ABSTRACT
Lelita, Yohana Vita. 2016. A Study on Students’ Learning Strategies and Self-efficacy in Speaking I Class in ELESP of Sanata Dharma University. Yogyakarta: Sanata Dharma University.
Speaking skill is a skill that is judged first than other skills by someone in many languages (McDonough & Shaw, 2003). This perspective is the underlying reason why ELESP students are demanded to have good speaking ability. Having a good speaking ability will also give them many other benefits. However, based on the researcher’s personal experiences as the first semester student and experiences of doing micro teaching in Speaking I class, it was found that some ELESP students’ speaking ability was not good enough. Therefore, this research aims to find out the language learning strategies ELESP students applied to improve their speaking ability and the use of those strategies in relation to the students’ self-efficacy.
This research was intended to answer two research problems, namely (1) what language learning strategies were applied by the students to improve their speaking ability in Speaking I class? and (2) what is the use of those strategies in relation to the students’ self-efficacy? To address these research problems, the researcher used mixed method. The type of mixed method design used was sequential design. The instruments in this research were questionnaire and interview. The researcher distributed the questionnaire to 22 students of Speaking I class B in ELESP of Sanata Dharma University in academic year 2015/2016 to obtain quantitative data. The selection of the interviewees was based on the quantitative data. The interview was conducted with three students to obtain qualitative data. The qualitative data were used to clarify the quantitative data and explore the information in depth.
There were two findings with regard to language learning strategies. First, it was found that all students applied various language learning strategies to improve their speaking skill, namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. Second, setting speaking goal was the most dominant strategy. That strategy belongs to metacognitive strategies. There were three findings with regard to the use of strategies in relation to the students’ self-efficacy. First, it was found that the use of those strategies was influenced by some factors, namely motivation and anxiety. Second, it was found that the higher motivation and the lower anxiety the students had, the more strategies were used and the more successful they were in learning foreign language. The success was reflected in their speaking performance after applying various strategies. Last, from the analysis of target and goals, strategy use, motivation, anxiety, and performance, it was found that student B and student C’s self-efficacy were high while student A’s self-efficacy was low. The findings are useful for readers to have better understanding of language learning strategies and self-efficacy.
ABSTRAK
Lelita, Yohana Vita. 2016. A Study on Students’ Learning Strategies and Self-efficacy in Speaking I Class in ELESP of Sanata Dharma University. Yogyakarta: Universitas Sanata Dharma.
Kemampuan berbicara adalah suatu kemampuan yang dinilai pertama kali oleh seseorang dibandingkan kemampuan-kemampuan lain dalam banyak bahasa (McDonough and Shaw, 2003). Pemikiran tersebut menjadi alasan mengapa mahasiswa PBI dituntut untuk memiliki kemampuan berbicara Bahasa Inggris yang baik. Memiliki kemampuan berbicara yang baik juga akan memberikan mereka banyak manfaat lain. Tetapi, berdasarkan pengalaman pribadi peniliti sebagai mahasiswa semester satu dan pengalaman saat melakukan micro teaching di kelas Speaking I, ditemukan bahwa kemampuan berbicara Bahasa Inggris beberapa mahasiswa PBI tidak cukup baik. Maka, penelitian ini bertujuan untuk mengetahui strategi-strategi yang digunakan oleh mahasiswa PBI untuk memperbaiki kemampuan berbicara Bahasa Inggris mereka dan kegunaan strategi-strategi tersebut dalam kaitannya dengan efikasi diri mahasiswa.
Penelitian ini bertujuan untuk menjawab dua rumusan masalah, yaitu (1) strategi pembelajaran bahasa apa yang digunakan mahasiswa untuk memperbaiki kemampuan berbicara mereka di kelas Speaking I? dan (2) apa kegunaan strategi-strategi tersebut dalam kaitannya dengan efikasi diri mahasiswa? Untuk menjawab permasalahan ini, peneliti menggunakan metode campuran. Jenis metode campuran yang digunakan adalah desain berurutan. Instrumen pada penelitian ini adalah kuesioner dan wawancara. Peneliti menyebarkan kuesioner pada 22 mahasiswa Speaking I kelas B, PBI, Universitas Sanata Dharma tahun ajaran 2015/2016 untuk mendapatkan data kuantitatif. Pemilihan yang diwawancara berdasar pada data kuantitatif. Wawancara dilakukan pada tiga mahasiswa untuk memperoleh data kualitatif. Data kualitatif digunakan untuk mengklarifikasi data kuantitatif dan mengeksplorasi informasi secara mendalam.
Ada dua temuan berkaitan dengan strategi. Pertama, semua mahasiswa melakukan strategi yang bervariasi untuk memperbaiki kemampuan berbicara mereka, yaitu strategi memori, strategi kognitif, strategi kompensasi, strategi metakognitif, strategi afektif, dan strategi sosial. Kedua, membuat tujuan adalah strategi yang paling dominan. Strategi itu termasuk dalam strategi metakognitif. Ada tiga temuan berkaitan dengan kegunaan strategi berhubungan dengan efikasi diri mahasiswa. Pertama, kegunaan strategi dipengaruhi oleh motivasi dan kecemasan. Kedua, semakin tinggi motivasi dan semakin rendah kecemasan yang dimiliki, semakin banyak strategi yang digunakan dan semakin berhasil mereka dalam belajar bahasa asing. Keberhasilan terlihat pada penampilan berbicara mereka setelah melakukan strategi yang bervariasi. Terakhir, dari analisis target, kegunaan strategi, motivasi, kecemasan, dan penampilan, ditemukan bahwa efikasi diri mahasiswa B dan C tinggi sementara efikasi diri mahasiswa A rendah. Temuan-temuan tersebut berguna bagi pembaca untuk memiliki pemahaman lebih baik tentang strategi pembelajaran bahasa dan efikasi diri.
A STUDY ON STUDENTS’
LEARNING STRATEGIES AND
SELF-EFFICACY IN SPEAKING I CLASS IN ELESP OF
SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Yohana Vita Lelita Student Number: 121214081
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
A STUDY ON STUDENTS’
LEARNING STRATEGIES AND
SELF-EFFICACY IN SPEAKING I CLASS IN ELESP OF
SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Yohana Vita Lelita Student Number: 121214081
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
“If you really believe in what you are doing, work
hard, take nothing personally and if something
blocks one route, find another. Never give up.”
