THE CORRELATION BETWEEN STUDENTS’ SELF-ESTEEM AND THEIR ENGLISH SPEAKING COMPETENCIES : A Study of Eleventh Grade Students at a Public Senior High School in Cimahi.

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Wenni Wulandari Gustaman, 2015

THE CORRELATION BETWEEN STUDENTS’ SELF-ESTEEM AND THEIR ENGLISH SPEAKING COMPETENCIES

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE COR

RELATION BETWEEN STUDENTS’ SELF

-ESTEEM

AND THEIR ENGLISH SPEAKING COMPETENCIES

(A Study of Eleventh Grade Students at a Public Senior High School in Cimahi)

A Research Paper

Submitted to the Department of English Education of the Faculty of Language and

Literature Education of Indonesia University of Education in Partial Fulfillment of

the Requirements for Sarjana Pendidikan Degree

By

Wenni Wulandari Gustaman

1000370

DEPARTMENT OF ENGLISH EDUCATION

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INDONESIA UNIVERSITY OF EDUCATION

2015

The Correlation between Students’

Self-Esteem and Their English

Speaking Competencies

(A Study of Elevent Grade Students at a Senior

High School in Cimahi)

Oleh

Wenni Wulandari Gustaman

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Sastra

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Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

WENNI WULANDARI GUSTAMAN

THE CORRELATION BETWEEN STUDENTS’ SELF – ESTEEM AND THEIR ENGLISH SPEAKING COMPETENCIES

Approved by:

Main Supervisor Co-Supervisor

Prof. H.Fuad Abdul Hamied, M.A., Ph.D. Muhammad Handi Gunawan, M.Pd.

NIP. 195008211974121001 NIP. 197301132009121002

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Prof. Dr. H. Didi Suherdi, M.Ed.

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ABSTRACT

This research paper investigated the correlation between students’ self –

esteem and their English speaking competencies at a Senior High School in Cimahi. The data were gathered from 62 eleventh grade students. The questionnaire of self – esteem and the speaking test were given to the students to measure the level of their self – esteem and their English speaking competencies. The scores were input in IBM SPSS 22 to find out the correlation between the two variables. The findings showed that there was a significant moderate correlation

between students’ self – esteem and their English speaking competencies. This study brought to a close that self – esteem also is taken into consideration to

students’ achievement in speaking in English.

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ABSTRAK

Penelitian ini meneliti tentang korelasi antara penghargaan diri dan kemampuan berbicara bahasa Inggris siswa di satu Sekolah Menengah Atas di Cimahi. Data didapatkan dari 62 siswa kelas sebelas. Kuesioner tentang penghargaan diri dan uji speaking diberikan kepada siswa untuk mengukur tingkat penghargaan diri mereka dan kemampuan berbicara bahasa Inggris nya. Data dihitung menggunakan IBM SPSS 22 untuk mengetahui korelasi antara dua variabel. Hasil menunjukkan bahwa ada korelasi yang signifikan antara penghargaan diri siswa dan kemampuan berbicara bahasa Inggris nya yang berada pada level menengah. Penelitian ini disimpulkan bahwa penghargaan diri juga termasuk kedalam keberhasilan siswa dalam berbicara menggunakan bahasa Inggris.

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CHAPTER 1 INTRODUCTION

This chapter provides a brief explanation of the introduction of the

research which consists of background of the research, scope of the research,

statement of problems, aims of the research, significant of the research, research

methodology, clarification of terms, and organization of the paper.

1.1 Background of the Research

Language is an important tool of communication among people. Since

people over the world use different languages to communicate, English has been

selected as a mediator for people from all countries in the world to communicate

and to strengthen their relationship each other easier.

Regarding the importance of English at present, people from all countries

have been learning English, including Indonesia. English has been officially

taught in Indonesian schools since Indonesia declared its independence until now.

National Education Curriculum establishes English is a main subject that needs to

be learned by students in every school. It also has the students acquire four skills

of English, such as listening, speaking, reading, and writing.

