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E G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii .... DEDICATIONPAGE ...iv
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ...v I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ....................................................vi ABSTRACT ...v ii
K A R T S B
A ...v iii S
T N E M E G D E L W O N K C
A ...i x S
T N E T N O C F O E L B A
T ...xi S
E L B A T F O T S I
L ...x iv S
E R U G I F F O T S I
L ...x v E
C I D N E P P A F O T S I
L S ...xvi
N O I T C U D O R T N I .I R E T P A H
C ... 1 .
A ResearchBackground ... 1 .
B ResearchProblem... 4 .
C ProblemLimtiaiton ... 4 .
D ResearchObjecitves ... 4 .
E ResearchBeneftis... 5 .
F Deifniiton so fTerms ... 6
CHAPTERI I .REVIEWOFLITERATURE... 8 .
A Theoreitca lDescirpiton ... 8 .
1 S -eflesteem... 8 .
a TheDeifniitono fSefl-Esteem ... 8 .
b S -eflEsteemDevelopment... 01 .
c Factorst hatI n lfuenceSefl-Esteem ... 21 .
d TheCharacteirsitc so fHighandLowSefl-Esteem... 51 .
ii x .
B Theoreitca lFramework... 91 .
C Hypothesis ... 02
H
C APTERI II .RESEARCHMETHODOLOGY ... 12 .
A ResearchMethod ... 12 .
B ResearchSetitng ... 22 .
C ResearchParitcipants... 22 .
1 Populaiton ... 22 .
2 Sample ... 32 .
D Insrtument sandDataGathe irngTechnique ... 42 .
1 Insrtuments... 42 .
a S -eflesteemquesitonnarie ... 52 .
b Engilshs peakingt est... 5..2 .
2 DataGatheirngTechnique ... 62 .
3 VaildtiyandReilablitiyo fSefl-EsteemQuesitonnarie... 82 .
a Vaildtiy... 92 .
b Reilablitiy ... 13 .
E DataAnalysi sTechnique... 2....3 .
1 NormaltiyTest ... 33 .
2 LineartiyTest ... 43 .
F ResearchProcedure ... 43
N O I S S U C S I D D N A S T L U S E R H C R A E S E R . V I R E T P A H
C ... 53
.
A DataPresentaiton ... 53 .
1 Students ’Sefl-EsteemScores ... 63 .
2 EngilshSpeakingTes tResutls... 83 .
B DataAnalysis ... 04 .
1 TheTesitngo fStaitsitca lAssumpitons ... 04 .
a NormaltiyTest ... 14 .
b LineartiyTest ... 24 .
ii i x .
C Discussion ... 44
S N O I T S E G G U S D N A N O I S U L C N O C . V R E T P A H
C ... 64 .
A Conclusions ... 64 .
B Suggesitons... 74
E C N E R E F E
v i x
S E L B A T F O T S I L
e l b a
T Page
f o r e b m u N e h T 1 .
3 theTenthGradeStudent so fSMKN5Yogyakatra... 12 e
l p m a S h c r a e s e R 2 .
3 ... 42 m
e tI e h t d n a s r o t a c i d n I e h T 3 .
3 Distirbu itons oft heSefl-esteemQuesitonnarie . 52 c
ir b u R e h T 4 .
3 fo theSpeakingAb litiy ... 72 n
o it u b ir t s i D m e tI d il a V e h T 5 .
3 s oft heSefl-esteemQuesitonnarie... 13 fi
s s a l C e h T 1 .
4 icaitonoft heStudents ’Scores ... 63 fl
e S ’ s t n e d u t S 2 .
4 -EsteemScoreFrequencyDist irbuitons ... 73 fl
e S ’ s t n e d u t S e h t f o n o it a c if i s s a l C e h T 3 .
4 -Esteem... 83 n
o it u b ir t s i D y c n e u q e r F e r o c S y ti li b A g n i k a e p S h s il g n E ’ s t n e d u t S 4 .
4 s ... 93
y ti li b A g n i k a e p S h s il g n E ’ s t n e d u t S e h t f o n o it a c if i s s a l C e h T 5 .
4 ... 04
t s e T y ti l a m r o N f o s tl u s e R e h T 6 .
4 ... 14 t
s e T y ti r a e n i L f o s tl u s e R e h T 7 .
4 ... 24 ’
n o s r a e P e h t f o s tl u s e R d e z ir a m m u S e h T 8 .
4 sProduct-momen tSimple
i s e h t o p y H e h t t s e T o t s i s y l a n A ) r ( n o it a l e r r o
v x
S E R U G I F F O T S I L
e r u g i
F Page
n g i s e D h c r a e s e R 1 .
3 ... 22 fl
e S ’ s t n e d u t S 2 .
4 -EsteemScoreFrequencyDist irbuitons ... 7..3 ’
s t n e d u t S 4 .
i v x F O T S I
L APPENDICES
e g a P s
t n e m u rt s n I h c r a e s e R . A x i d n e p p
A ... 25 .
B x i d n e p p
A TheTryou tResutl sTabulaitono fSefl-EsteemQuesitonnarie ... 95 .
C x i d n e p p
A TheVaildtiyandReilablitiyAnalyse so fSefl-Esteem e
ri a n n o it s e u
Q ... 16 .
D x i d n e p p
A TheTabulaitono fResearchResu tls... 36 .
E x i d n e p p
A TheResul tComputlaitonofI nterva lClass... 8....6 .
F x i d n e p p
A TheStaitsitca lAssumpiton sTest ... 27 .
G x i d n e p p
A TheDescirpitveStaitsitc soft heVairables ... 4....7 .
H x i d n e p p
A TheCorrelaitona lAnalysis... 77 .
