THE EFFECT OF STUDENTS’ SELF-ESTEEM ON THEIR ENGLISH SPEAKING ABILITY AT THE SECOND YEAR OF SMPN 14 BANDAR
LAMPUNG
Ratih Septiana Putri
Self-esteem is the feeling about ourselves that guides our behavior, influences our attitudes, and drives our motivation. Therefore, the objectives of the research are to investigate the effect of students’ self-esteem and their speaking ability at the second year of SMPN 14 Bandar Lampung and to find out which level is better among low, normal and high self-esteem on their speaking ability. This research is a quantitative research, which uses ex-post facto design. Thirty students have been taken as samples through probability sampling by using simple random sampling. The data were gained by administering questionnaire about the students’ self-esteem, and speaking test to find out the students’ speaking score. There were no treatments conducted in this research. The data were analyzed by using one way Anova.
The result of the analysis shows that self-esteem has effect on students’ speaking ability. The result of the analysis shows f-value is higher than f-table (81.75 >33.50) with p<0.001. Therefore, H0 is rejected and H1 is accepted. It means that students’ self-esteem has effect on their speaking ability.
DEDICATION
By offering my praise and gratitude to Allah SWT for the abundant blessing to me, I’d proudly dedicate this piece of work to:
My beloved parents, Edy Suparto and Rosmiyati
My beloved sisters,
Diah Fatma Chairani, Fitri Handayani Puspitaningtyas, and Tri Wanodya Utami
My best friends from English Department 2008, Mella, Elvira, Tacca, Yusi, Linda,
LIST OF APPENDICES
Appendices Page
1. Rosenberg’s Self-Esteem Scale... 56
2. Indonesian Translation of Rosenberg Self- Esteem Scale ... 58
3. English Speaking Assesment ... 59
4. Reliability of Questionnaire by Using Cronbach’s Alpha ... 63
5. Questionnaire Validity ... 64
6. Reliabilty of Speaking Test by Using Inter- Rater Reliability ... 66
7. Analysis of One- Way Anova ... 67
8. Effects of Self-Esteem on Students Speaking Ability ... 68
9. Students Scores of English Speaking Test ... 69
I. INTRODUCTION
This chapter presents a general description of the study. It covers the background of the problem, research problem, objective of the research, uses of the research, scope of the research, and definition of the terms.
1.I Background of the problem
Speaking is an important skill in learning a language through which we can convey information, ideas, and maintain social relationship by communicating with others. In addition, a large percentage of the world’s language learners study English in order to be able to communicate fluently.
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Speaking a second or foreign language involves taking the risk of being wrong with all its consequences. Based on the writer’s observation at SMPN 14 Bandar Lampung and the experience when the writer practiced teacher training program (PPL) at SMPN 1 Lambu Kibang, it can be reported that students with average speaking score of 66.80, were particularly reluctant to speak in the classroom. They felt nervous when they were asked to speak English in front of the class. Sometimes they also avoided this chance by giving many excuses, like saying ‘I am shy’ or ‘I cannot do that’. They were often shy to say something or they just listened silently when the teacher asked them. Eventhough they did what the teacher instructed, sometimes their voice was slower and softer than what they usually did. Consequently, the teacher could not hear the voice clearly. They were afraid if they made mistakes, they would get negative response from their friends. For examples other students would laugh at him/her, or the teacher would blame him/her. They were unable to express themselves confidently, they were not sure with their ability in speaking English and they inclined to feel that they would fail.
There are two aspects that influence English speaking ability, namely linguistic aspect and non-linguistic aspect. Linguistic aspect involves pronunciation, comprehension, grammar and word order, vocabulary and general speed of speech. Meanwhile non-linguistic aspect involves personality dimension such as ; self-esteem,inhibition,risk-taking,anxiety, emphaty, and extroversion/introversion.
Actually, to be able to speak English in speaking class, students are not only expected to have a great ability in grammar, vocabulary or writing, but also how brave they have to express their ideas in English in front of others. In this case, they just lack confidence and have less positive attitude toward themselves in their ability to participate successfully in oral interaction. This situation indicates that self-esteem may give some contributions to successful English speaking ability.