Students’ success in mastering English is measured from the way they speak and deliver the message orally. The students who feel their English

speaking skill are good tend to be active in the classroom and always become a

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In a reality, speaking is one of language skills mostly avoided by some

students because they find speaking in their language a lot easier than struggling

with English (Harmer, 1998). The position of English as a foreign language, not

as a second language, is the main reason. In addition, English is not used in daily

conversation, consequently many students in public schools have less opportunity

to practice; and then they are afraid to speak in English, so they are not willing to

speak English. It happens in a real situation where not all of students are brave to

speak English in a learning process. In line with Widiati & Cahyono (2006), this

concern causes most students at non-speaking English school feel anxious and

keep silent in speaking class, this phenomenon happens due to pressure from the

speaking tasks which require them to talk within limited time individually and

spontaneously and fear of making mistakes. Thus, more practices and exercises in

speaking English are required, for instance, the teacher ask the students to use

English fully during the lesson so that their speaking skills become better. It is

reinforced by Hamm (2006) that since speaking in front of people is a learned

skill, to speak well requires practice.

Students have their own encouragement to speak because speaking a

foreign language requires thinking and involving affective factors; one of which is

self – esteem. Self – esteem is one factor that triggers to the students’ achievement

in speaking in English. Self – esteem deals with feelings; how they feel that they

are capable of doing something well. Therefore, some students are courageous;

some are not to speak in English because they avoid making mistakes in

pronouncing the words or delivering ideas orally. Previous experiences like

success and failures are the examples that can lead the students to how they value

themselves. How people value and feel themselves is called self-esteem.

According to Shaalvik (1990) that self-esteem was defined as the individual’s

general feeling of doing well in school and his or her satisfaction with his or her

achievement. Since students’ self-esteem is heterogeneous, the teacher needs to

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self-esteem. Many researchers conducted previous studies about the correlation

between second language oral production tasks and various personality variables,

Brown (1994) lists self-esteem is one of the personality variables.

Self – esteem is individual’s positive evaluation or pride of the self; how

they are full of capabilities (Rosenberg, 1995). One’s beliefs of the self influence

their academic achievement, especially in speaking a foreign language. Bandura

and (cited in Aregu, 2013), reinforced self-beliefs of capability and self worth are

believed to contribute to students’ academic achievement. In this regard, Aregu (2013) notes that self-beliefs usually serve students well when they attempt to

achieve academic goals, as their feelings of capability to accomplish specific tasks

help them keep on investing effort, increase perseverance, especially when

challenges are faced.

Aregu (2013) says that the relationships of academic achievement to self –

esteem have been examined by various studies in various fields. Language skills,

such as speaking skills would be observed in depth because it could be affected by

self beliefs. It is clearly stated that the students utter their ideas, opinions, and

minds using English is dealing with their self-esteem. This concern is reinforced

by Brown (2000) that the students will achieve their success in learning a foreign

language if they feel confident and believe in themselves.

In a short, many researchers such as Kalanzadeh et.al (2013), Aregu

(2013), Koosha et.al (2011), Nogueras (1996), Rubio (1997), and Wullur (2014)

have conducted the relationship between speaking competencies to students’ self

– esteem in learning English as a foreign or second language. The researcher would like to measure whether or not there is the correlation between students’

self-esteem and their speaking competencies and its hypothesis as well based on

the measurement of students’ self-esteem and their speaking competencies. This

study employed 62 students selected from two different classes. The active and

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condition commonly affect students’ beliefs to be capable of learning a foreign language, especially in a specific activity.

1.2 Scope of the Research

This research will focus on finding out the correlation between self-esteem

and English speaking competency in the eleventh graders of senior high school

after they have filled questionnaires and followed the speaking test. There will be

62 students from two classes involved in this recent research.

1.3 Statement of Problems

This research is conducted to answer the following research questions:

1. What level of self-esteem and English speaking competencies are students

mostly at?

2. What is the correlation between the students’ self-esteem and their English

speaking competencies?

1.4 Aims of the Research

In line with the research questions, the aims of this study are listed as

follows:

1. To find out the level of the students’ self-esteem and English speaking

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2. To find out the correlation between the students’ self-esteem and their

English speaking competencies.