- Laurie Notaro –
I dedicate this thesis to
My Parents,
My Family,
ABSTRACT
Lelita, Yohana Vita. 2016. A Study on Students’ Learning Strategies and Self-efficacy in Speaking I Class in ELESP of Sanata Dharma University. Yogyakarta: Sanata Dharma University.
Speaking skill is a skill that is judged first than other skills by someone in many languages (McDonough & Shaw, 2003). This perspective is the underlying reason why ELESP students are demanded to have good speaking ability. Having a good speaking ability will also give them many other benefits. However, based
on the researcher’s personal experiences as the first semester student and
experiences of doing micro teaching in Speaking I class, it was found that some
ELESP students’ speaking ability was not good enough. Therefore, this research aims to find out the language learning strategies ELESP students applied to improve their speaking ability and the use of those strategies in relation to the
students’ self-efficacy.
This research was intended to answer two research problems, namely (1) what language learning strategies were applied by the students to improve their speaking ability in Speaking I class? and (2) what is the use of those strategies in relation to the students’ self-efficacy? To address these research problems, the researcher used mixed method. The type of mixed method design used was sequential design. The instruments in this research were questionnaire and interview. The researcher distributed the questionnaire to 22 students of Speaking I class B in ELESP of Sanata Dharma University in academic year 2015/2016 to obtain quantitative data. The selection of the interviewees was based on the quantitative data. The interview was conducted with three students to obtain qualitative data. The qualitative data were used to clarify the quantitative data and explore the information in depth.
There were two findings with regard to language learning strategies. First, it was found that all students applied various language learning strategies to improve their speaking skill, namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. Second, setting speaking goal was the most dominant strategy. That strategy belongs to metacognitive strategies. There were three findings with regard to the use of strategies in relation to the students’ self-efficacy. First, it was found that the use of those strategies was influenced by some factors, namely motivation and anxiety. Second, it was found that the higher motivation and the lower anxiety the students had, the more strategies were used and the more successful they were in learning foreign language. The success was reflected in their speaking performance after applying various strategies. Last, from the analysis of target and goals, strategy use, motivation, anxiety, and performance, it
was found that student B and student C’s self-efficacy were high while student
A’s self-efficacy was low. The findings are useful for readers to have better understanding of language learning strategies and self-efficacy.
viii ABSTRAK
Lelita, Yohana Vita. 2016. A Study on Students’ Learning Strategies and Self-efficacy in Speaking I Class in ELESP of Sanata Dharma University. Yogyakarta: Universitas Sanata Dharma.
Kemampuan berbicara adalah suatu kemampuan yang dinilai pertama kali oleh seseorang dibandingkan kemampuan-kemampuan lain dalam banyak bahasa (McDonough and Shaw, 2003). Pemikiran tersebut menjadi alasan mengapa mahasiswa PBI dituntut untuk memiliki kemampuan berbicara Bahasa Inggris yang baik. Memiliki kemampuan berbicara yang baik juga akan memberikan mereka banyak manfaat lain. Tetapi, berdasarkan pengalaman pribadi peniliti sebagai mahasiswa semester satu dan pengalaman saat melakukan micro teaching di kelas Speaking I, ditemukan bahwa kemampuan berbicara Bahasa Inggris beberapa mahasiswa PBI tidak cukup baik. Maka, penelitian ini bertujuan untuk mengetahui strategi-strategi yang digunakan oleh mahasiswa PBI untuk memperbaiki kemampuan berbicara Bahasa Inggris mereka dan kegunaan strategi-strategi tersebut dalam kaitannya dengan efikasi diri mahasiswa.
Penelitian ini bertujuan untuk menjawab dua rumusan masalah, yaitu (1) strategi pembelajaran bahasa apa yang digunakan mahasiswa untuk memperbaiki kemampuan berbicara mereka di kelas Speaking I? dan (2) apa kegunaan strategi-strategi tersebut dalam kaitannya dengan efikasi diri mahasiswa? Untuk menjawab permasalahan ini, peneliti menggunakan metode campuran. Jenis metode campuran yang digunakan adalah desain berurutan. Instrumen pada penelitian ini adalah kuesioner dan wawancara. Peneliti menyebarkan kuesioner pada 22 mahasiswa Speaking I kelas B, PBI, Universitas Sanata Dharma tahun ajaran 2015/2016 untuk mendapatkan data kuantitatif. Pemilihan yang diwawancara berdasar pada data kuantitatif. Wawancara dilakukan pada tiga mahasiswa untuk memperoleh data kualitatif. Data kualitatif digunakan untuk mengklarifikasi data kuantitatif dan mengeksplorasi informasi secara mendalam.
Ada dua temuan berkaitan dengan strategi. Pertama, semua mahasiswa melakukan strategi yang bervariasi untuk memperbaiki kemampuan berbicara mereka, yaitu strategi memori, strategi kognitif, strategi kompensasi, strategi metakognitif, strategi afektif, dan strategi sosial. Kedua, membuat tujuan adalah strategi yang paling dominan. Strategi itu termasuk dalam strategi metakognitif. Ada tiga temuan berkaitan dengan kegunaan strategi berhubungan dengan efikasi diri mahasiswa. Pertama, kegunaan strategi dipengaruhi oleh motivasi dan kecemasan. Kedua, semakin tinggi motivasi dan semakin rendah kecemasan yang dimiliki, semakin banyak strategi yang digunakan dan semakin berhasil mereka dalam belajar bahasa asing. Keberhasilan terlihat pada penampilan berbicara mereka setelah melakukan strategi yang bervariasi. Terakhir, dari analisis target, kegunaan strategi, motivasi, kecemasan, dan penampilan, ditemukan bahwa efikasi diri mahasiswa B dan C tinggi sementara efikasi diri mahasiswa A rendah. Temuan-temuan tersebut berguna bagi pembaca untuk memiliki pemahaman lebih baik tentang strategi pembelajaran bahasa dan efikasi diri.