On the other hand, study conducted by Carter & Nunan (2001) suggests that learning cannot be achieved without careful consideration to psychological factors. In all school environments, students get different grades. Some believe that they get either higher or lower grades than they expected to. Most of these problems are closely related to psychological factors out of which self-esteem has determining effects on language learning. The point is that the importance of self-esteem as a crucial factor affecting language learning should not be underestimated. It could be claimed that no activity will be carried out successfully without self-esteem (Huitt, 2004; see also Brown).
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with life’s challenges, the feeling of being worthy and deserving and the right to
enjoy the product of hard work.
Several studies have been carried out on the effects of self-esteem on language learning (see Khodadad, 2010; Hayati and Ostadian, 2011). These studies reveal that the role of self-esteem as a psychological factor in language learning have been underestimated. The effects of self-esteem on high school students’ learning in Missouri ( Hisken, 2011) suggests that students with low self-esteem were faced with problems in general learning.
Referring to the illustration above, it can be seen that psychological factor like self-esteem may give some contributions to successful learning of speaking English.
This study was conducted in the second year of SMPN 14 Bandar Lampung. In this grade, the students were expected to have the ability in conducting simple communication. Based on KTSP curriculum, basic competences show that the students are expected to be able to express meaning in simple short transaction and interpersonal conversations to communicate in closest social and academic contexts.
Based on the description above, the writer is interested in investigating the effect of students’ self-esteem on their English speaking ability at the second year of
with the effect of self-esteem on students’ speaking ability carried out in this school yet.
1.2 Identification of Problems
Based on the background above, the following problems could be identified :
1. For most students, speaking is the most difficult part when they learn English.
2. In speaking activity, most students are nervous when they are asked to speak English in front of the class.
3. Students lack of confidence of positive attitude toward themselves in their ability to participate successfully in oral interaction.
4. Low self-esteem may affects students’ learning in speaking ability. This situation indicates that self-esteem may give some contributions to successful learning of English speaking ability.
1.3 Limitation of Problem
Based on the identification of problems, the writer limited the study as follows :
1. To investigate the effect of students’ self-esteem on their English speaking ability.
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1.4 Research Problems
Based on the limitation of problem, the writer formulates the problems as follow :
1. Does self-esteem have effect on students’ English speaking ability at the second year of SMPN 14 Bandar Lampung ?
2. Which level is better among high, normal, and low self-esteem on students’ English speaking ability at the second year of SMPN 14 Bandar Lampung?
1.5 Objectives of the Research
This study has objectives as follow :
1. To investigate whether self-esteem has effect on students’ English speaking ability at the second year of SMPN 14 Bandar Lampung.
2. To find out which level is better among high, normal, and low self-esteem on students’ English speaking ability of the second year students at SMPN 14 Bandar Lampung.
1.6 Uses of the Research
The uses of the research might be beneficially theoretically and practically :
1. Practical
- To answer the writer’s curiosity on the effect of students’ self-esteem on their English speaking ability.
2. Theoretical
- Give contribution to the previous research about self-esteem and language learning.
1.7 Scope of the Research
In this research, the writer focuses on the effect of self-esteem on students’ English speaking ability and find out which level is better among high, normal, and low self-esteem on students’ English speaking ability at the second year of SMPN 14 Bandar Lampung. The writer chose second year students for the population of the research, there were six classes and for the sample, the writer took 5 students from each class and collected them into one class when the test was held, with the total 30 students from six classes. For gaining the data, esteem and speaking ability, the writer has administered tests. They are self-esteem test and English speaking ability test. Self-self-esteem is tested by using questionnaire developed by Morris Rosenberg, and simulation technique used to assess students’ ability in speaking English. In this technique, the students played
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is better among high, normal, and low self-esteem on students’ English speaking ability at the second year of SMPN 14 Bandar Lampung.
1.8 Definition of Terms
Speaking
It is the ability to express oneself in life situations, or the ability to report acts or situations in precise words, or the ability to converse, or to express a sequence of ideas fluently.
English speaking ability
It is defined as an ability or skill that the learners have to communicate, to convey meaning, and to have a meaningful conversation in English.
Self-esteem
It is the complication of feelings about ourselves that guides our behavior, influences our attitudes, and drives our motivation.
High Self-esteem
It is that feeling at the center of your being of self-worth, self-confidence, and
self-respect, means that you feel good about yourself.
