subject of this research. The data were collected by used questionnaire. The findings indicated that there were 6 learning strategies (memory strategy, cognitive strategy, compensation strategy, meta-cognitive strategy, affective strategy, social strategy) in speaking by the students. They were used;
3students (13%) in memory strategy; 13students, (57%) in cognitive strategy;
3students (13%) in compensation strategy; 1student (4%) in meta-cognitive strategy; 2students (9%) in affective strategy; 1student (4%) in social strategy. It was found that, cognitive strategy was dominantly applied. The finding shows that this study has significance implications in teaching and
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learning English especially in speaking for specific purposes. Finally, the finding shows that six learning strategies was finding in the students‟
speaking. It was proved that the students have fulfilled the standard in certain speaking learning strategies as stated by Oxford (1990).
The fourth, Hailah Saleh Al-Hamed (2019) English Learning Strategies and Their Relation to Self-Efficacy, Attitude and Language competence among Female Secondary School Students in Buraidah. This study aimed to explore the profile of Language Learning Strategies used among female secondary school students learning English as a foreign language in Buraidah and the relation between English language leaning strategies and self-efficacy, attitude and language proficiency. The participants were (1924) female students‟ secondary schools in Buraidah. The result indicated that the Participants use strategies at a moderate level (2.98), metacognitive strategies were the most frequently used among the six strategies followed by compensatory strategies, social strategies, memory strategies, cognitive strategies and affective strategies respectively. There is statistically significant positive correlation between total scores of strategies and total scores of English self-efficacy, attitude towards English, English language proficiency.
The fifth, Ahmad Wael (2018) Exploring Students’ Learning Strategies In Speaking Performance. The purpose of this study is to explore learning strategies used by students in speaking performance. To identify the types of learning strategies were adopted by the students of English department in learning to speak, the authors prepared journal logs with specific questions
related to learning strategies. The researchers used qualitative design in this research. The result of this research showed that students of the third semester of English department frequently used memory strategies in learning speaking. The second was metacognitive strategies followed by social strategy in the third rank. The fourth was affective strategies and compensation strategies in the fifth rank and followed by cognitive strategy in the sixth rank. Furthermore, the other factors also influence students‟ learning strategies in learning speaking such as psychological factor, the role of teacher, task, environment and social factors. The roles of the lecturer as a feedback provider, a participant, and a prompter.
The sixth, Nonny Basalama (2020) it was about Students’ Learning Strategies in English Speaking Class. This study aimed to elaborate on the kinds of students‟ learning strategies in the English speaking class and to identify the factors that caused students to choose that learning strategy. The participants of this research were the students of English Department in the fourth semesters. The data were collected by using questionnaire and interview. The result shows that the students of English Department applied almost the learning strategies which provide on the metacognitive, cognitive, and socio-affective strategies while learning speaking. The most strategy used by students was note taking (51, 4%) and the least strategy was a translation (19, 6%). On the other hand, the strategy used by male students was cooperation (16, 8%) and there were (27, 1) female students who used self-evaluation as their strategy in learning speaking. Those learning strategies may be chosen depending on the students‟ occasion and learning objectives.
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The eighth, Mhd Rasid Hamdi (2022) Language learning strategies of EFL students at SMAN 5 Payakumbuh. This study focuses on identifying the language learning strategies most frequently preferred used by EFL students.
This research was a mixed method design type of explanatory sequential.
Learning strategy is one of the main factors which can help determine how students learn. By knowing and understanding language learning strategies the students use in learning process. The learning process will be better.
However, students have different personalities, thus they learn in various different strategies. Data were collected through questionnaire and interview.
Both questionnaire and interview were used to investigate what learning strategies used by the students. The interview had function to validate the data from the questionnaires . Questionnaires as the instruments for data collection adopted from Strategy Inventory for Language Learning (SILL) by Oxford (1989) was distributed to 20 students of tenth grade and 20 students of eleventh grade in SMAN 5 Payakumbuh to observe their language learning strategies. The data were processed and analyzed through Jeffrey‟s Amazing Statistics Program (JASP). The data that are collected from interview questions are analyzed qualitatively. The results of the questionnaire and interview described that the tenth and the eleventh grade students used all learning strategies, including memory, cognitive, compensation, meta cognitive, affective and social. The statistical analysis and the interview result showed that cognitive was the most preferred language learning strategy used by tenth and eleventh grade students. Whereas, Compensation and affective
were the least frequently language learning strategies used by the tenth and the eleventh grade students.