ACKNOWLEDGEMENTS
I would like to thank Jesus Christ for always giving me endless blessing,
everlasting love and strength. I know that I am nothing without His help and
blessing. I believe that He has provided great plans for my future.
My deepest gratitude goes to my beloved advisor, Paulus Kuswandono,
Ph.D. for his willingness to spend his time reading and correcting my thesis. His
guidance in the process of finishing this thesis and his recommendations on what I
had to do in order to accomplish this thesis made me confident that I could
accomplish this thesis when I started doubting my ability.
I would also like to express my sincere thankfulness to all the lecturers
and staff who have given me great time during my study and great experience for
me to remember. My thanks are also given to all students of Speaking I class B
in ELESP of Sanata Dharma University in academic year 2015/2016, for their
cooperation and willingness in helping me obtain the data.
My special regards and gratitude are presented to my beloved parents,
H.Y. Ramidi and Dionysia Jumini for all their prayers, support, love and
encouragement. I would also like to express my gratitude to all my sisters, brother
and whole big family.
My special gratitude is also sent to Sr. Mariana, Sr. Gabby, Sr. Mariati,
Sr. Mariane, Sr. Christi and Sr. Fernanda for their patience in accompanying
x
gratitude to all friends in Syantikara dormitory, especially Agatha, Ita, Ruri,
Ria, Alin and Fira for the stories, laughter, tears and every moment that we had.
I truthfully want to thank Agata Nina Puspita, Gratia Hervina Stephanie
and Kurnianingtyas Dita for always spending their time hearing my stories and
supporting me when I felt down. I hope that our friendship will never end and all
of us will be successful people in the future. Then, I thank my friends in class
small C for being a great family during my study in Yogyakarta.
Last but not least, I thank the people whose names I cannot write down on
this paper. May God bless them all every single day!
TABLE OF CONTENTS
TITLE PAGE……… i
APPROVAL PAGES……….... ii
DEDICATION PAGE………... iv
STATEMENT OF WORK’S ORIGINALITY………. v
PERNYATAAN PERSETUJUAN PUBLIKASI……….. vi
ABSTRACT……….. vii
ABSTRAK... viii
ACKNOWLEDGEMENTS………... ix
TABLE OF CONTENTS………... xi
LIST OF TABLES……….... xiii
LIST OF APPENDICES………... xiv
CHAPTER I. INTRODUCTION……….. 1
A. Research Background………... 1
B. Research Problems………... 5
C. Problem Limitation………... 5
D. Research Objectives………....…... 5
E. Research Benefits………..……... 6
F. Definition of Terms………..……... 7
CHAPTER II. REVIEW OF RELATED LITERATURE... 9
A. Theoretical Description………..…..…... 9
1. Speaking ...………... 9
a. The Nature of Speaking……….. 10
b. Language Learning Strategies Used to Improve Speaking Ability ……… 11
c. Factors Influencing the Use of Language Learning Strategies...……….. 15
2. Self-Efficacy……….. 17
xii
b. Dimensions of Self-efficacy……….... 20
B. Theoretical Framework……….……... 21
CHAPTER III. RESEARCH METHODOLOGY... 23
A. Research Method………... 23
B. Research Setting……… 25
C. Research Participants………. 26
D. Research Instruments………. 27
E. Data Gathering Technique………. 29
F. Data Analysis Technique………... 30
G. Research Procedure……...……….... 32
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION... 34
A. Students’ Choices of Language Learning Strategies ………. 34
B. The Use of the Strategies in Relation to the Students’ Self-efficacy……...………... 41
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS... 50
A. Conclusions………... 50
B. Recommendations……….……….... 52
REFERENCES………... 54
LIST OF TABLES
2.1 The Influence of Self-efficacy ………. 19
4.1 Students’ Choices of Language Learning Strategies ....……….. 35
xiv
LIST OF APPENDICES
Appendix 1. Consent Form ...……….. 58
Appendix 2. Questionnaire Blueprint ………. 59
Appendix 3. The Questionnaire ………... 62
Appendix 4. The Questionnaire Results..………. 64
Appendix 5. Interview Blueprint ………... 67
CHAPTER I
INTRODUCTION
This chapter is the introduction of the research. This chapter is divided into
six sections, namely research background, research problems, problem limitation,
research objectives, research benefits, and definition of terms.
A.Research Background
English Language Education Study Program (ELESP) students should
have good or even high speaking ability because they are English teacher
candidates who are expected to be able to speak English very well. They will
speak English a lot when they become teachers later. If they have low speaking
ability, there might be misunderstanding between them and the students. The
misunderstanding causes the students to get wrong information in communicating
and also in understanding the learning material that is explained by the teacher.
According to McDonough & Shaw (2003), speaking skill is a skill that is
judged first than other skills by someone in many languages. It means that people
assess someone’s language capability from his/her speaking skill first rather than
listening skill, reading skill and writing skill. Therefore, ELESP students must
have a good speaking ability by paying attention to some aspects such as
vocabulary, grammar, pronunciation, fluency, speed, and accuracy.
In fact, having a good speaking ability gives the students many other
(1991), English is one of the main languages that is used for international
communication between speakers who have different native languages. It is clear
that being able to speak English makes them able to communicate with many
people from many other countries and in many situations or occasions. Therefore,
they have to practice their speaking from the very beginning which is started from
the first semester of becoming ELESP students.
However, based on the researcher’s personal experiences as the first
semester student and experiences of doing micro teaching in Speaking I class, it
was found that some ELESP students’ speaking ability was not good enough. It
was not good enough because some of them used the same words again and again
and sometimes used less appropriate words in speaking English because they had
limited vocabularies. Some of them also used wrong grammar and mispronounced
some words in speaking English which caused misunderstanding. Their speaking
ability still required substantial improvement. For this reason, the researcher finds
that it is important to find out the language learning strategies ELESP students
apply to improve their speaking ability.