I x i d n e p p
1
I R E T P A H C
N O I T C U D O R T N I
s i h
T research wa sintended to invesitgate the correlaiton between s -efl
m e e t s
e and Engilsh speaking ablitiy o fthe tenth grade student so fSMK N 5
f o e s o p r u p e h t r o F . a tr a k a y g o
Y research , thi s chapte r present s research
r p , d n u o r g k c a
b oblem formulaiton , problem ilmtiaiton , research objecitves ,
.s m r e t f o n o it i n if e d d n a , s ti f e n e b h c r a e s e r
.
A ResearchBackground
f o e n o s i h s il g n
E the foreign languages tha tis impo tran t and i s a n
. e g a u g n a l l a n o it a n r e t n
i In Indonesia ,a swe know, one o fthe foreign language s
t n r a e l e b o t e v a h t a h
t i n school si sEngilsh .Moreover ,Engilsh i slearn ta sa
y r o s l u p m o
c subjec tin schoo lsince Junio rHigh School ,Senio rHigh School ,
s p u o r G y a l P e m o s n e v e d n a , y ti s r e v i n U , l o o h c S h g i H l a n o it a c o
V and Elementary
l o o h c
S also learn Engilsh .So ,every studen tha sto learn Engilsh .Masteirng
h s il g n
E enable susto communicatewtih people i n t he wo lrd .Student salso have
e g d e l w o n k e r o m t e g o t m e h t p l e h d n a s e it il i b a r i e h t e v o r p m i o t h s il g n E n r a e l o t
i d n
a nformaiton.
n i h s il g n E g n i n r a e l n
I school ,s t herearef ou rabiilitest hatt hestudent sare
o t d e t c e p x
e masterwhicharer eading ,wiritng , ilstening ,andspeaking .Thesef ou r
d l u o h s s e it il i b
a balance each other .I ti sbecause i fthose are no tbalanced ,the
n ir e t s a
y ti li b
a g sets l es atteniton .I ti sshown tha tthe speaking ablitiy i sno ttested in
t s e t y ti li b a g n i k a e p s g n i v a h e s u a c e b s i t I . m a x E l a n o it a N d n a m a x E r e t s e m e S d e e
n s more itme .So ,the student srarely ge tteaching speaking ablitiy ,so thei r
. h g u o n e l l e w t o n s i y ti li b a g n i k a e p s , g n i k a e p s y B . g n i n r a e l e g a u g n a l n i t c e p s a t n a tr o p m i n a s i g n i k a e p
S the
s t n e d u t
s can convey informaiton and ideas ,and maintain socia lrelaitonship by
.s r e h t o h ti w g n it a c i n u m m o
c Thestudents ’Engilsh speaking ab litiy i saffected by
l a n r e t n i d n a s r o t c a f l a n r e t x e o t n i d e z ir o g e t a c e r a s r o t c a f e s e h T . s r o t c a f e m o s , s d o h t e m , s e it il i c a f , t n e m n o ri v n e e d u l c n i s r o t c a f l a n r e t x e ’ s t n e d u t S . s r o t c a f m g n i h c a e
t ateirals ,etc .Basedont heexpeirence sdu irngteachingpracitce a tSMK
a tr a k a y g o Y 5 N K M S f o s t n e d u t s y n a m t a h t d n u o f r e h c r a e s e r e h t , a tr a k a y g o Y 5 N o t d n e
t be s dhy a n afraid t o speak Engilsh .They il oket speak Indonesian rathe r
h s il g n E n a h
t .Atlhough t het eacher sask t hemt o speak in Engilsh ,many oft hem
. n a i s e n o d n I n i k a e p s l li t
s I tmay happen because they are shy o rno tbrave to
r o f t n a tr o p m i s i t i , o S . h s il g n E e c u d o r
p the teachers to help them by giving
i s l a ir e t a m r o s d o h t e m g n it s e r e t n
i n teaching and learning process . Besides ,
. y ti li b a g n i k a e p s ’ s t n e d u t s t c e f f a o s l a s r o t c a f l a n r e t n
i Students ’interna lfactor s
o s l a s i t I . s e it il a n o s r e p ’ s t n e d u t s d n a , e c n e g il l e t n i , n o it a v it o m , t s e r e t n i e d u l c n i r o f t n a tr o p m
i a teache r to give atteniton to thei r students ’personailites .By
g n i w o n
k each student ’personaltiy ,theteacher scan make student sfeelt hat t hey
n
I teaching and learning process, the student sare the majo ractors .So ,
o s d n e p e d s s e c c u s r i e h
t nt hei rown personailites .Tho es personailite sareaffecitve
s t n e n o p m o
c which i nclude i nhibiiton , irsk-taking ,interest ,anxiety ,empathy ,and
fl e
s -esteem ,etc.
fl e s e h
T -esteem i sneeded by everyone ,especially student swho learn a
, e g a u g n a l n g i e r o
f even morein speaking Engilsh . tIi sbecausethes -eflesteem si
ti l a n o s r e p e h t f o e n
o ie stha tinclude opitmist ,sefl-con ifdence ,easy to sociailze
o t g n i d r o c c A . t s il a e r d n
a Schunk (2008 ,) fls -e esteem i sone’ sperceived senseo f
fl e
s -wo trh .Student swtih high s -eflesteem are ful lo fs -eflcon ifdenceand brave .
h g u o h tl A . g n i k a e p s n i e v it c a e r o m e b n a c s t n e d u t s , o
S someitmestheymaymake
g n i k a e p s r i e h t n i s e k a t s i m r a m m a r
g , t hey can getsucces s fit hey have high s -efl
m e e t s
e .They also ea r no tshy o rafraidt of ai lo rspeaki ncorreclty. I ft hestudent s
h g i h e v a h t o n o
d s -eflesteem ,the student sseem shy and afraid when they are
e h t n e h w d i a r f a l e e f o s l a y e h T . s s a l c e h t f o t n o r f n i k a e p s o t r e h c a e t ri e h t y b d e k s a
r i e h t h ti w e r u s t o n e r a s t n e d u t s e h t ,s e m it e m o S . s n o it s e u q e m o s m e h t s k s a r e h c a e t
t c e r r o c e h t w o n k y e h t h g u o h tl A . s r e w s n
a answers,t heyareafraidt os maythe .
e h t n o d e s a
B stiuaiton above ,the students ’speaking ab litiy i si n lfuenced
. s r o t c a f l a n r e t n i d n a l a n r e t x e y
b Both externa land i nterna lfactor sare i mpo tran t
r i e h t e z i m it p o o t s t n e d u t s r o
f speaking ablitiy .In t hi sresearch, t he researcher i s
t u o b a h c r a e s e r o t d e t s e r e t n
i s -eflesteem‘ seffec ta sinterna lfacto rthrough the
. y ti li b a g n i k a e p s h s il g n E ’ s t n e d u t s
.