The seventh, Suci Kuspita Sari, (2021) entitled Students’ and Teachers’
Strategies in Overcoming Students’ Anxiety in Speaking English at SMA Dharma Loka Pekanbaru. This study was aimed to investigate students‟
strategies in overcoming anxiety in speaking English, teachers‟ strategies in helping students overcome their anxiety in speaking English and what extent teachers‟ strategies are relevant to students‟ strategies in overcoming students‟ anxiety in speaking English at SMA Dharma Loka Pekanbaru. This study employed a qualitative case study design. The participants of this study were the second year students and English teachers who teach at that grade.
The data were gathered by administering an observation, interview and questionnaire. The findings of the study showed that (1) students applied five strategies in overcoming anxiety in speaking English namely memory strategies, cognitive strategies, metacognitive strategies, compensation strategies and affective strategies. (2) teachers employed three strategies in helping students overcome their anxiety in speaking English namely by building teacher-students relationship, avoiding direct correction and encouraging positive self-talk. (3) Teachers‟ strategies had large extent to students‟ strategies in overcoming students‟ anxiety in speaking English.
The ninth, Julanos (2018) thesis entitled The Influence of Self-efficacy and Self-Esteem on Students’ English Achievement at Sekolah Tinggi Teknologi Dumai. The main purpose of the study was to find out the influence of self-efficacy and self-esteem on students‟ English achievement at
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Sekolah Tinggi Teknologi Dumai. This research was a correlational study conducted at this institution. The participants of the study were 112 students who were selected randomly from 131 students of the third semester of Sekolah Tinggi Teknologi Dumai. A set of questionnaire of English self efficacy beliefs constructed by Rahemi was used to find out the students‟ self efficacy and a set of questionnaire of Resenberg self-esteem constructed by Rosenberg was used to find out the students‟ self-esteem. The findings of the study indicated that self-efficacy and self-esteem gave a significant influence to the students‟ English achievement. Therefore, the proper degree of self-efficacy and self esteem could encourage students to achieve better English learning achievement.
The tenth, Damalis (2017), The Influence of Personality Traits and Language Learning Strategies toward Students’ Speaking Ability at Language Development Center of UIN SUSKA Riau. The main purpose of this research was to find out the influence of student‟s personality traits and language learning strategy toward their speaking ability at the second level students of Language Development Center of UIN SUSKA Riau. This research was a correlational Research which consisted of three variables; two independent variables, which were students‟ personality traits and language learning strategy, and one dependent variable which was the students‟
speaking ability. The respondents of the research were 124 students of psychology faculty of UIN SUSKA Riau. The sampling technique used in this research was total sampling technique. The instruments used to obtain the data were two questionnaires to measure students‟ personality traits and
language learning strategy and an interview to measure their speaking ability.
The data presented were extroversion which was the most dominant personality trait and metacognitive which was found to be the most dominant strategy used by the students. Besides, the students‟ speaking ability was in medium level. After analyzing the data by using simple regression, the finding showed that conscientiousness and metacognitive had a major influence toward speaking ability. It also indicated that there was a significant influence of students‟ personality traits and language learning strategy toward their speaking ability, in which F= 5.734, p=0.004<0.05. Then the percentage of the influence of students‟ personality traits and language learning strategy was R2 =0.087 (8.7%). Therefore, an alternative hypothesis was accepted and the null hypothesis was rejected.
The eleventh, Daeyeoul Lee (2021), Exploring Relationships Between Self-Efficacy and Self-Regulated Learning Strategies of English Language Learners in a College Setting. This study investigated the relationships between self-efficacy and self-regulated learning (SRL) strategies of English language learners (ELLs) in a college setting from a social cognitive perspective in order to understand how to better support international.
Participants in this study were 117 ELL college students who enrolled in an English language course at a Midwestern university. The results of simple linear regression analysis showed that ELL college students‟ self-efficacy significantly predicted their use of SRL strategies. In addition, the results of a oneway ANOVA indicated a statistically significant difference in the use of SRL strategies between ELL college students who had high self-efficacy and
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those who had low self-efficacy. Based on study results, implications and future research directions are discussed.