1.5 Significance of the Research

This research is expected to provide a clear explanation towards the

correlation between students’ self esteem and their speaking competencies at a Senior High School in Cimahi. This research is counted on giving information to

the readers, especially English teachers. When the teachers know that students’

self esteem has correlation to their English speaking competency, it may inform

them that whether students with high self – esteem or low self – esteem may have

good speaking performances or not.

1.6 Hypothesis

When there is a correlation between students’ self-esteem and their English speaking competencies; the alternative hypothesis is accepted and null

alternative is rejected.

Ho = there is no significant correlation between variable X and Y.

Ha = there is a significant correlation between variable X and Y.

If Ha is accepted, the correlation could be positive or negative. According

to Gravetter & Forzano (2012), in a positive relationship, there is a tendency for

two variables in the same direction, when one variable increases, the other tends

to increase. Meanwhile, in a negative relationship, there is a tendency for two

variables to change in opposite directions; increases in one variable tend to be

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1.7 Research Methodology

This research would conduct a sample rather than a population. The

subjects of this research are 62 eleventh graders from two classes in a Senior High

School in Cimahi.

The technique used to gather the data are questionnaire, interview, and

speaking test. Relationship between students’ self-esteem and their speaking

competences will be gained through these instruments:

1. Questionnaire is adapted from many experts (Al-Hattab, 2006; Aregu,

2013; Brown, 2000; Harmer, 1998; Liu, 2005; Rosenberg, 1995;

Törnqvist, 2008) to measure students’ self-esteem towards their speaking

skills.

2. Speaking test matrix is used to assess students’ competences at speaking

English based on four criteria which are pronunciation, fluency,

comprehension and expression. Scale of speaking test used in this study is

taken from the Standford FLOSEM developed by Padilla and Sung (1999,

p.37). The Standford FLOSEM itself stands for Foreign Language Oral

Skills Evaluation Matrix which is a more general assessment of the

student’s ability to communicate in the language being learned, especially English as Foreign Language. Therefore, it was appropriate to assess

After all the data needed are collected, each of research questions will be

answered. To answer the first question would be gained through distributing

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study would like to display and describe in depth the students’ self-esteem and

their speaking competencies both in high or low level regarding the data

collection. The second question would be answered by computing the data gained

using IBM SPSS 22 (Statistical Package for Social Science) and Pearson Product

Moment which is expected to give the exact result of whether there is a

correlation between students’ self-esteem and their English speaking competencies.

1.8 Clarification of Main Terms

To avoid misunderstanding concerning the use of terminology related to

this topic, these are the linguistic definition of the terms:

 Correlation

A correlational study describes the degree to which two or more quantitative

variables are related, and it does so by using a correlation coefficient (Fraenkel,

2011).

 Students

Students are eleventh graders who are studying in Senior High School in

Cimahi.

 Self-Esteem

Self – esteem is the individuals’ positive evaluation or pride of the self; how

they feel that they are persons of value and capabilities (Rosenberg, 1995).

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Richards and Rodgers (1986) says that speaking is important because it is one

of the central elements of communication in EFL (English as a Foreign

Language) teaching.

 Speaking Competency

According to Harmer (2001), speaking competency is the ability to speak

fluently presupposes not only a knowledge of language features, but also the

ability to process information and language “on the spot” and carry on a

conversation reasonably competently.

1.9 Organization of Paper

The paper is presented into five chapters. Each chapter will elaborate subtopics

relevant to the topic in details.

CHAPTER I INTRODUCTION

This chapter presents background of the research, scope of the research, statement

of problems, aims of the research, significant of the research, research method,

clarification of terms, and organization of the paper.

CHAPTER II THEORETICAL FOUNDATION

This chapter provides the supported theories related to the basic framework of the

study. This chapter consists of theories of self – esteem, self – esteem in language

learning, the nature of speaking, assessing speaking competency, affective factors

in speaking English, Indonesian students’ difficulties in speaking English, and

previous related researches.