B ResearchProblems
h
T si researchhast hreeproblems whichcanbef ormulatedasfollows:
.
1 H ow i s the sefl-esteem o f the tenth grade student s o f SMK Neger i 5
a tr a k a y g o
Y ?
.
2 H ow ist heEngilshspeakingablitiyoft hetenthgradestudent so fSMKNeger i
a tr a k a y g o Y
5 ?
.
3 I sthere any correlaiton between s -efl esteem o fthe tenth grade student so f
a tr a k a y g o Y 5 i r e g e N K M
S andt hei rEngilshs peakingablitiy?
.
C ProblemLimtia iton
e h t o t n i h c r a e s e r s i h t d e ti m il r e h c r a e s e r e h
T correlaiton between s -efl
m e e t s
e and English speaking ablitiy of the tenth grade student so fSMK N 5
g o
Y yaka tra .Theparitcipant soft hisr esearchare71 students fo XDKV Aand X
B i s a m i n
A fo SMKNeger i5Yogyakatra.
.
D ResearchObjecitves
t c e j b o e e r h t s a h r e h c r a e s e r e h t , h c r a e s e r s i h t n
I ive swhichares tated below:
.
1 To ifnd out the s -eflesteem o f the tenth grade student s o f SMK N 5
. a tr a k a y g o Y
.
2 To ifndouttheEngilshs peakingablitiyoft hetenthgradestudent so fSMKN
. a tr a k a y g o Y 5
.
3 To ifnd out whethe rthere i sa correlaiton between s -eflesteem o fthe tenth
N K M S f o s t n e d u t s e d a r
.
E ResearchBeneftis
e s e v i g o t e l b a e b o t d e t c e p x e s i h c r a e s e r s i h
T vera lbenefti st othestudents ,
e h
t teacher so fSMKNeger i5Yogyakatra ,andt hef uturer esearcher .s
.
1 Thes tudent so fSMKNeger i5Yogyakatra
e v i g o t d e m i a s i h c r a e s e r s i h
T student sunderstanding and knowledge to
s e v l e s m e h t e t a u l a v
e .A tfert heyknowt hestudents ’s -eflesteemand ti scorrelaiton
h ti
w students ’speaking ablitiy ; tii si mpo tran tfort hestudentst o havehigh s -efl
m e e t s
e .Atlhough someoft hemcanno tspeak Engilsh wel,lt hey can rty t o speak
p u e v i g t o n o d d n a h s il g n
E speaking ni Engilsh .
.
2 T t he eacher so fSMKNeger i5Yogyakatra
e v i g o t d e m i a s i h c r a e s e r s i h
T theteacher sunderstanding and knowledge
f o e l o r t n a tr o p m i e h t t u o b
a s fle -esteem in learning Engilsh speaking. Atfe rthey
’ s t n e d u t s e h t w o n
k s -efl esteem and ti scorrelaiton wtih students ’speaking ab litiy ;
d n a h s il g n E k a e p s o t s t n e d u t s r i e h t e t a v it o m o t s r e h c a e t e h t r o f t n a tr o p m i s i t i
a e t n i s e i g e t a rt s d n a s d o h t e m d o o g e v a
h ching Engilsh so tha tthe student scan
d n a , h s il g n E k a e p s o t e e r f l e e f , ll e w s s a l c e h t y o j n
e a re no tshy to speak ni
. h s il g n E
.
3 Futurer esearchers
e h t o t e g d e l w o n k d n a g n i d n a t s r e d n u e v i g o t o s l a s i m i a h c r a e s e r s i h T
e h t r o f y ll a i c e p s e , n o m m o c n i e l p o e
p nex tresearchers .A tfe rthey know the
’ s t n e d u t
s s -eflesteem and ti scorrelaiton wtih students ’speaking ab litiy ,i ti s
d n a s l a ir e t a m d o o g n g i s e d n a c y e h t t a h t d e t c e p x e o s l
a good srtategiesf ort eaching
. y ti li b a g n i k a e p s r o f y ll a i c e p s e , h s il g n E g n i n r a e l
.
F Deifni itonO fTerm s
n o it i n if e d e h t e r a e s e h
T s oft erm swhichneedt obedeifned:
.
1 Students ’s -eflesteem
s e h
T e -flesteemist he senseo fsefll oveand wo trh .According t o Schunk
8 0 0 2
( ) ,s -eflesteem i sone’ sperceived sense o fs -efl wo trh .I ti show somebody
.f l e s m i h s t c e p s e r d n a s t p e c c
a “The sel f i s an absrtaciton tha t an individua l
s s o p e h h c i h w s e it i v it c a d n a , s t c e j b o , s e it i c a p a c , s e t u b ir tt a e h t t u o b a s p o l e v e
d esse s
a s i h c i h w , ” e m “ l o b m y s e h t y b d e t n e s e r p e r s i n o it c a rt s b a s i h T . s e u s r u p d n a
m i h o t fl e s m i h f o a e d i s ’ n o s r e
p sel.f”Coopersmtih( 1967 ,p.115 .) Int hisr esearch,
’ s t n e d u t
s s -efl esteem i s measured by giving s -eflesteem quesitonnarie which
e v l o v n
i s some aspects .Those aspect sinclude firends ,parents ,school ,and sefl
-.t s e r e t n
i
.