Normal Self-esteem
It is liking yourself, for the most part, as you are but still have occasional periods
of self doubt. How you feel about yourself depends on who you compare yourself
Low Self-esteem
It is may be associated with feelings of depression. Or it may mean not thinking
very highly of yourself, doubting your ability to get the things you want.
Effect
It is a change or result that causes of some factors.
Affective
II. FRAME OF THEORIES
This chapter presents theoretical foundation of this research. It involves affective filter hypothesis, concept of self-esteem, concept of speaking ability, theories of self-esteem in English speaking ability, concept of Rosenberg Self Esteem scale questionnaire, theoretical assumption, and hypothesis.
2.1 Affective Filter Hypothesis
Krashen’s hypothesis states that attitudinal variables relating to success in second
language acquisition generally relate directly to language acquisition but not necessarily to language learning. This hypothesis indicates that certain affective variables are related to second language achievement. Performers with certain types of motivation, usually, but not always „integrative’ and with good self
-esteem do better in second language. Also the best situations for language acquisition seem to be those which encourage lower anxiety levels.
Dulay and Burt in Yufrizal (2001) suggest that attitudinal factors may relate to second language acquisition in the following way: performers with optimal attitudes have a lower affective filter. A low filter means that the performer is more „open’ to the input, and the input strikes „deeper’. Thus, having the right
attitudes may do two things for second language acquirers : it will encourage them to get more input, to interact with speakers of the target language with confidence, and also to be more receptive to the input they get.
Krashen in Schutz (2007) claims that with high motivation, self-confidence, good self-esteem, and low level of anxiety, learner will have better success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition.
Krashen argues that a mental block is caused by affective factors that prevent input from reaching the language acquisition device. Affective refers to emotional and feeling. The affective domain is the emotional side of human behavior, and it may be juxtaposed to the cognitive side. The development of affective states or feelings involves a variety of personality factors, feelings about themselves and about others with whom we come in contact.
2.2 Concept of Self-Esteem
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construct is most often used to refer to a global sense of self-worth, narrower concepts such as self-confidence are used to imply a sense of self-esteem in more specific domains. It is also widely assumed that self-esteem functions as a trait that is stable across time within individuals. Self-esteem is an extremely popular construct within psychology, and has been related to virtually every other psychological concept or domain, including personality, behavioral, cognitive, and clinical concepts.
Branden (1994) states that high self-esteem is important because when people experience it, they feel and look good, are effective and productive and they respond to others and themselves in healthy, positive, growing ways. Know that they are lovable and capable, and care about themselves and others.
Branden determines that self-esteem was made up of two components:
1. Feelings of self-worth based primarily on reflected appraisals, and
2. Feelings of efficacy, based on observations of the effects of one’s own actions. One’s social behavior is then a product of the two jointly operating cognitive
and affective variables.
Dedmond (2009) states that self-esteem is defined as the complication of feelings about ourselves that guides our behavior, influences our attitudes, and drives our motivation. Competence and self-worth are two important parts of self-esteem. The ability to feel capable and have a sense of value about oneself are indicators of the level of self-esteem a person has.
Barrow (2010) explains self-esteem as the ability to cope with life’s challenges, the feeling of being worthy and deserving and the right to enjoy the product of hard work. Adolescence especially is a period in life with rapid changes that affects self-esteem, shifting expectations, changing roles, and complex relationships. Self-esteem is a crucial factor in the developmental process of teens. Self-esteem can affect many things in a student’s life from their relationship with peers and teachers to their academic success.
2.3 Concept of Speaking Ability
Lado (1961:240) describes speaking as the ability to express oneself in life situations, or the ability to report acts or situations in precise words, or the ability to converse, or to express a sequence of ideas fluently.
According to Brown (1980) speaking must fulfill these following aspects, they are:
1. Fluency
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small number of pauses. Fluency refers to the ease and speed of the flow of the speech.
2. Pronunciation
Pronunciation refers to the ability to produce easily comprehensible articulation.
3. Comprehension
Comprehension for oral communication that requires a subject to respond to speech as well as to initiate it. Comprehensible denotes the ability of understanding the speakers’ intension and general meaning.
Brown (1980) states, that speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information.