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This chapter describes the methodology and procedures used in this research in

order to answer the research questions in Chapter I. This chapter is divided into

research design, participant of the research, data collection, the instrument testing,

and data analysis.

CHAPTER IV FINDINGS AND DISCUSSION

This chapter provides the results of the study consisting of data presentation,

findings, and discussion based on the data collection and computation with some

theories to support the findings.

CHAPTER V CONCLUSION AND SUGGESTION

This chapter depicts the conclusions which are the summary of the study and

suggestions for teachers and future researchers related to the main topic of the

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the procedures of the study including research

design, participants of the research, research instruments, data collection, and data

analysis.

3.1Research Design

To reach the aims of this study in the previous chapter, the correlational

study with a descriptive method was utilized in this research. A descriptive study

involves collecting data in order to test hypothesis and answer research questions

concerning the present existing condition of the participants (Gay, cited in

Escalona, 2005). It reaches factual issues of the participants of the study. A

descriptive study is referred to as “correlation” or “observational” studies (Nebeker, 2006). It might employ methods of analyzing correlation between

multiple variables by using tests such as Pearson correlation. “The correlational study indeed deals with numerical scores, however, is sometimes referred to as a

form of descriptive research because it describes an existing relationship between

variables without any manipulation of variables” (Fraenkel et al., 2011).

In this study, descriptive method was used to describe the degree of

students’ self – esteem and the level of students’ speaking competencies in English based on the data collection done by the researcher. The correlational

study was applied to investigate the hypothesis and the degree of correlation

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Therefore, the descriptive method in the correlational study was considered

appropriate to be applied in this study.

The two variables were employed in this research; the score of

questionnaire of measuring students’ self-esteem as independent variable (X) and

students’ speaking competencies, which are divided into four criteria, as dependent variables (Y). The relation between variables is presented as follow.

Figure 3.1 The Relationship between Variable X and Variable Y

3.2Participants of the Research

The researcher selected the eleventh graders at one of middle schools in

Cimahi as the participant of the research.

3.2.1 Population

According to Fraenkel et.al (2011), population is the large group to which

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The population in this study was eleventh graders of Senior High School in

Cimahi. The number of eleventh students is about 360 which are divided into 9

classes.

3.2.2 Sample

In accordance with Cohen et.al (2007) sample is a smaller group or subset

of the total population in such a way that the knowledge gained is representative

of the total population under study.

This study employed random sampling, as it has been stated by Usman

and Akbar (2006) that sampling used a certain technique. Fraenkel et.al (2011)

defines stratified random sampling is a process in which certain subgroups, or

strata, are selected for the same proportion as they exist in the population. The

sample for a correlational study should be selected carefully. Fraenkel et.al (2011)

mentions the minimum acceptable sample size for a correlational study is

considered to be no less than 30 data, samples larger than 30 are much more likely

to provide meaningful results.

There were two classes selected as the subject of this research, which were

XI IPS 2 and XI IPS 3. The participants in this study were 62 students. The

selection was based on the characteristics of the two classes; the active and

less-active classes and the number of hours of English taught in XI IPS per week is

more than other major classes.

3.3Data Collection

In collecting data, some instruments employed in this research were listed

as below in sequence: observation, questionnaire, the speaking test, and interview.

The instruments were conducted for three days, on September 15, 2014 until

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3.3.1 Observation

Observing the class before conducting the instruments were considered

important to know how the respondents behave during class discussion. The

researcher did not participate in the situation being observed but rather watched,

that is called as an onlooker (Fraenkel et.al, 2011).

The observation process was held on September 15 to 16, 2014 by

watching the teacher’s task on how she asked to the students some questions spontaneously relating to their daily activities and the material they were learning.

In addition, the researcher also monitored students’ behavior during English

lesson especially in a conversation activity; which students were active and keep

silent.

3.3.2 The Self – Esteem Questionnaire

Questionnaire is useful instrument for collecting the information needed

by the research. In line with Fraenkel et.al (2011), in a questionnaire, the subjects

respond to the questions more commonly, by marking an answer sheet.