2 Students’s peakingablitiy
s e h
T tudents ’speaking ab litiy i s t hestudents ’ablitiy i n producing words ,
s r e h t o o t s a e d i ri e h t s e s s e r p x e d n a l a b r e v n i s e c n e t n e s r o , s e s a r h
p .Nunan (2003 ,
.
p 48 )state sspeaking a s“the producitve aura/lora lskli.l” Thi ssk li lconsist so f
o c o t l a b r e v c it a m e t s y s g n i c u d o r
p nvey meaning .”Speaking ablitiy i st he ablitiy
t m e t s y s a s a e g a u g n a l e c it c a r p o
t o convey meaning (Gastain ,1988 ,p. 292) .In
, h c r a e s e r s i h
t speakingablitiyi smeasuredbygivingat estwhichi sint hist estt he
h t n o it a m r o f n i e h t r e f s n a rt n a c s t n e d u t s e h t d n a g n i n a e m n i a tr e c y e v n o c h c i h
w ey
. y ll a r o e r u t c i p t a h t m o r f t o g
.
3 Correlaiton
c
A orrelaiton i sadegreet omeasurear elaitonshipbetween t wovairables .
p o w t e r a e r e h
T ossible correlaiton srange. (Fraenke l& Wallen ,2008) .Fraenke l
d n
a Wallen (2008 ,p. 328 )also state tha t“When a correlaiton i sfound to exis t
s n a e m t i ,s e l b a ir a v o w t n e e w t e
b tha tscore swtihinacetrainr angeononeva irable
s i h t n I . ” e l b a ir a v r e h t o e h t n o e g n a r n i a tr e c a n i h ti w s e r o c s h ti w d e t a i c o s s a e r a
, h c r a e s e
r the correlaiton refer sto the relaitonship between two vairable swhich
f o t s i s n o
c thedependen tvairable and theindependen tvairable .In t hi sresearch ,
s i e l b a ir a v t n e d n e p e d e h t d n a y ti li b a g n i k a e p s h s il g n E s i e l b a ir a v t n e d n e p e d e h t
’ s t n e d u t
s s -eflesteem .
.
4 T t he enthgrades tudent so fSMKN5Yogyakatra
o h w s t n e d u t s e h t e r a a tr a k a y g o Y 5 N K M S f o s t n e d u t s e d a r g h t n e t e h T
. a tr a k a y g o Y 5 N K M S n i y d u t
s SMK N 5 Yogyakatra i sone o fthe Vocaitonal
School which i slocated on Kenar iSrtee t71 Yogyakatra .Thei rgrade i stenth
h c i h
w consists fo 14classe sand7major .sMos toft hemhavel earn tEngilshsince
.l o o h c S y r a t n e m e l
E Therefore , the researche rwant s to know thei rablitiy in
. a tr a k a y g o Y 5 N K M S n i h c r a e s e r e h t t c u d n o c d n a h s il g n E g n i k a e p
8
I I R E T P A H C
E R U T A R E T I L F O W E I V E R
e h t ,r e t p a h c s i h t n
I researcherwould ilket o discusst heo iresr elated t o t he
. k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t e h t s e d u l c n i r e t p a h c s i h T . y d u t s
r e r u t a r e ti l y n a f o n o i s s u c s i d e h t s t n e s e r p n o it p ir c s e d l a c it e r o e h t e h
T elatedt os -efl
m e e t s
e and Engilsh speaking ab litiy .The theoreitca lframework summa ire sal l
e v l o s r e h c r a e s e r e h t p l e h h c i h w , s e ir o e h t t n a v e l e
r s ther esearchproblems .
.
A Theoreitca lDescrip iton
e h t , n o it p ir c s e d l a c it e r o e h t s i h t n
I researcher would ilke to discus sthe
s e ir o e h
t whichincludethes -eflesteemandtheEngilshs peakingablitiy.
.
1 S -eflesteem
.
a TheDeifniitono fSefl-Esteem
8 0 0 2 ( k n u h c S o t g n i d r o c c
A ) ,s -eflesteem i sone’ sperceivedsenseo fs -efl
h tr o
w . tIi swhen oneaccept sand respect sonesefl .Robinson a nd Shave r(1991 )
d d
a tha t s -eflesteem i s one’ sperceived and wo trh sense to reailsitc things .
o s , ll e w f l e s m i h t p e c c a n a c e h f i fl e s m i h t c e p s e r d n a e v o l ll i w e n o e m o
S thes -efl
m e e t s
e i srelated t o t he sel facceptance, whlieAzwa r(1979 )states t ha tthe s -efl
m e e t s
e ist hebase ifgureoft hesefl-concept . tIi sbecausesefl-concep tconsists fo
e r a h c i h w , s t c e p s a o w
t the s -eflimage and et h s -eflesteem .The s -eflimage si
e h t e li h w , y a w e l p m i s a n i d e b ir c s e
d s -eflesteem ist he thesel fdescirpiton more
e v i e c r e p l a n o s r e p e h t o t s a s i ti e s u a c e b y l p e e
7 6 9 1 ( h ti m s r e p o o C y b d e tr o p p u s s i
tI , p.115), whostatest ha t“Thesefli s
, s t c e j b o , s e it i c a p a c , s e t u b ir tt a e h t t u o b a s p o l e v e d l a u d i v i d n i n a t a h t n o it c a rt s b a n a
and acitviite swhich hepossesse sandpursues .Thi sabsrtaciton i srepresented by
” .f l e s m i h o t fl e s m i h f o a e d i s ’ n o s r e p a s i h c i h w , ” e m “ l o b m y s e h
t tI meanst ha t
e h
t s -eflesteem tisefli sshaped by expe irencesi n t hesameprocessi n absrtaciton
s i h m o r f n o it a v r e s b o l a u d i v i d n i e r a h c i h w s e c n e ir e p x e r e h t o e h t y b d e w o ll o f n o p s e r e l p o e p y a w e h t d n a s e d u ti tt
a d t ohi satttiudes ,appearances ,andacitons .