Scott in Johnson & Morrow (1981:70) typifies speaking as an activity involving two (or more) people, in which the participants are both hearer and speakers having to react to what they hear and make the contributions at high speed. In other words, each participant must have an intention or set of intentions he wants to achieve in the interaction. Each participant has to be able to interpret what is said to him, and reply with the language he has which reflects his own intention.
2.4 Self- Esteem in English Speaking Ability
Rosenberg and Owen (2001) look at the effects of self-esteem correlates positively with learning behavior, such as school achievement, with the highest correlation happening between task self-esteem and performance in oral production. It means that when the learner has low self-esteem, any efforts to acquire second language as well will be disturbed, and she/he might failed to acquire English as second language. So, low self-esteem may affect their self confidence and motivation to learn.
The main goal in learning English is to speak fluently. In addition, according to Krashen’s Affective Filter Hypothesis in Schutz (2007), in acquiring second language, learner is affected by some factors including motivation, self confidence, and anxiety. Krashen claims that with high motivation, self confidence, good self-esteem, and low level of anxiety, learner will be better for success in second language acquisition. Furthermore, low self-esteem and debilitating anxiety, can form a mental block that prevents comprehensible input for language acquisition.
As explained above, some aspects influence English speaking ability. Speaking skill requires two aspects, namely linguistic aspect and non linguistic aspect, they
are :
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2. Non linguistic aspect is an aspect to support learners to achieve a success in acquiring speaking skill. This aspect involves personality dimensions, such as ; self-esteem, inhibition, risk-taking, anxiety, empathy, extroversion/introversion.
Based on the definition above, the writer assumes that self esteem plays a role in students speaking ability. Student with high self esteem tends to have better ability in learning English especially in learning speaking.
2.5 Rosenberg Self-Esteem Questionnaire
Rosenberg’s self-esteem questionnaire, developed by Morris Rosenberg, is a widely used self-esteem measure in social science research. Rosenberg Self-Esteem Questionnaire is an attempt to achieve a unidimensional measure of global self-esteem. It is designed to be a Gutman scale, which means that the questionnaire items are to represent a continuum of self-worth statements ranging from statements that are endorsed even by individuals with low self-esteem to statements that are endorsed only by persons with high self-esteem.
influence on the language learning. The result of self-esteem will be taken by using the Rosenberg self esteem questionnaire developed by Morris Rosenberg.
The questionnaire is ten items of Likert’s scale with item answered on a four point scale- from strongly agree to strongly disagree. The original sample for which the questionnaire is developed consisted of 5,024 Seniors and Juniors High School from 10 randomly selected schools in New York State. Rosenberg (1965) scored his ten question questionnaire presented with four response choices, ranging from strongly agree to strongly disagree :
SA : Strongly Agree A : Agree
D : Disagree
SD : Strongly Disagree
1.* I feel that I am a person of worth, at least on an equal plane with others
SA A D SD
2.* I feel that I have a number of good qualities SA A D SD 3. All in all, I am inclined to feel that I am a failure SA A D SD 4.* I am able to do things as well as most other
people
SA A D SD
5. I feel I do not have much to be proud of SA A D SD 6.* I take positive attitude toward myself SA A D SD 7.* On the whole, I am satisfied with myself SA A D SD 8. I wish I could have more respect for myself SA A D SD
9. I certainly feel useless at times SA A D SD
10. At times, I think I am no good at all SA A D SD
Scoring :
The positive statements, with an asterisk (*) will be scored :
SA : Strongly Agree (SA) : score = 4
A : Agree (A) : score = 3
D : Disagree (D) : score = 2
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While the negative statements will be scored as follows : SA : Strongly Agree (SA) : score = 1
A : Agree (A) : score = 2
D : Disagree (D) : score = 3
SD : Strongly Disagree (SD) : score = 4
Sum of the scores for 10 items : the total score 0-20 are categorized into low self-esteem, total score 21-30 are categorized into normal self-self-esteem, total score 31-40 are categorized into high self-esteem. The higher the score, the higher is the self-esteem, ( Rosenberg : 1965 ).
2.6 Theoretical Assumption
On the basis of the previous paragraph, the writer assumes that self-esteem influences students’ achievement as Rosenberg and Owen (2001) looks at the
effects of self-esteem correlated positively with learning behavior, such as school achievement, with the highest correlation happening between task self-esteem and performance in oral production.