Oxford (1990) states that strategies are important for language learners
because they are tools to develop their communicative ability. Besides, the
strategies make the learning easier, more enjoyable and more effective. Doing
appropriate language learning strategies will improve students’ ability. Therefore,
ELESP students need to apply appropriate language learning strategies in order to
The use of those language learning strategies is determined by some
factors, namely motivation and personality trait or anxiety (Oxford, 1990).
Gardner (1985) states that motivation determines the amounts of some
components, namely goal, effort, want, attitudes toward the learning activity, and
success in learning something. Dornyei (2001) also states that motivation
determines how long they are willing to continue the activity and how hard they
are going to pursue it.
Another factor is anxiety which can affect learners’ productive skills such
as speaking skill, including the language learning strategies (Horwitz, 2001).
Beliefs in being not confident, embarrassed and confused are things that cause
learners to feel anxious, doubtful, fearful and even stressed when they think that
everyone should not make a mistake when performing his/her ability. Therefore,
learners must be able to control their beliefs by being confident in their ability to
achieve the expected outcomes and prevent the unexpected ones.
The confidence in their ability is also called self-efficacy. According to
Bandura (1997), self-efficacy refers to individuals’ beliefs in their capabilities to
manage something and do some actions in order to achieve certain
accomplishment. Similar to Bandura’s notion, Pintrich (2003) as cited in Mayer
(2008) defines self-efficacy as individuals’ beliefs in their ability to do the task.
Self-efficacy is different from motivation. According to Bandura (1997),
self-efficacy is a specific view of individuals about their capabilities in a given
task. Individuals’ prior experiences with the tasks can help them identify the level
reach goal (Ersanli, 2015). Motivation is also a factor that energizes and directs
human behavior. Individuals’ self-efficacy or personal belief may affect their
motivation in accomplishing the specific task. According to Bandura (1997),
people who have high self-efficacy try more and persist longer at a task than
people who have low self-efficacy. Besides, high self-efficacy people experience
less fear when accomplishing the task. In short, self-efficacy influences some
aspects, namely the choice of language learning strategies they apply, the effort
they put when facing difficulties, the thought pattern, emotional reactions they
experience, and their performance. Bandura (1986) also explains that individuals
can understand and determine their self-efficacy by analyzing those aspects. A
further explanation about self-efficacy will be presented in Chapter II.
Based on the explanation above, this study aims to know the language
learning strategies were applied by the students of Speaking I class in ELESP of
Sanata Dharma University to improve their speaking ability. Another focus of this
study is placed on the analysis of the use of those strategies in relation to the
students’ self-efficacy. How the research is conducted will be presented more in
Chapter III.
This study discusses useful information for helping people, especially the
students, in improving their speaking ability related to learning strategies they do
and their self-efficacy. Procedures for increasing self-efficacy in many
educational setting can be developed based on the findings of this research. The
students themselves can have more awareness of the importance of self-efficacy in
B.Research Problems
This research is conducted to answer the following research problems:
1. What language learning strategies were applied by the students to improve their
speaking ability in Speaking I class?
2. What is the use of those strategies in relation to the students’ self-efficacy?
C.Problem Limitation
This research is limited to the analysis of the language learning strategies
were applied by the students to improve their speaking ability and the use of those
strategies in relation to the students’ self-efficacy. The relation was limited to how
the use of language learning strategies provided better understanding and
determined students’ self-efficacy. The researcher did not analyze how
self-efficacy gave influence to the use of language learning strategies. The research
participants were limited. The participants were 22 students of Speaking I class B
in ELESP of Sanata Dharma University in academic year 2015/2016. The
researcher conducted the research by using questionnaire and interview. The
questionnaire was limited to close-ended questionnaire to make the process easier
and quicker and the scoring more reliable. Moreover, the interview was conducted
to clarify, explore and understand the phenomenon in depth.
D. Research Objectives
Related to the research problems, there are two objectives presented in this
applied by the students in order to improve their speaking ability in Speaking I
class and the use of those strategies in relation to their self-efficacy.
E. Research Benefits
The researcher hopes that this research gives benefits to the following:
1. The English Teachers
The results of this research are helpful for English teachers to have better
understanding of language learning strategies the students apply to improve their
speaking ability and the students’ self-efficacy in relation to the use of the
strategies. It is hoped that English teachers will use the results to find teaching
methods which can develop students’ beliefs in their ability to accomplish tasks
and achieve goals.
2. The ELESP Students
ELESP students may use the results of this study as sources of information
to evaluate their self-efficacy. It is important for ELESP students to evaluate their
self-efficacy because the evaluation of their self-efficacy can be used to enhance
their self-efficacy. If their self-efficacy is enhanced, the students will have better
speaking ability which is reflected in their speaking performance.
3. Future Researchers
This research is also beneficial because it will enrich future researchers’
reference in doing other research about self-efficacy. More extensive studies
which include more variables related to the topic could be further developed in
classes. Therefore, there will be more references of language learning strategies
can be applied to improve other abilities and the students’ beliefs in other abilities
to accomplish tasks and achieve goals in relation to the use of the strategies.
F. Definition of Terms
This section provides the definition of terms used in this research. There
are three terms which refer to several relevant references.
1. Self-efficacy
Self-efficacy refers to individuals’ beliefs in their capabilities to manage
something and do some actions in order to achieve certain accomplishment
(Bandura, 1997). Those beliefs give influence on some aspects, namely
individuals’ task orientation, effort and persistence, strategy use, beliefs, and
performance. Moreover, individuals’ self-efficacy can be determined by
understanding those five aspects (Bandura, 1986). Self-efficacy is concerned not
with the number of skills individuals have, but with what individuals believe they
can do with what they have under a variety of circumstances.
2. Speaking
Speaking skill is a productive skill of language in which the learners use
their knowledge to produce an utterance that expresses their ideas, thoughts and
feelings. Spoken language consists of short and incomplete utterances (Brown &
Yule as cited in Nunan, 1989). Moreover, speaking is a skill that requires the
learners to be able to use the language (Bygate, 1987). In order to be able to speak
vocabulary even though the grammar of spoken language is simpler than written
language.