h ti m s r e p o o
C (1967 )also states tha tby s -eflesteem person can evaluate
,f l e s m i h e u l a v o t f l e s m i
h os i tmakes an atttiude tha ti s ilked o runilked and
, s s e c c u s , y ti li b a s i h o t n o i s n e t x e d e v e il e b f l e s s e t a c i d n
i and braveness .So ,the
fl e
s -esteem si apersonalview oropinion expressed i npersonalatttiudest hrough
.f l e s m i h o h
T se statements aresuppo tredby Lindgrena ndHarvey ( 1981), ow h state
t a h
t thes -eflesteem is t he outcome o fthe sel fevaluaiton and assessmen tthat i s
s s e c o r p t a h T . l a u d i v i d n i y b d l e h d n a e d a
m i s acquried a s the outcome o f
e l p o e p d n a , n o it a i c e r p p a , e c n a t p e c c a h ti w s t n e m n o ri v n e s i h h ti w n o it c a r e t n i . n o s r e p t a h t o t t n e m t a e rt 7 0 0 2 ( s w e h tt a
M , p. 2 )deifnest ha t“S -eflesteemist hevalueyou placeon
w o H . fl e s r u o y t u o b a e u rt e b o t e v e il e b u o y t a h
w you seeyoursel fandfee labou t
. n o s r e p a s a f l e s r u o y n o e c a l p u o y e u l a v h c u m w o h s e n i m r e t e d f l e s r u o
y S -efl
m e e t s
e mean sappreciaitng you r own wo trh and impo trance and having the
d r a w o t y l b i s n o p s e r t c a o t d n a f l e s r u o y r o f e l b a t n u o c c a e b o t r e t c a r a h
, s n o it i n if e d e s o h t m o r
F ti can be concluded tha tthe s -eflesteem si the
t a h t l a u d i v i d n i y b e n o d n o it a u l a v e f l e s s n a e m o s l a t I . h tr o w d n a e v o l fl e s f o e s n e s e m o
c s fromi nteracitonwtiheachothe randacceptanceof mhi /hersefl.
.
b S -Eefl steemDevelopment
The se -flesteem developmen tgrow sstep by step along wtih individua l
0 9 9 1 ( k c o lr u H . s e c n e ir e p x e e fi
l ,p .20 )deifne stha t“s -eflesteem i sshaped from
n e e t r u o n i d n a d o o h d li h c r u
o -age i twli lbe estabilshed” .I ti u ss ppo tred by
o jt n e o
K ro ( 1989), ow h state stha ts -efl esteemi sno taf actort ha ti r sb oughtsince
h ti w g n o l a d e t c u rt s n o c d n a , d e i d u t s s i t a h t r o t c a f a s i t i t u b , n r o b s a w e w o n w o s ’ e n o h ti w n o it a z il a e r e h t n i s e c n e ir e p x e e fi l l a u d i v i d n
i rothe rpeople .
1 0 0 2 ( n e d n a r
B , p. 133) add st “ flhat s -e esteem i sformed gradually acros s itme.”
7 0 0 2 ( s a x e t
U , p. 2 ) also deifne s “Expeirence s du irng ou rchlidhood play a
c i s a b r u o f o g n i p a h s e h t n i e l o r e g r a l y lr a l u c it r a
p s -eflesteem” .
8 9 1 ( o r o jt n e o
K 9 )insist stha twtih increasing age ,the chlidren begin to
x e e h t m o r F . e m o h e h t e d i s t u o t n e m n o ri v n e e h t h ti w t c a t n o c l a i c o s t c e ri
d peirence
h h ti w t u o g n i g n a h f
o i s f irends, then i twli lconsrtuc thi ss -efl concept .T se he
g n i z il a i c o
s expeirence sc andevelopapictureo fhimsefli nt erm so fbothphysica l
) d l e h e d u ti tt a d n a t i a rt ( l a c i g o l o h c y s p d n a ) e c n a r a e p p a
( , through the response
t a h w d n a m i h t a e rt e l p o e p r e h t o w o h s a h c u s , m i h s d r a w o t s r e h t o f o s e d u ti tt a y a s o t e v a h s r e h t
o abou thisl fie .Theresponse o fotherst o him was l ater l ed t o
v i d n i d e s s e r p e
d idualst o t hink and ac tabou thimsefl ,which i sare lfeciton oft he
9 7 9 1 ( n a w ri s u
N )concludest ha tthes -efl esteemist hedevelopmentoft he
e v it c e f f
a aspectso fapersoni sasfollows:
x Theacceptancei si ndividua’lsf eeilngt ha thei sapar to fagroup ,acceptedand p
u o r g r e h t o y b d e d r a g e
r members .
x Thesel f rteatmenti si ndividua lappraisa labou thims eflbased on hi sablitiy t o w
e h , y lt n e i c if f e t i s e h c a e r e h f I . s t n a w e h t a h w h c a e r d n a o
d li lvaluehimsel f
. y l e v it i s o p
x The appreciaiton i sa feeilng tha the i swo trh ,ha sa sense and value .Tha t s
i n o i n i p
o basedon whati sknown abou thim , da on a ls basedon t heappraisal
s r e h t o f
o tohimsefl.