The writer uses speaking as the dependent variable since Huitt argues that speaking best reflects self-esteem; “speaking is an active skill which requires risking (emphasis mine) evaluation by others of the speaker’s grammar,
pronunciation, language facility, and often personal worth” (Huitt,2004).
In this study, the writer assumes that if the learners have high self-esteem they will speak English confidently and fluently. Because by having high self-esteem, students will have strong motivation to learn and to develop their competence in speaking and be active in English speaking activity. They are also brave to take risks of making mistakes and make decision about what to say and how to express their idea in English.
Thus, the writer is interested in investigating the effect of self-esteem on students’ English speaking ability at the second year of SMPN 14 Bandar Lampung.
2.7 Hypothesis
Referring to the related literature presented earlier, the writer states the hypothesis as follows :
“Self-esteem has effect on students’ English speaking ability at the second year
III. RESEARCH METHOD
This chapter is concerned with the method of the research. It includes further description of design of research, population and sample, research procedures, data collection technique, validity and reliability of the instrument, scoring system, data analysis and hypothesis testing.
3.1 Research Design
about the current status of the object in which the researcher did not have control of the independent and dependent variable. Hatch and Farhady in Setiyadi (2006) states :
Ex post facto design is often used when the researcher does not have control over the selection and manipulation of the independent variable.
Ex post facto design as follow :
X Y
(Hatch and Farhady, 1982:27) X : Students’ self-esteem
Y : English speaking ability
The data of this research are students’ self -esteem and English speaking ability.
Self-esteem is psychological factor symbolized as „X’ variable scored by using Rosenberg Self- Esteem scale. English speaking ability is one of the language skills tested by responsive speaking test and the result is students’ English speaking ability scores symbolized as „Y’.
In this research, the writer measures the relation between two variables, they are dependent and independent variables. The dependent variable is the variable which the writer observed and has been measured to determine the effect of independent variable.
1. Independent Variable
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2. Dependent Variable
Students’ speaking ability is classified as dependent variable because it is
assumed that students’ speaking ability is affected by self-esteem.
3.2 Population and Sample
The population of this research is the second year students at SMP N 14 Bandar Lampung. There are 6 classes with the total number of 180 students. The sample has been taken through probability sampling by using simple random sampling, where every individual in population has a chance to be chosen as sample. The writer took 5 students from each class to be chosen as sample by using lottery and then collected them into one class when the research was held, with the total of 30 students. The use of this method is to fulfill the external validity aspect and to get normal distribution data.
3.3 Research Instrument
To collect the data, the writer uses questionnaire to measure students’ self-esteem and simulation technique to score their ability in speaking English as the
instruments.
1. Test of Self- Esteem
The writer used questionnaire developed by Morris Rosenberg to measure students’ self-esteem. The questionnaire for self-esteem test has been taken from
instrument which is very effective to measure aspects and variables in associated with personality, psychology or sociology aspect (Setiyadi, 2006). The questionnaire is made up of 10 items that refer to self-esteem and self-acceptance rated on a 4-point Likert-type scale, ranging from strongly agree to strongly disagree. Items 1, 2, 4, 6, and 7 are positively worded, and items 3, 5, 8, 9, and 10 are negatively.
Below is a list of statements dealing with the general feelings about self :
SA : Strongly Agree A : Agree
D : Disagree
SD : Strongly Disagree
1.* I feel that I am a person of worth, at least on an equal plane with others
SA A D SD
2.* I feel that I have a number of good qualities SA A D SD 3. All in all, I am inclined to feel that I am a failure SA A D SD 4.* I am able to do things as well as most other
people
SA A D SD
5. I feel I do not have much to be proud of SA A D SD 6.* I take positive attitude toward myself SA A D SD 7.* On the whole, I am satisfied with myself SA A D SD 8. I wish I could have more respect for myself SA A D SD
9. I certainly feel useless at times SA A D SD
10. At times, I think I am no good at all SA A D SD
Scoring :
The positive statements, with an asterisk (*) will be scored :
SA : Strongly Agree (SA) : score = 4
A : Agree (A) : score = 3
D : Disagree (D) : score = 2
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While the negative statements will be scored as follows : SA : Strongly Agree (SA) : score = 1
A : Agree (A) : score = 2
D : Disagree (D) : score = 3
SD : Strongly Disagree (SD) : score = 4
Sum of the scores for 10 items: the higher the score, the higher the self-esteem. The total score 0-20 are categorized into low self-esteem, total score 21-30 are categorized into normal self-esteem, total score 31-40 are categorized into high self-esteem ( Rosenberg : 1965 ).