This study utilized the Likert scale which asks individuals to respond to a

series of statements of preference and numbers placed on a continuum (Fraenkel

et.al, 2011). The questionnaire belongs to aptitude test, Fraenkel et.al (2011) states

that aptitude tests are intended to measure an individual’s potential to achieve; in

actually, they measure present skills or abilities.

The questionnaire applied in this research was adapted from many experts

(Al-Hattab, 2006; Aregu, 2013; Brown, 2000; Harmer, 1998; Liu, 2005;

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total statements, however, to be considered as reversed items. The reserved items

were: 2, 4, 7, 9, 13, 14, 16, 17, 18, and 19. The students put a checklist on one

response (highly agree, agree, disagree, or highly disagree) to each statement in

the questionnaire. Rating scales are from 1 to 4 as presented below:

Statement Highly Agree Agree Disagree Highly Disagree

Positive 4 3 2 1

Negative 1 2 3 4

The selection of this scoring is to remove the distinction between different

strengths of agreement of disagreement because most teenage students tend to

circle neutral response as the alternative answer.

The results gained from measuring students’ self-esteem classified students into two levels; high and low self-esteem. The steps to find out the self – esteem levels of students were presented as follows.

The ideal maximum score = total questions x the highest score

The ideal of score range =

the ideal maximum score – the ideal minimum score

The score interval = the ideal score range

4

The classification of self – esteem level would be presented below. 1. Score range of very low self – esteem = 20 – 35

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3. Score range of high self – esteem (normal) = 51 – 65 4. Score range of very high self – esteem = 66 – 80

3.3.3 The Speaking Test

The speaking test as the instrument was also constructed to measure the

students’ speaking skill. In the third day, the speaking test was held. The researcher had the students perform role plays in pairs based on the context. The

context was about How to Make an Appointment and a Reservation. The role play

is one of the best ways of accurately measuring speaking proficiency. In a role

play, the students are placed in a familiar social situation where they have to

interact naturally and spontaneously with peers (Kuehn, 2013).

The English teacher was as assessor to score the students’ performances based on the four criteria: pronunciation, fluency, comprehension, and expression.

The teacher is professional because she has been teaching English for decades.

The criteria of assessing speaking skills were adapted The Standford FLOSEM

(See Appendix 4).

3.3.4 The Interview

The interview is an important way for the researcher to check the accuracy

of – to verify the impressions he or she has gained through observation and distribution of questionnaire (Fraenkel et.al, 2011). This research employed

semi-structured, according to Fraenkel et.al (2011), it belongs to rather formal interview

which is designed to elicit specific answer from respondents and later compared

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Two respondents from each class were asked to be interviewees. They

were as representative of different level of the self-esteem score: high and low.

3.4The Instrument Testing

The instrument used in research was considered to have a good quality.

The questionnaire distributed by the researcher to the respondents should be valid

and reliable.

3.4.1 Validity

According to Fraenkle et.al (2011), validity refers to “the appropriateness, meaningfulness, correctness, and usefulness of the inferences a researcher

makes”. Sugiyono (2010) says that the instrument is considered valid; it has to fulfill the requirement of internal and external validity.

 Internal validity is rational or theoretical validity. It reflects and represents what criteria are going to be measured.

 External validity compares between the criteria in the instrument and some facts in the field.

In this research, the value of rcritical in α 0.05 with the df = N-2 was 0.27. The questionnaire is considered valid if robtained is higher than rcritical.

If robtained > rcritical = valid

If robtained < rcritical = invalid

The validity of the questionnaire was computed by using Pearson Product

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3.4.2 Reliability

Reliability in a quantitative research is essentially a synonym for

dependability and consistency of scores or answers from one administration of an

instrument to another, and from one set of items to another (Cohen et.al, 2006 and

Freankle, 2011). The questionnaire is considered reliable if it can be used for

several times under and will produce the same result to the same respondents.

This research used IBM SPSS 22 with Cronbach’s Alfa to calculate the reliability of the instrument. The formula is as follows.