3. Speaking I
Speaking I is a course which is designed to give the students practice to
show basic communicative functions in English. Students are trained to apply the
strategies to have conversation. Therefore, after completing this course, the
students will be able to use the learned expressions in a spontaneous conversation,
have conversation with others, gain confidence in expressing basic
communicative functions in English, build up English speaking habit, understand
what people say in simple basic English, and participate actively in daily speech
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the theoretical description and theoretical
framework of the research. The theoretical description provides some theories and
concepts used as the foundation of this research. Meanwhile, the theoretical
framework presents the relationship between the basic theories used in this
research and how those theories support the research to obtain the answer of the
research.
A.Theoretical Description
In this section, the researcher discusses the theories that support this
research. There are two main points explained in this section. Firstly, the
researcher describes the theories of speaking that include the nature of speaking,
language learning strategies used to improve speaking ability and factors
influencing the use of language learning strategies. Secondly, the researcher
presents the theories of self-efficacy that cover the nature of self-efficacy and
dimensions of self-efficacy.
1. Speaking
In this section, the researcher discusses the basic theories underlying
speaking skill. This section consists of three parts. The first part is the nature of
speaking ability. The last part is factors influencing the use of language learning
strategies.
a. The Nature of Speaking
Speaking skill is a productive skill of language in which the learners use
their knowledge to produce an utterance that expresses their ideas, thoughts and
feelings. Spoken language has similarity with written language because both of
them produce unit of ideas as the product of the learners’ knowledge (Luoma,
2004). In order to distinguish the difference between spoken and written language,
Brown & Yule as cited in Nunan (1989) state that the characteristic of written
language is its well-formed sentences which are combined into high-structured
paragraphs. On the other hand, the characteristic of spoken language is its short
and incomplete utterances. Speaking is a skill that generally has to be learnt and
practiced. Luoma’s theory also reveals that spoken and written language are
different (2004). The form of spoken language is less structured than the form of
written language.
Furthermore, speaking is a skill that requires the learners to be able to use
the language (Bygate, 1987). He says that in order to be able to speak a foreign
language, it is necessary to know a certain amount of grammar and vocabulary
even though the grammar of spoken language is simpler than written language. In
fact, there are two ways in which speaking can be seen as a skill, namely oral skill
and interaction skill.
Oral skill is learners’ ability to use the language (Bygate, 1987). It involves
using the right sounds in the right patterns or rhythm and intonation, choosing the
most appropriate words and grammar, and putting the words in the correct order
to produce the right meanings in order to be good at speaking and avoid
misunderstanding because of the meaning.
Interaction skill is learners’ ability to use the language for certain needs
(Bygate, 1987). It involves making decisions about communication, such as what,
where, when, to whom they speak and whether they must prepare it first or not.
The learners should know what to say, how to say it, whether it is useful to
continue the point of speaking, what their intentions are, and what sorts of
relations they intend to establish with their speaking partner or someone who is
involved in the conversation. Therefore, interaction skill is not only about
delivering knowledge to be able to communicate, but also about understanding the
context and situation where the learners speak.
b. Language Learning Strategies Used to Improve Speaking Ability
There are two types of language learning strategies, namely direct
strategies and indirect strategies (Oxford, 1990). Direct strategies are language
learning strategies that help and organize language learning by involving the
target language directly, while indirect strategies do not involve the target
language directly. Direct strategies are divided into three groups, namely memory
strategies, cognitive strategies, and compensation strategies. Indirect strategies
include other three groups, namely metacognitive strategies, affective strategies,
Every strategy has its own explanation and examples. Thus, each of the
strategies will be explained in the following explanations.
1) Memory Strategies
These are strategies that help learners keep and retrieve new information
(Oxford, 1990). Doing memory strategies help the learners to remember
vocabularies and grammar of a new language. The learners can use phonetic
spelling and/or accent marks to remember words. In addition, the learners can use
structured reviewing to remember English grammar. Structured reviewing means
that the learners review English grammar in order to remember it because it is not
enough to look at the new target language information once. Those strategies
make learners able to keep verbal material and use it for communication. Oxford
also states that memory strategies help them to retrieve the knowledge of structure
more easily and keep remembering it even though they do not use it for a long
period.
2) Cognitive Strategies
Cognitive strategies enable learners to understand and produce new
language in many different meanings (Oxford, 1990). Practicing is one of the
cognitive strategies that is very essential for learners and needed to make learners
skilled and experienced. There are some types of practices which are useful to
improve learners’ speaking ability such as repeating and practicing
naturalistically. According to Oxford, repeating is saying or doing something over
and over such as saying some words many times every day, rehearsing, and
repetition. In addition, practicing naturally requires learners to use new language
for real communicate in natural situation. The examples are speaking with native
speakers in a natural setting, making friends with native speakers and joining a
foreign language club.
3) Compensation Strategies
These strategies help learners overcome gaps in knowledge so learners can
communicate authentically (Oxford, 1990). The learners can understand and
produce new language without being influenced by their limited knowledge.
Switching to mother tongue, using mime or gesture, and using synonym are the
examples of compensation strategies. The learners can use their mother tongue
without translating it if they do not know how to say it in target language. They
can also use mime, gesture or physical movements as the expression to show the
meaning of certain words. For example, a learner does not know how to say “Put
it over there, please”, so he/she points to the place to make someone catch the
meaning and put the object to the right location. Besides, synonym which is a
word that has the same meaning can be used to show what the speaker wants to
say. The examples are “a thing used for carrying business documents” as a
description of briefcase and “a cooking utensil for lifting food out of pans” as a
description of spatula.
4) Metacognitive Strategies
These strategies give learners a way to manage and organize their learning
process (Oxford, 1990). Metacognitive strategies are very important for learners
unfamiliar, new rules that are confusing and new writing systems that are different
with their mother tongue writing systems. Those new things often lose learners’
focus, so metacognitive strategies can help them get back their focus. Organizing,
setting goals and self-evaluating belong to metacognitive strategies. Organizing is
used to optimize the learning by understanding the situation such as scheduling
time to practice their speaking inside and outside the classroom. Setting goals
means that the learners make long-term aim which refers to the result that will be
accomplished in many months or years later. Self-evaluating is used to evaluate
learners’ progress in speaking a new language such as measuring their speaking
whether it is improved since some months ago.