2. Speaking Test
Simulation technique is used to asses English speaking ability of the students. In this technique, the students played role as a journalist and famous person. They chose one of the famous person pictures and pretend to be that famous person.
As speaking is highly subjective measurement, the great weakness of oral ratings is their tendency to have rather low reliability, and to make sure the consistency of rating of that subjective measurement, the inter rater reliability is used as it is related to this study. In scoring the test, the writer used two raters; the writer and the English teacher in the school, Mr. Anton Hamidi, S.Pd.
The following table is the oral ability scale proposed by Heaton (1991) used as the scoring standard for the students’ speaking ability.
Range Pronunciation Fluency Comprehensibility
90-100
Pronunciation only very slightly influenced by mother-tongue.
Speaks without too great an effort with a fairly wide
range of expression. Searches for words
occasionally but only one or two unnatural pauses.
and general meaning
80-89 Pronunciation is slightly influenced by the mother tongue. Most utterances are correct.
Has to make effort at times to search for words. Nevertheless very smooth delivery on the whole and only a few unnatural pauses.
The speaker’s
intention and general meaning are fairly clear. A few interruptions by listener for the sake of clarification are necessary.
70-79 Pronunciation is still
moderately influenced by the mother tongue but no serious phonological errors.
Although she/he has made an effort and search for words, there are not too many unnatural pauses. Fairly smooth delivery mostly.
Most of the speakers say is easy to follow. His intention is always are clear but several interruptions are necessary to help him to convey the message or to see the clarification.
60-69 Pronunciation is influenced by the mother tongue but only a few serious phonological errors.
Has to make an effort for much of the time. Often has to search for the desired meaning. Rather halting delivery and fragmentary.
The listener can understand a lot of what is said, but the must constantly seek clarification. Cannot understand many of the speaker’s more complex or longer sentences.
40-59 Pronunciation is influenced by the mother tongue with errors causing a breakdown in communication.
Long pauses while he searches for the desired meaning. Rather halting delivery and fragmentary.
Only small bits (usually short sentences and phrases) can be understood – and then with
considerable effort by someone who is used to listening to the speaker. 30-49 Serious pronunciation errors.
No evidence of having mastered any of the language skills and areas practiced in course.
Full of long and unnatural pauses. Very halting and fragmentary delivery. At times
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gives up making the effort.
or interrupts, the speaker is unable to clarify anything he seems to have said.
Scoring System :
The focuses of speaking skill assessed are :
1. Pronunciation 2. Fluency
3. Comprehensibility
The criterion is based on Heaton’s scale above. The score is in scale 41 to 90 for each skill. For example if a student gets 76 for fluency, 80 for pronunciation and 78 for comprehensibility so the score will be :
Pronunciation : 80
Fluency : 76
Comprehensibility : 78 + 234 : 3 = 78 Therefore the score was 78
3.4 Validity and Reliability of the Instrument
“A test can be said valid if the test measures the object to be measured and
suitable with the criteria” (Hatch & Farhady, 1982:250). On the other hand,
administered under similar condition (Hatch and Farhady, 1982:243). That is why validity and reliability in this research are important to be measured.
3.4.1 Validity of the Test
Since the purpose of this test is to measure as well as to investigate students’ self esteem, the writer applies a test in questionnaire that deals with self-esteem, developed by Morris Rosenberg. Because the test arranged by Rosenberg was based on the uses to measure self-esteem, the writer assumes that the self-esteem questionnaire is valid, besides, the writer used items validity analysis to measure the validity of the questionnaire, from the validity analysis, most items of questionnaire have good validity and representative to measure self-esteem level of the students (see appendix 5)
As well as for the speaking test, to claim it is valid, the writer takes the topic that has been discussed by the students to measures their English speaking ability. Speaking test is adapted from students’ hand book based on the appropriate curriculum, it means that the validity of the speaking test in this research is valid because the speaking test used in this research is based on the curriculum of the second year students of junior high school.