t a h t s e n if e d ) 3 7 9 1 ( s s u
B s -eflesteem consists o ftwo pa trs ,which are
l a n r e t n
i s -eflesteem and external s -eflesteem .Interna ls -efl esteem come sfrom
y ll a i c e p s e n o it c a r e t n i l a i c o s f o t l u s e r e h t e r a h c i h w n o it c e f f a d n a r o t c a f r e ir r a c
d n a e l b a r u d s i n o it c a r e t n i s i h T . d li h c d n a t n e r a p n e e w t e
b i t becomes the
o t n o it a d n u o
f the individua lsel fdevelopmen tfu trhermore .The externa ls -efl
m e e t s
e also consist s o ftwo ,which are the affeciton in dfiferen t way s and
m o r f e m o c n a c n o it c e f f a e h T . t n e m e v e i h c
a parents ,firends ,surrounding ,s f ro
t n e r a p , e l p m a x
e s wli lgive moreaffeciton fi t hei rchlid did something good and
r o g n o r w g n i h t e m o s d i d d li h c r i e h t f i e s a e r c e d l li w n o it c e f f a e h
t disappointi ,ng
whlieachievementi nclude sbeauty ,handsomeness ,populartiy ,etc .Besides ,Bus s
) 3 7 9 1
( also said t hatt hereare t wo point so fsefl-value .They are t emporary and
l a u d i v i d n i f o s e c n e ir e p x e e s a b e h t s t n e s e r p e r e u l a v f l e s t n e n a m r e p e h T . t n e n a m r e p
l p m a x e r o f , e fi
h t o , e l p m a x e r o f , e c a l p d n a e m it y b p u d e r u s a e
m e rpeople rteatment .Bus s(1973)
m o r f f l e s s i h s e u l a v d li h c t s ri f e h t t a t a h t s y e v n o c o s l
a hi sparents ’atttiude sto
I . m i
h nsecure and condescending feeilng wli lappea rto a chlid who i srejected
. s t n e r a p s i h y b d e v o l n u r o s s e l h tr o w s l e e f e h e s u a c e
b Thi swo trhles sfeeilng can
e s u a
c himt odisilke mhi s eflandwli lgivel owvaluet ohimsefl .Browna sctiedin
9 1 ( k c o lr u
H 90 , p. 433 )states t ha t“compilmen to rdisapprobaiton received from
a
p rent swilli n lfuencech lids efl-concep.t”
t n e m e t a t s e h t n o d e s a
B sabove, i tcan beconcluded t ha tthesefl-esteem si
h ti w g n o l a p o l e v e d d n a d o o h d li h c e c n i s d e p a h s s i t i t u b , r o t c a f e t a n n i n a t o n
t s ri f e h t t A . e fi l l a u d i v i d n
i stageo f ti sdevelopment ,s -eflesteem si in lfuenced by
e d u ti tt a e h
t and rteatment fo parentst o t hei rchlidren . tYe, i n t henext stage fls -e
m e e t s
e wli lbem orein lfuenced by social i nteraciton even wtih firendsi ncludi ng
. e l p o e p r e h t o r o s e t a m l o o h c s
.
c Factorst hatI n lfuenceS -eflesteem
There are some aspect s tha t in lfuence the s -eflesteem development ;
. p , 7 6 9 1 ( h ti m s r e p o o
C 37 )state ssomef actorst hati n lfuencethes -eflesteemin ti s
t n e m p o l e v e
d .
.
1 Theappraisal ,acceptanceand rteatmentt hati sgainedbyi ndividualf romothe r
. e fi l s i h n i y lt n a c if i n g i s e l p o e p
.
2 As ucces so rachievement
.
3 Theexpeirencegained si interpretedand adapted t o t henorm sandaspriaiton s
.
4 Thewayi ndividualr esponds ot theevaluaiton
n e h
T Coopersmtih (1967 )explain sthing sthat nc a raise a persons' fls -e
m e e t s
e a re earned success du irng sh i interaciton wtih the envrionment .Tha t
s s e c c u
s i sasf o llows:
.
1 Power
p e h
T oweri st hecapablitiy t o i n lfuenceothe rpeopleandhowaperson
e l p o e p r e h t o e g a n a m r o l o rt n o c n a
c in addiiton to manage himsel fin socia l
a c n o s r e p a f I . t n e m n o ri v n
e n in lfuence othe rpeople ,conrto lothe rpeople a s
h g i h d n a e v it i s o p f o n o it c u rt s n o c e h t e t a v it o m l li w t i n e h t ,l l e w f l e s m i h s a l l e w
fl e
s -esteem .Besides t hat ,thes -eflesteem i salso related t o i niitaitve .Usually ,
. e v it a it i n i h g i h e v a h l li w r e w o p h g i h e v a h o h w e l p o e p
.
2 Signiifcance
s e h
T igniifcance i sacceptance ,respect ,atteniton ,and affeciton from
d n a , n o it n e tt a , t c e p s e r , e c n a t p e c c a h g u o n e s t e g e n o e m o s f I . e l p o e p r e h t o
affeciton from othe rpeople ,hi ss -eflesteem can be better .Bu ti fthere i sa
s i h , e l p o e p r e h t o m o r f n o it c e j e
r s -eflesteemcanbef rombadt owors.t
.
3 Vitrue
v e h
T i truei st hel oyatlyo fmora land ethicst ha tapply i n society . tI i s
o m d o o g a t u o b a y ll a u s
u ra lqualtiy in a person ,o rthe genera lqualtiy o f
n i s m r o n d n a s e l u r e h t y e b o n a c n o s r e p a w o h t u o b a s i tI . e l p o e p n i s s e n d o o g
t a z il a i c o s d n a e fi l s i h n i e u l a v s c i h t e d n a l a r o
m ionwel,ls ohi ss -efl esteemleve l
. r e tt e b e b l li w
.
4 Competence
c e h
T ompetencei sasuccessi n r eaching hi sgoal . tIi st heablitiyt o do
e d ir p a s i e r e h t ,l a o g s i h h c a e r n a c n o s r e p a f I . ll e w g n i h t e m o
s i n himsel fand
s i
h s -eflesteemleve lwli lbebette r .