5) Affective Strategies
Affective strategies enable learners to control their emotions and attitudes
towards learning (Oxford, 1990). It is very important for learners to be able to
control their emotions and attitudes because those can make language learning
more efficient and fun. Speaking a new language gives much anxiety to some
learners. In connection with that, affective strategies can be used to lower their
anxiety and encourage themselves. The example of affective strategy that is used
to lower anxiety is taking deep breath. The learners are suggested to take deep
breath before performing their speaking in order to reduce their anxiety because it
gives learners calmness. According to Oxford (1990), deep breathing means
breathing low not just from the lungs but from the diaphragm. Meanwhile, making
positive statements is the example of affective strategy that is used to encourage
language, so they can use this strategy. The learners can say some statements such
as “It’s OK if I make mistakes” or “Everybody makes mistakes; I can learn from
mine” before they do difficult language activity. They can also say the statements
such as “I did a good job” after doing a good performance.
6) Social Strategies
These are strategies that help learners to be able to communicate with
many people by giving them opportunities to practice their speech production
(Oxford, 1990). Cooperating with others is the example of social strategy which
can develop learners’ speaking skill. The learners are required to interact well
with their friends such as having temporary pair or small group. Besides, they are
also required to interact with skilled and experienced language users such as
having conversation with native speakers outside the classroom. By having
conversation with them, learners can learn how to listen to them, ask questions,
and analyze natural feedback given during the conversation such as gesture, facial
expressions and body language.
The strategies above are important for language learning because they
make the language learning easier, more enjoyable, and more effective (Oxford,
1990). Besides, they are tools to develop communicative ability. Doing
appropriate language learning strategies will improve students’ ability. In other
words, students’ speaking ability will be better if they develop the right strategies.
c. Factors Influencing the Use of Language Learning Strategies
According to Oxford (1990), there are some factors that influence the use
are motivation and personality trait or anxiety. Motivation is the primary source
which contributes to individual language learning. Learners who have high
motivation seem to use greater range of appropriate strategies (Oxford, 1990). It is
one of the factors that has a significant role in individuals’ effort and achievement
(Schunk, Pintrich & Meece, 2008). According to Gardner (1985), motivation
determines the amount of some components, namely goal, want, effort and
attitudes toward the learning activity. Dornyei (2001) also states that motivation
determines how long they are willing to continue the activity, and how hard they
are going to pursue it. In fact, goal is not a measure of motivation but it is a
stimulus that can increase motivation. Individuals with high motivation have
stronger desire to learn language, invest more effort to attain the goal when they
encounter difficulties and have more positive attitudes towards the learning
situation. Gardner (1985) also states that highly motivated individuals are more
active in language classes and more successful in learning foreign language.
Besides, they are more excited to participate in foreign community and interact
with members of that community.
Another factor is anxiety which is one of the factors of success in second
language learning. Anxiety can affect learners’ productive skill such as speaking
skill, including the language learning strategies (Horwitz, 2001). Learners with
low anxiety will succeed in their language learning because they tend to use
various language learning strategies (Oxford, 1990). Anxiety is not only feeling
anxious, but it also includes the feeling of doubtful, fearful, and even stressed.
feelings appear when individuals have beliefs in being not confident in their
ability, being embarrassed and confused that they will make a mistake when
performing challenging task. When they are less confident, they will be less
willing to take risks and experiment with new ways of expressing themselves in
the target language (MacIntyre & Gardner, 1991). Therefore, learners must be
able to control their beliefs by being confident in their ability to achieve the
expected outcomes and prevent the unexpected ones because it makes them can
do their task well to reach their goals.
2. Self-Efficacy
In this section, the researcher presents the description of self-efficacy is
discussed in this research. There are two points to be discussed in this section.
They are the nature of self-efficacy and dimensions of self-efficacy.
a. The Nature of Self-efficacy
People often do not perform optimally in accomplishing performances
even though they know well what to do. Some people consider that it is enough to
only have knowledge and skills for attaining expected achievement. In fact,
besides having knowledge and skills, it is necessary for people to have belief of
their capabilities which is well known as self-efficacy. According to Wortman &
Loftus (1985), as cited in Mumandari (1998), individuals have different beliefs in
their capabilities which make them respond differently in the same situation.
Self-efficacy refers to individuals’ beliefs in their capabilities to manage
(Bandura, 1997). Self-efficacy is concerned not with the number of skills people
have, but with what people believe they can do with what they have under
particular situation. It means that self-efficacy is not a measure of the skills one
has but it is a belief in what one can do under certain conditions with whatever
skills one possesses (Bandura, 1997).
Bandura (1986) states that self-efficacy makes a difference in how people
feel, think and act in the same situation which will determine the expected
outcomes. In terms of feeling, self-efficacy relates to depression, anxiety, and
helplessness which appear when individuals have beliefs in being not confident in
their ability that they will make a mistake when performing challenging task.
Therefore, learners must be able to control their beliefs by being confident about
their ability to achieve the expected outcomes and prevent the unexpected ones
because it makes them can do their task well.
In terms of thinking, self-efficacy relates to quality of decision making and
academic achievement whatever the underlying skills might be. It shows that
self-efficacy helps individual to reach their achievement in all English skill including
speaking skill. Besides, in Pajares (1996) study, self-efficacy really works out
when one deal with difficult academic tasks, such as mathematics. Therefore,
self-efficacy also works out when people deal with English which is a difficult subject
as mathematics.
Moreover, in terms of action, self-efficacy relates to motivation which will
determine one’s choice of action, efforts, persistence and control. It means that
will persist in achieving the targets and goals. Those will determine the level of
individuals’ self-efficacy which can be high or low.
The table below summarizes how self-efficacy influences some aspects
according to Eggen & Kauchak (1997) and Bandura (1986). The influence on
those aspects makes difference in setting targets and goals, using strategies to
achieve the targets and goals, putting effort and persisting when difficulties
appear, believing what individuals’ can succeed, and performing after developing
strategies.
Table 2.1
The Influence of Self-efficacy
High Self-efficacy Individuals Low Self-efficacy Individuals
Task orientation
High self-efficacy individuals have high targets and goals. Not only having them, they do some things to achieve their targets and goals. They consider those targets and goals as challenges not as burdens.