The writer also used the oral ability proposed by Heaton (1991) as guidance for scoring students’ speaking test that implemented holistic scoring which covers
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3.4.2 Reliability of the Tests
Rosenberg self-esteem scale test has been applied to 5,024 Junior and Senior High School, students from 10 randomly selected school in New York State in English version. In this research, the writer translated the test to Indonesian language and find whether the test is reliable or not by using Cronbach Alpha.
Items of the questionnaire are analyzed by using Cronbach Alpha to indicate that the reliability of questionnaire are reliable and applicable for measuring self-esteem level of the students. From the calculation of reliability analysis, alpha is 0.820 (see appendix 4). It means that the questionnaire has high reliability. It indicates that the questionnaire used in this research is reliable and applicable instrument to measure self-esteem level of the students.
3.5 Research Procedure
In conducting the research, the writer used the steps as follows :
1. Determining research problems
The research problems of this research are :
a. To find out the effect of students’ self-esteem on their English speaking ability at the second year of SMP N 14 Bandar Lampung. b. To find out which is better among high, normal, and low self-esteem
on students’ English speaking ability at the second year of SMPN 14 Bandar Lampung ?
2. Determining the research design
In conducting this research, the writer uses ex-post facto design with two variables, students’ self-esteem as independent variable (X) and students’ English speaking ability as dependent variable (Y).
3. Determining the population and sample
The population are all the second year students’ at SMPN 14 Bandar Lampung . There are 6 classes with the total number of 180 students. The writer took 5 students from each class to be chosen as sample by using lottery, with the total sample 30 students.
4. Determining research instruments a. Test of Self- Esteem :
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b. Test of speaking ability :
The test uses simulation technique, where the students are invited to play a role as journalist and famous person. The material of speaking test is based on the school based curriculum (KTSP) for the second grade to determine students’ English speaking ability.
5. Trying-out the instruments
The try-out was conducted to measure the validity and reliability of the questionnaire. It was administrated to find out the quality of the questionnaire before it is used.
6. Administrating self-esteem test
The writer gave the questionnaire to the students about self-esteem. The questionnaire is distributed to the students directly after the students finish the speaking test.
7. Administrating English speaking test
The students were subjected to the test without any treatment. The writer conducts English speaking test by recording the dialogue. The dialogue is rated by the rater and the inter-rater.
8. Collecting the data
After administrating the tests, the data from both tests would be collected. 9. Analyzing the data
3.6 Data Analysis
This research has two variables, dependent and independent. In order to collect the data, the writer only uses tests for those two variables. They are speaking ability test and self-esteem test. The writer classifies self-esteem as independent variable because she assumes that self-esteem has an influence to the language achievement. The data from the speaking performance test are classified as a dependent variable because speaking ability is influenced by self-esteem.
After collecting the data of self-esteem, the writer correlates it with the data of students’ speaking ability in order to investigate the effect of students’ self-esteem
on their speaking ability by using One-Way Anova.
3.6 Hypothesis Testing
After finding the effect between students’ self-esteem and their English speaking ability and the coefficient influences value of students’ self-esteem and their
speaking ability, the writer finds out the criterion of the hypothesis acceptance. To determine whether the first hypothesis is accepted or rejected, the following criterion acceptance is used :
H0 = f value < f table
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Notes :
a. H0. There is no effect of students’ self-esteem on their speaking ability. We could accept this hypothesis if f value is lower than f table.
V. CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions of the research and suggestions based on the data presentation and analysis from the previous chapter. This chapter is divided into two parts, the first is conclusion and the second is suggestions.
5.1 Conclusion
Based on the previous chapter, the writer comes to the following conclusions :
1. Self-esteem has effect on students’ English speaking ability at the second year students of SMPN 14 Bandar Lampung. It can be seen from the result of hypothesis testing which shows f-value is higher than f-table (81.75 >33.50) with p< 0.001. The null hypothesis is rejected and the research hypothesis is accepted, which shows that self-esteem has effect on students’ English speaking ability.
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mean score of 66.80. It means that high self-esteem has better effect on students’ speaking ability than normal and low self-esteem.
5.2 Suggestions
Based on the result of the study, the writer proposes some suggestions concerning the research findings as follows :
1. The teachers should be aware of the psychological factors like self-esteem because psychological factors have played a role in students’ ability. The teachers should give interesting activity such as games and role play to encourage students and make them enjoy in practicing speaking ability.
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