This research employed the level of significant was 0.05 which is

commonly used for testing the reliability. The questionnaire is considered reliable

if robtained is higher than rcritical. Meanwhile, if the result shows that robtained is lower

than rcritical, and then the questionnaire is not reliable.

3.5Data Analysis

Before analyzing the correlation between the variables to reach the goal of

this research, test the normality and linearity of the data are needed to confirm the

data are normally distributed and have linearity between the variables.

3.5.1 Test of Normality

The normality testing is conducted to find out whether the data distribution

from each group is normal or not. The computation of normality was tested by

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Ha : Normally distributed

Ho : Not distributed

With the following testing criteria:

P > 0.05 = Ha accepted, and

P < 0.05 = Ho accepted.

3.5.2 Test of Linearity

The linearity testing is purposed to look at the significance of the

relationship between two variables in this research. Since independent and

dependent variables in this study belonged to functional relationship, simple

regression analysis was employed where the dependent variable could be

predicted through the independent variable. This study applied Annova in IBM

SPSS 22 to test the linearity.

3.5.3 Investigating Correlation

After the requirements had been completed, the main step for this

research’s goal was to investigate the strength of correlation between students’

self-esteem and their English speaking competencies score. The computation

process used IBM SPSS 22 for Windows. The formula is below:

� = n ∑ X Y − ∑ X ∑ Y

√[n ∑ X2_{− ∑ X} 2_{] [ n ∑ Y}2_{− ∑ Y} 2_]

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r = correlation coefficient X = the score of item

n = the number of respondents Y = the score of item

(Sugiyono, 2011)

After determining the correlation coefficient, the researcher also tried to

find out whether the null hypothesis was rejected or not. The interpretation is as

follows:

Ho: there is no significant correlation between students’ self – esteem and

their speaking English competencies.

Ha : there is a significant correlation between students’ self – esteem and

their speaking English competencies.

If Ho is accepted, the correlation could be positive or negative. When two

variables increase in the same direction, the correlation is positive. Meanwhile,

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter is purposed to depict the summary of the study, conclusions

and suggestions for further studies based on the findings and discussions from the

previous chapter.

5.1Conclusions

The aim of this study was to investigate the correlation between students’ self – esteem and their English speaking competencies. The findings and

discussions in Chapter IV have found some conclusions related to the study.

Regarding the result of the gathered questionnaire, it showed that 2

students had very high self – esteem in speaking in English. The highest score

gained by one of them was 78 of 80. There were 44 students who belonged to the

level of high self – esteem; meanwhile 16 students were in the low level of self –

esteem. The lowest score lay at 41 and there were no students who had very low

self – esteem.

After conducting the speaking test, 42 of total students had good scores in

the speaking test, and 20 students had fair scores in the speaking test. It indicated

that more than a half of total students were categorized into the students who had

good speaking competencies.

Based on the computation of the correlation score between both variables,

it was found that the correlation was 0.509; it indicated the correlation was not

strong because it was at moderate level, and was positive. The findings also

showed the probability (p) was 0.000 which meant Ho was rejected since the

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one of factors of students’ achievement in language learning especially in a speaking activity, since the result showed there was a moderate, positive, and significant correlation between students’ self – esteem and their English speaking competencies.

5.2Suggestions

From the findings that have been elaborated, some suggestions are drawn

to the teachers in general, as well as to the future researchers related to the

correlation between affective factors and speaking skill. The suggestions are listed

in the following:

1. Teachers should know the reasons why students keep silent and avoid

using English in the speaking class. The students probably do not believe

in their skills and abilities.

2. Teachers should encourage students who are reluctant to speak in the

classroom by adapting some interesting and supportive classroom

activities.

3. Teachers should consider academic self – esteem as a powerful

motivating force that can optimize language learning processes and more

importantly consider enhancing student self –esteem as one of the primary

goals of language education.

4. The future researchers can focus on other issues in self – esteem, such as gender influences students’ speaking skill and learning activities to maintaining students’ self – esteem, analyze what factors make students

have low self – esteem, and so on. Moreover, the future researchers can also explore the correlation between students’ self – esteem and their English speaking competencies in depth to get the better result of this

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