Low self-efficacy individuals have low targets and goals. Some of them may have high targets and goals, but they will do fewer things or even nothing to achieve them because they have low estimations more effort and not easily give up when facing obstacles.
Low self-efficacy individuals easily give up and lose their spirit to keep trying when facing obstacles because they have doubt about their capabilities to perform something. Strategy use High self-efficacy individuals are
likely to do some actions or useful strategies and have high commitment to achieve their targets and goals.
Low self-efficacy individuals are not likely to do some actions or useful strategies and have weak commitment to achieve their targets and goals.
Bandura (1986) also states that individuals can get better understanding
and determine their self-efficacy by analyzing aspects influenced by self-efficacy,
namely task orientation, effort and persistence, strategy use, beliefs, and
performance. Information in table 4.1 can be used to help individuals understand
and determine their self-efficacy. Table 4.1 shows that individuals who use
strategies more efficiently, do activities to achieve targets and goals willingly,
expend greater effort, persist longer even if difficulties appear, believe that they
can succeed and perform better than other people are individuals with high
self-efficacy.
b. Dimensions of Self-efficacy
There are several dimensions of self-efficacy which affect individuals’
performance, namely level, strength and generality (Bandura, 1986).
1) Level
Level refers to the degree of task difficulty an individual believes he or she
is able to deal with. Individuals’ self-efficacy of a certain task level determines the
expectation of being able to perform at the level. When they perform something in
easy level, they will believe that they can do that because that is easy. The level of
difficulty causes the individuals to choose tasks which they think can be
performed or they will avoid the tasks because they doubt their capability.
2) Strength
Strength refers to the degree of confidence individuals have about their
beliefs in capabilities. This confidence will determine their effort and persistence.
facing obstacles. However, individuals who have low confidence easily give up
and lose their spirit to keep trying when facing obstacles because they have doubt
about their capabilities to perform something. Moreover, the strength of
individuals’ belief in their capabilities will determine the degree of relationship
between self-efficacy and performance.
3) Generality
Generality is the idea in which individuals’ self-efficacy is not limited to a
certain situation. It refers to various situations to which the self-efficacy beliefs
can apply. Individuals may belief that he or she is able to produce the intended
result only in certain area or in various activities and situations.
In short, individuals’ performance may be different because it depends on
their beliefs in their ability when they are given certain tasks which vary in level
of difficulty.
B. Theoretical Framework
In this research, there are two formulated problems. The first research
problem is the language learning strategies were applied by the students to
improve their speaking ability in Speaking I class. To answer the first formulated
problem, the researcher used Oxford’s theory about language learning strategies
related to speaking. Oxford (1990) states that language learning strategies are
divided into direct strategies and indirect strategies. Memory strategies, cognitive
metacognitive strategies, affective strategies, and social strategies belong to
indirect strategies.
The second research problem is the use of those strategies in relation to the
students’ self-efficacy. To answer the second research problem, the researcher
used Oxford’s theory and Bandura’s theory. The researcher used Oxford’s theory
to discover the use of language learning strategies. According to Oxford (1990),
motivation and personality trait or anxiety are some factors that influence the use
of language learning strategies which determine their performance which may be
different one to another.
The researcher used Bandura’s theory to discover the relation between the
use of those strategies and the students’ self-efficacy. According to Bandura
(1986), from the analysis the use of language learning strategies and factors
influencing it, individuals can get better understanding of targets and goals they
set, strategies they used, effort they put when they encounter obstacles, their
believe in their ability to achieve their goals, and their performance. The
undersanding of those aspects can be used to determine whether they are high
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher explains each part of the research
methodology used to answer the research questions. This chapter describes
research method, research setting, research participants, research instrument, data
gathering technique, data analysis technique and research procedure.
A.Research Method
The study was conducted by employing mixed method. Mixed method is a
research method that combines quantitative and qualitative research in which the
results of each approach give better understanding of certain phenomenon (Ary,
Jacobs, Sorensen & Razavieh, 2010). It is supported by Creswell (2003) who
states that mixed method involves both collecting and analyzing quantitative and
qualitative data in a single study to provide a better understanding of a research
problem. There were three reasons why mixed method was chosen by the
researcher. All of the reasons were based on the explanation of mixed method by
Ary, et al. (2010).
The first reason was because it was not enough to conduct this research by
using one methodology. The quantitative data that was obtained by distributing
questionnaire did not provide all the information needed. The researcher’s
understanding of a problem or situation might be less complete if the researcher
researcher can get stronger evidence for the conclusion of findings and get more
complete understanding of a certain phenomenon. It happens because the
researcher interviews the participants to obtain qualitative data which gives more
information (Ary, et al., 2010).
The second reason was because mixed method helped the researcher to
clarify findings. According to Ary, et al. (2010), mixed method can be used by the
researcher to find clarification of findings from one method by using results from
another method. It is needed to clarify the findings from different methods
because the participants might give different explanation from what they choose
in the questionnaire.
The third reason was because the researcher used quantitative data
obtained by distributing questionnaire to select the interviewees and analyze the
data qualitatively. When employing mixed method, the researcher uses the results
from one approach to develop results or inform another approach (Ary, et al.,
2010). Informing another approach means that quantitative results obtained in the
first phase are used to select participants to be interviewed in the second
qualitative phase.
The type of mixed method design used by the researcher was sequential
design. Sequential design is a design in which the analysis of data obtained and
examined in the first phase of research will influence choices made in the next
phase (Ary, et al., 2010). The reason why the researcher used sequential design
was because data collection and analysis in this research occurred in two phases at
forms of data are collected and examined in different phases and at different time
in a study. In this research, the first phase was collecting and analyzing the data by
using quantitative survey while the second phase was collecting and analyzing the
data qualitatively by interviewing the participants. The quantitative data collection
and analysis occurred first followed by qualitative data collection and analysis.
