Students' self-efficacy in public speaking program at SMKN 1 Lamongan.

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STUDENTS’ SELF-EFFICACY IN PUBLIC SPEAKING PROGRAM AT SMKN 1 LAMONGAN

THESIS

Submitted in partial fulfillment of the requirement for degree of Sarjana

Pendidikan (S.Pd) in Teaching English

By:

Intan Nuvitasari

NIM D05213011

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

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ABSTRACT

Nuvitasari, Intan. (2017). Students’ Self-Efficacy in Public Speaking Program at SMKN 1 Lamongan. A thesis. English Teacher Education Department, Faculty of Education and Teacher Training, State Islamic University Sunan Ampel Surabaya. Advisor: Rizka Safriyani, M.Pd and Rakhmawati, M.Pd.

Key words: Students’ Self-Efficacy, Prepared Speech

Public speaking anxiety is becoming the common problem which is faced by students. In fact, it is known while the students are performing public speaking. State vocational high school 1 Lamongan often participated public speaking competition, but the result of participating some competition, the students need to improve skill in public speaking as teacher’s interview result. Thus, public speaking program was held by the teacher as cooperation by SMKN 1 Lamongan and UIN Sunan Ampel Surabaya. By the case, therefore, it needs analyzing way to know the students’ readiness before performing speech by analyzing students’ self -efficacy in performing prepared speech. Prepared speech is one of public speaking’s types. This study focused on identifying students’ self-efficacy level in prepared speech, identifying factors influencing students’ self -efficacy in prepared speech and identifying teacher’s strategy in improving students’ self-efficacy in prepared speech. The researcher determines this study as qualitative case study using descriptive approach. The participates were from nineteen students of eleventh and twelfth grade. To answer the research problems, the researcher uses interview and questionnaire as the techniques to achieve the aims of this study. The result of this study shows that there are eight students who are in high level, six students in moderate level and five students in low level. The factors which influence students’ self-efficacy in prepared speech are performing speech experience, vicarious experience, verbal persuasion and emotional state. There are also new factors which become the first factor influencing students’ self-efficacy. Those are confidence, ability,

doubt and do not have any experience. Then, to improve students’ self

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ABSTRAK

Nuvitasari, Intan. (2017). Students’ Self-Efficacy in Public Speaking

Program at SMKN 1 Lamongan. A thesis. English Teacher Education Department, Fakultas Tarbiyah dan Keguruan, UIN Sunan Ampel Surabaya. Pembimbing: RizkaSafriyani, M.Pd and Rakhmawati, M.Pd.

Kata Kunci: Koefikasi Diri Siswa, Pidato yang telah dipersiapkan

Ketakutan berbicara di depan umum menjadi masalah umum yang dihadapi oleh siswa. Bahkan, ini diketahui saat para siswa sedang tampil di depan umum. SMK Negeri 1 Lamongan sering mengikuti kompetisi berbicara di depan umum, namun hasil mengikuti beberapa kompetisi, para siswa perlu meningkatkan keterampilan berbicara di depan umum

sebagai hasil wawancara guru. Dengan demikian, program public

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CHAPTER I: INTRODUCTION ... 1

A. Background of the Study ... 1

B. Research Questions ... 5

C. Objectives of the Study ... 5

D. Significance of the Study ... 5

E. Scope and Limitation ... 6

F. Definition of Key Terms ... 6

CHAPTER II: REVIEW OF RELATED LITERATURE ... 8

A. Review of Related Literature ... 8

1. Self-Efficacy ... 8

2. Public Speaking ... 11

3. Self-Efficacy and Public Speaking ... 12

4. Level of Self-Efficacy in Public Speaking ... 13

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CHAPTER III: RESEARCH METHOD ... 25

A. Research Design ... 25

B. Research Location ... 25

C. Data and Source of Data ... 25

D. Data Collection Technique ... 26

E. Research Instruments ... 27

F. Data Analysis Technique ... 28

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ... 30

A. Research Findings ... 30

B. Discussion ... 44

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 56

A. Conclusions ... 56

B. Suggestion ... 57

REFERENCES

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CHAPTER I INTRODUCTION

A. Background of Study

Public speaking is one of program for some selected students at State Vocational High School 1 Lamongan which is preparing students to have ability in public speaking to join competition. It is required students to have speaking ability through speech, debate and being presenter in public area. As Lisa Shraiber, Ph.D. stated that public speaking is presenting speech through formal way in a public. She also stated that public speaking is not about how to speak in public only, but it is also about how to make the audience remember and understand what the speaker delivers to them.1_{Thus, in joining}

public speaking competition, the participants must be well understand about how to deliver public speaking, in order to, they may deliver their material to audience and make the

audience understand about what the participant’s material is.