The twelfth, Yohana Vita Lelita (2016) A Study on Students’ Learning Strategies and Self-efficacy in Speaking I Class in ELESP of Sanata Dharma University. This perspective is the underlying reason why ELESP students are demanded to have good speaking ability. The researcher distributed questionnaire sheets consisted of close-ended questions to 22 students in Speaking 1 Class B conducted an interview to three students. It was found that some ELESP students‟ speaking ability was not good enough. This study aims to find out the language learning strategies ELESP students applied to improve their speaking ability and the use of those strategies in relation to the students‟ self-efficacy by distributing questionnaire and conducting interview.
The research findings indicated that all students applied various language learning strategies to improve their speaking ability.
The thirteenth, Students’ Self-Efficacy and their Speaking Skill by Desmaliza and Tria Septiani. They tried to find out the correlation between self-efficacy and speaking skill, the data was analyzed by using non parametric statistics, Rank Spearman Correlation, because the data is not normally distributed. The population of this research consists of 8 classes with the total number of 338 students of seventh grade students in SMPN 2 CurugTangerang while the sample was 78 students by using random sampling as the technique of taking sample. Their age ranged from 11 years old to 15 years old. This research found that the equation of regression test between the student‟s self-efficacy and the student‟s speaking skill was significant. This
result obtained from the testing Fcount (101,07) > F table (3,96), so Hₒ is rejected and Ha is accepted.It means that there is a significant correlation between self- efficacy and speaking skill. In this research, self-efficacy can influence the student‟s learning result in speaking in lower secondary level. It can be proved by their scores, where the students with high level of self-efficacy have higher score and the students with low level of self-self-efficacy have lower score. It can be seen that self-efficacy is very important to construct their reliance of their abilities, because the reliance is the first source of self-confidence of the students. So, if the students have high level of self-efficacy in learning speaking they will be able to perform it well.
The Fourteenth, Risa Aryani (2018) carried out the study about The Relationship of Students’ Speaking Self-Efficacy, Collocational Competence, and Their Speaking Performances. The population of the research involved tenth grade students at seven schools at seven sub-districts in Sukabumi region and the sample used was seven classes at seven schools at seven sub-districts in Sukabumi. In this research purposive target population and cluster random sampling were used, that the population was used only the public schools and the sample was the class that randomly chosen. This research was analyzed by using ex post facto research design. She found that there was indirect effect from the students„speaking self-efficacy through students„
collocational competence that the students„ speaking self-efficacy influenced their collocational competence which gave indirect effect on their speaking performances. That situation might happen because they did not believe in their own speaking skill or they did not find English was not important,
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difficult, and uninteresting, so it influenced their laziness to study and enhance their vocabulary competence. In the end, their speaking performance was also influence by their belief in English.
The fifteenth is the study from Hadi Husaini (2018). The study is about The Correlation between Self-efficacy and Speaking Performance. This study used correlation research. He found that the students‟ self-efficacy can give positive impact on their speaking test and performance, as proved by the finding. In line with this, Bandura (1986) explained that what people think, believe and feel affects how they behave. Thus, it is true that students‟
psychological factor such as self-efficacy or self-confidence will influence how they behave and perform. He also said there was significant relationship between students‟ self-efficacy and their ability or performance in speaking class. What students‟ feel or think about themselves will influence their own action and behavior. Therefore, self-efficacy serves as an excellent predictor of students‟ future performance and ability, Bandura (1997).
From the researches finding above, the researcher found the difference research from the related studies above. The previous research discussed with a variable and focused on Students‟ language strategies, and others focused on self efficacy on the speaking achievement or performance. In addition,, many of the previous studies conducted in qualitative research. On the other hand, there are only a few research conducted in quantitative and with these two variables of language learning strategies together with self efficacy.
Moreover, the subject of the research is in the context of an English Program at Language Development Centre. Thus, this research will fill the gap of the
previous research. Thus, the researcher will do the research to examine the influence of language learning strategies and self efficacy on English speaking ability at Language Development Centre UIN SYAHADA Padangsidimpuan.