B.Research Setting
This research was conducted in Speaking I class B in ELESP of Sanata
Dharma University. The researcher chose to do a research in Speaking I class
because that was a new experience for the students to speak English a lot inside
and outside the classroom in front of many people. Sanata Dharma University was
chosen because the researcher is a student in Sanata Dharma University which
made the research easier to do.
The researcher distributed the questionnaire on Thursday, December 3rd,
2015 in e-corner class. The researcher chose to distribute questionnaire on the 3rd
of December 2015 because it was the last meeting of Speaking I class. The
researcher chose the last meeting because the students had been already involved
in the class activities for one semester; therefore, they had more experience in
speaking. The questionnaire was distributed at the first 10 minutes after the
lecturer started the class because of the consideration for the efficiency and the
effectiveness in the process of gathering data. It took about 15 minutes for the
The last data gathering technique was interview that was done on Monday,
December 14th, 2015 in Taman Jamur. The researcher chose to conduct interview
on the 14th of December 2015 because it was the day before the final examination
for ELESP students. The researcher did not do the research in January because it
was the University holiday or in February because the researcher wanted to avoid
the condition where the students had already forgotten about their experience in
Speaking I.
C.Research Participants
The participants of this research were twenty two students of Speaking I
class B in ELESP of Sanata Dharma University in academic year 2015/2016. The
researcher chose class B because the researcher knew the lecturer of Speaking I
class B better than other Speaking I lecturers. That happened because the
researcher was one of the lecturer’s assistants who helped to teach English as
General Course in Management Study Program. Besides, the lecturer
recommended the researcher to conduct the research in her class because there
were many students whose speaking ability still required substantial
improvements.
The researcher recruited the participants on voluntary basis. It means that
the participants were not forced to fill the questionnaire and be interviewed. First,
the researcher explained that she expected all students in the class to be the
participants, but she also allowed if there were students who did not want it. Then,
participants. The researchers told them that they would know the level of their
self-efficacy and realize the importance of self-efficacy in speaking English after
filling the questionnaire and being interviewed. Moreover, they would realize
what they did for the whole first semester to improve their speaking in order to
achieve certain accomplishment. The researcher provided the relevant information
related to self-efficacy in Speaking I class. The result was all students in the class
wanted to fill the questionnaire, but there were only three students who wanted to
be interviewed.
D.Research Instruments
There were two types of instruments used in this research, namely
questionnaire and interview. Questionnaire was used to collect quantitative data
that answered both research problems. Then, interview was conducted to obtain
qualitative data that explored the results of both research problems in depth.
1. Questionnaire
Questionnaire was the first instrument used by the researcher.
Questionnaire is a research instrument which is in printed form that consists of
several questions or statements to be responded by the participants in order to
gather information (Seliger & Shohamy, 1989). The benefit of using questionnaire
is being able to collect the data from a large number of respondents in quite quick
and economical way.
The researcher used close-ended questionnaire in this research. According
because it can be processed easily and quickly and it makes the scoring of the
response more reliable. The close-ended questionnaire was designed with four
range options from strongly disagree to strongly agree to ease the participants to
choose their answer. The researcher asked the participants to respond to the
statements in the questionnaire that use an agreement scale by choosing a number
that best presented their response (Lodico, et al., 2006). In this research, the
degree of agreement consisted of “strongly agree”, “agree”, “strongly disagree”,
and “disagree”.
The questionnaire was given to twenty two students of ELESP in Speaking
I class B of Sanata Dharma University in academic year 2015/2016. The
questionnaire was distributed to analyze language learning strategies they applied
to achieve certain goals, the effort they put when they face obstacles, the beliefs in
their ability to achieve goals, and the use of language learning strategies as
reflected in their speaking performance. The analyses of those things were used to
get better understanding of their self-efficacy.
The researcher developed the questionnaire based on personal experiences
as the first semester student and experiences of doing micro teaching in Speaking
I class which were supported by theories of some experts. For the detail, the
blueprint of the questionnaire can be seen in Appendix 2.
2. Interview
The second instrument used in the research was interview. The researcher
conducted an interview after distributing the questionnaire. The researcher
obtained in the first phase. The interview result was also used to clarify students’
answers in the questionnaire. According to Ary, et al. (2002), interview is a
research instrument which is done to get data on individuals’ opinions, beliefs and
feelings about the situations in their own words. It means that interview is done
through a conversation between the researcher and the participants in order to
explore participants’ opinion, feeling, experience, and evaluation in more depth.
The benefit of interview is allowing the researcher to obtain much and detailed
information (Mason as cited in Hancock, 2006).
The researcher interviewed three students of Speaking I class B. One of
them was the representative who disagreed that her speaking ability got improved
after applying language learning strategies while the other two were the
representatives who agreed that their speaking ability got better after applying
language learning strategies. The researcher chose them to know the use of those
strategies, the factors influencing the use of those strategies, and then to analyze
the relation between the use of those strategies and the students’ self-efficacy. For
the detail, the blueprint of the interview can be seen in Appendix 5.
E.Data Gathering Technique
The technique used in gathering the research data were distributing
questionnaire and conducting interview with the students of Speaking I class B.
The statements in the questionnaire and the interview were done in Bahasa
Indonesia in order to avoid misunderstanding and make the students feel more
Firstly, the researcher distributed questionnaire. The questionnaire was
distributed on Thursday, December 3rd, 2015 which was the last meeting of the
course. The researcher chose the last meeting because the students had been
already involved in the class activities for one semester; therefore, they had more
experience in speaking.
Secondly, the researcher conducted interview. The interview was
conducted with three students of Speaking I class B on 14th of December. The
purpose of the interview was to clarify the data from the questionnaire that
examined the students’ opinion on self-efficacy and it was also done to get deeper
information about self-efficacy.
F. Data Analysis Technique
In this research, all of the data were obtained through two instruments,
namely questionnaire and interview. After collecting the data, the researcher then
analyzed them to answer the research problems. There were several steps done by
the researcher to analyze the results. The steps will be explained in the following
explanations.
1. Questionnaire
First, the researcher collected all of the questionnaires that had been
distributed to the students. Then, the researcher analyzed the data from
close-ended questionnaire by checking the answer of every question. Next, the
researcher put the data into a table to make the counting easier. Afterwards, the