Then Coopersmtih (1967 , p . 4 ) a lso states tha t s -efl esteem i s “the
o t d r a g e r h ti w s n i a t n i a m y li r a m o t s u c d n a s e k a m l a u d i v i d n i t a h t n o it a u l a v e
d n u o r a e l p o e p h ti w n o it c a r e t n i l a u d i v i d n i f o t l u s e r e h t s n a e m e u l a v t a h T ” .f l e s m i h
e r a h c i h w m i
h the appraisal ,acceptance ,and affeciton tha the get sfrom othe r
e c n e u lf n i n a c t a h t s r o t c a f e m o s e r a e r e h t , e v o b a t n e m e t a t s e h t n o d e s a B . e l p o e
p an
l a u d i v i d n
i s -eflesteem.
.
1 Companion
s i h
T s -efl esteem come sfrom acceptance and appraisa ltha ta person
s i h m o r f s t e
g firend .s
.
2 Parents
i n
A nteraciton wtih parent swli ldeilve racceptance and appraisa lto
f o e p a h s e h t f o e s a b a s i t a h t l a u d i v i d n
i s -eflesteem .
.
3 School
s ’ e n o e m o
S s -eflesteem that i srelated t o school i sgo tfrom acceptance
d n
a appraisa l which comes from schoo l envrionment which includes
t n e m e v e i h c a e h t d n a , s r e h c a e t ,s e t a m l o o h c
.
4 S -eflinterest
fl e s e h
T -interest i sshaped from i ndividua lacceptanceand appraisal t o
e s a b e n o d s a h e h t a h
w d onhi scapablitiy.
7 0 0 2 ( s a x e t
U , p. 2 ) deifnes tha t“When we were growing up ,ou r
e t a i d e m m i r u o f o s r e b m e m e h t y b d e t a e rt e r e w e w w o h d n a ) e r u li a f d n a ( s e s s e c c u s l l a , s r e e p r u o y b d n a , s e it ir o h t u a s u o i g il e r , s e h c a o c , s r e h c a e t r u o y b , y li m a f c i s a b r u o f o n o it a e r c e h t o t d e t u b ir t n o
c s -eflesteem.” I t showed tha t ou r
e w t a h t e r u li a f r o s s e c c u s r u o e v i e c r e p o t p e t s r u o e n i m r e t e d o s l a s g n i d n u o r r u s d n a n o it a v it o m g n i v i g y b d e m r o f s i s g n i d n u o r r u s f o e l o r e h T . d e v e i h c a e v a h l li t s d n a e r u li a f e c a f e w n e h w d e ir u b t o n e r a e w t a h t o s s u o t t n e m e g a r u o c n e n e h w t s e d o
m wege tsuccess .Al loft hi scan givecont irbuiton t of ormaitono fthe
fl e
s -esteemtha twehave.
s ’ e n o e m o s t a h t d e d u l c n o c e b n a c t i , e v o b a s t n e m e t a t s e h t n o d e s a
B s -efl
m e e t s
e is i n lfuenced by i nteraciton facto raperson ha swtih surrounding (people
s ’ e n o e m o s n i r o t c a f e s a b e h t ,s e d i s e B . n o i n a p m o c d n a , l o o h c s , y li m a f ,) s u d n u o r a fl e
s -esteemi shimsefl . tIi sbecausewtihou tsefl-interest ,s -efl esteemcannotf orm
n o s r e p a , s d r o w r e h t o n I .l l e
w whoi ssuccessi ni nteraciton wtih hi ssurrounding s
s i h e s a e r c n i n a
c s -eflesteem ,wh liet hef aliureofi nteracitonwtihhi ssurrounding s
s i h e s a e r c e d n a
c s -eflesteem .
.
d TheCharacterisitc so fHighandLowS -efl esteem
8 7 9 1 ( n e h o
C , p.96 )statest ha t“peoplewho havehigh s - sefl e teem tend t o
t n e d if n o c e r o m e
h g i h e v a h o h
w s -eflesteem lovehimsefl ,seeand valuehi ssel fwell .“Thosewho
fl e s h g i h e v a
h -esteem are presumed to be psychologically happy and heatlhy”
; 4 9 9 1 , n e d n a r B
( Taylo r&Brown ,1988)a sctied ni Heatrhetron&Wyland( 2001 ,
.
p 219), “whereas t hose wtih l ow sefl-esteem arebeileved t o be psychologically
s p a h r e p d n a d e s s e rt s i
d even depressed” (Tennen & Aflfeck ,1993) a sctied in
d n a l y W & n o tr e h tr a e
H (2001 ,p.219 .)HeatrhetronandWyland( 2001 )alsodeifne
t a h
t mos tpeoplewtihhigh s -eflesteemappeart ol eadhappyandproducitve ilves .
,t s a rt n o c y
B peoplewtih l ow s -efl esteem seet he wo lrd t hrough a more negaitve
l a r e n e g r i e h t d n a , r e tl
if disilke fo r themselve s color s thei r percepiton s o f
. m e h t d n u o r a g n i h t y r e v e
t a h t s l a e v e r ) 6 9 4 : 3 7 9 1 ( s s u
B “someone’ slow s -eflesteem i scaused by
, n o it c e f f a ’ s t n e r a p f o k c a l e h t , s e m it l l a t a s e c n e ir e p x e e r u li a f l a n o it o m e
n o i n a p m o c f o l a s u f e r e h t d n a , n o it a il i m u
h ,” whlie in Coopersmtih’ sresearch
. p , 7 6 9 1
( 236 )show stha tthe chlid wtih high s -efl esteem i srelated to his/he r
s e z ir o g e t a c o s l a e h n e h T . s t n e r a
p thes -eflesteeminto t hreel evel swhicharehigh ,
w o l d n a , ri a
f s -eflesteem . Someone wtih high s -eflesteem tend to be acitve ,
e v i e c e r , n o i s s u c s i d n i e v it c a , e fi l l a i c o s d n a c i m e d a c a s i h n i s s e c c u s , e v i s s e r p x e
t a h w o t n o it n e tt a h g u o n e e v a h , n o i n i p o s ’ e l p o e p r e h t
o i saround him ,con ifdence
r i a f h ti w e n o e m o S . t s i m it p o d n
a s -eflesteem tend to be confused in valuating
s s d e e n t i t a h t o s f l e s m i
h uppor tfrom people around him ,whereassomeonewtih
w o
l s -eflesteem tend to be modesty ,afraid o fothe rpeople’ sopinion tha ti s
7 0 0 2 ( s a x e t
U )also has the same opinion tha tsomeone wtih high s -efl
m e e t s
e tend sto be con ifdence so tha the i salso rtusted by othe rpeople and
e v i g l li w m i h d n u o r a e l p o e P . e l p o e p r e h t o y b d e n e t s il e b l li w s y a s e h r e v e t a h w n e t e h , l o o h c s n I . m i h o t n o it c e f f a e r o m d n a n o it n e tt
a d sto be successf ul in hi s
h g i h h ti w e l p o e P “ . y d u t
s s -eflesteemfee lgoodaboutt hemselve ,s they areablet o
d n a , k c a b d e e f e v it a g e n d n a s e g n e ll a h c h ti w y l e v it c e f f e e p o
c they ilve i n a socia l
t c e p s e r d n a e u l a v e l p o e p t a h t e v e il e b y e h t h c i h w n i d lr o
w them”(Heatrhetron &
1 0 0 2 , d n a l y
W , p . 2 ), wh19 ereas someone wtih low s -eflesteem tend sto be
P “ . y a w e v it a g e n e h t m o r f f l e s s i h e e s , e c n e d if n o c t o n , t s i m i s s e
p eople wtih low
fl e
s -esteemseet hewo lrd t hrough amorenegaitve iftlerand t hei rgeneral disilke
m e h t d n u o r a g n i h t y r e v e f o s n o it p e c r e p r i e h t s r o l o c s e v l e s m e h t r o
f ” (Heatrhetron
1 0 0 2 , d n a l y W
& ,p .220 .)
h ti w e n o e m o s t a h t d e d u l c n o c e b n a c t i , e v o b a s t n e m e t a t s e h t n o d e s a B h g i
h s -eflesteemtendst obeopitmist ,con ifdence ,easyt os ociailze ,andr eailsitct o
w n a e M . d lr o w s i h e e
s hlie ,someone wtih l flow s -e esteem tend sto be pessimist ,
. e z il a i c o s o t y s a e t o n d n a , e c n e d if n o c t o n .
2 Eng ilshSpeakingAblitiy
1 0 0 2 ( n w o r B . s y a w t n e r e f fi d n i g n i k a e p s e n if e d s tr e p x e y n a
M ,p .26 )
e t a t
s s S“ peaking i sto expres sthe needs-request ,informaiton ,service ,etc.” I t
e h t r o g n i k a e p s f o r e n tr a p e h t o t s e c n e t n e s r o s d r o w s y a s r e k a e p s e h t t a h t s n a e m t a h w s s e r p x e o t o s l a t u b d n i m r e h / s i h n i s i t a h w s s e r p x e o t y l n o t o n s r e n e t s il t i r e h t e h w s d e e n e h s / e
f o e s u e h t h g u o r h t g n i n a e m g n ir a h s d n a g n i d li u b f o s s e c o r p e h t s a g n i k a e p s t a h t . s t x e t n o c y t e ir a v a n i ,s l o b m y s l a b r e v n o n d n a l a b r e v n u
N an (2003 ,p. 48 )state stha tspeaking a s“the producitve aura/lora l
o c o t l a b r e v c it a m e t s y s g n i c u d o r p f o s t s i s n o c l li k s s i h T ” .l li k
s nvey meaning .”
y e v n o c o t m e t s y s a s a e g a u g n a l e c it c a r p o t y ti li b a e h t s i y ti li b a g n i k a e p S g n i n a e
m ” (Gastain ,1988 ,p .292) .I tmeanst hatl anguagei st hei nsrtumen toft wo
c i n u m m o c y a
w aitonst hati si mpo tranti nou rsocietyeveryday .Thronburry (2005 ,
.
p 70 )deifne sspeaking a s“an acitvtiy involving two o rmore people in w mho
s n o it u b ir t n o c r i e h t e k a m d n a r a e h y e h t t a h w o t t c a e r o t e v a h s r e k a e p s d n a s r e r a e h o S . ” l e v e l h g i h a f o d e e p s t
a , i n speaking each paritcipan tha sa purposet ha the
h ti w y l p e r d n a m i h o t d i a s s i t a h w t e r p r e t n i o t e l b a e b o t s a h e H . n i a tt a o t s t n a w e r a h c i h w , h s il g n E n i s e it il i b a c i s a b r u o f e r a e r e h T . r e k a e p s e h t o t r e w s n a t h g ir e h t s , g n i n e t s
il peaking , reading , and wiritng . The speaking i s one o f the mos t
t c e p s a t n a tr o p m
i s in foreign language including Engilsh .Nunan (1991 ,p. 39 )
t s i g n i k a e p S “ s m ri f f
a he single mos timpo tran taspect o flearning a second o r
” . e g a u g n a l n g i e r o f o r a i h c o n i
F and Brum if t(1983 , p. 140 )also state tha t“Speaking i smore
e r u t c u rt s , d n u o s e h t g n i w o n k o t n o it i d d a n i r o f , g n i n e t s il n a h t l li k s x e l p m o c ” . e g a u g n a l f o m e t s y s b u s e r u tl u c d n a , y r a l u b a c o
v Nunan (2003 )explain stha t
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