Nowadays, the common problem in public speaking which is faced by the students is getting fear by anxiety.2_As

Paul. L Witt, Mendy L. Roberts and Ralph Benhke stated that nowadays anxiety is becoming big fear to the students who will perform public speaking because of anxiety, they have sense of doubt to execute activity for the future. They found many cases that the students lost their words and it leads them to get blank when performing public speaking, even they have tried to memorize it all the times.3_{Teachers should prevent this}

happening to the students since it will make them to have low achievement in public speaking.

According to the interview with the public speaking’s teacher, State Vocational High School 1 Lamongan has

contributed in public speaking competition in Students’

1_{Lisa Schreiber, Ph.D.,}_{Introduction to Public Speaking, (San Francisco: Millersville} University, 2013) 1-2.

2_{Accessed on} http://web.stanford.edu/dept/CTL/Oralcomm/Microsoft%20Word%20-%20OvercomingSpeechAnxiety.pdf on 31 December 2016 at 10.47 a.m.

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Activity Competition which is held by East Java Province, but the problem of the participants, they have minimum skill in performing public speaking. In fact, performing public speaking needs skill. As Lisa Shraiber, PhD stated that there are some competencies which are needed in performing public speaking well; useful topic, clear organization, clear language, suitable vocal expression, adapted the audience and convincing persuasion.4_{To reach this goal, this school needs self-efficacy} analysis to know the students’ readiness in performing public

speaking and it also leads to know whether they are getting fear or not since getting fear lead the students to not be ready to perform their public speaking.

As Albert Bandura stated that self-efficacy is personal judgment about themselves in execute and perform an educational task. In perceiving self-efficacy can be influenced by cognitive stress in psychological.5_{Thus, it can be concluded} that fear can influence someone’s self-efficacy.

Self-efficacy is as one way in analyzing to know the

students’ belief in public speaking since self-efficacy is analyzed before the students perform the relevant activities. As Albert Bandura stated that self-efficacy is as a way to analyses

people before performing task, but someone’s self-efficacy can be compared while they are performing or it can be compared with the result of activity that is analyzed.6_{According to Albert}

Bandura, self-efficacy is people’s belief about their capabilities in execute something and it is related with their feeling, motivation, thinking and behavior.7_{Thus, self-efficacy is very} needed to know someone’s belief about their capability in a

subject since it has been stated before that self-efficacy

analyses about someone’s capability in specific subject. Albert

Bandura also stated that self-efficacy will affect four processes

of human’s life. The four processes are cognitive process,

4_{Lisa Schreiber, Ph.D,}_{Introduction to Public Speaking, (San Francisco: Millerville} University, 2013) 1.

5_{Albert Bandura,}_{Self-Efficacy in Changing Society. (Cambridge: Cambridge University} Press, 2009) 212.

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motivational process, affective process and selection process. Cognitive process covers human behavior which is organized by thought. Motivational process covers form belief to reach

human’s goal. Affective process covers human’s interpretation

of depression into positive way, such as: they are stress with their job, but they reduce stress by thinking that job is for future life. Selection process is selection of activities that human can handle the activity and it is influence the environment.8_{Thus, it}

can be concluded that people who has high self-efficacy, it leads them to have good control in themselves since

self-efficacy will affect human’s life.

Several researchers regarding to this issue have been widely conducted. Laura F. Blamenthal form Portland State University has conducted her research entitled Self-Efficacy in Low-Level English Language Learners which focus on the role

of English for the students and how the students’ self -assessment of their ability in English. The researcher analyzes her research using qualitative method which showed that by self-efficacy, students may communicate with the native speakers in US.9_{Another research is done by Anna Zajacova,}

Scott M. Lynch and Thomas J. Espenshade from Princeton University who investigated the correlation between self-efficacy and stress to the academic success in college. The sample was taken in a large urban commuter institution which lead to have students in facing minority problem that lead students to have stress on this case. Thus, the researcher took the first-year college GPA as the academic result of achievement and the result show that self – efficacy is stronger than stress of academic success. Thus, the stress can be handled and the academic achievement can be got by the students well.10_{The previous research already searched the self-efficacy}

in all aspects in a subject. Thus, they are not deeper in one aspect only since a material can be more challenging than other

8 Albert Bandura, “Self Efficacy”, Stanford University Vol.04, 1998, pg 4-7.

9 Laura F. Blumenthal, “Self-Efficacy in Low-Level English Language Learners”. Portland State University, 2014.

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material, such as public speaking is more challenging than speaking for daily life since it leads people to give speech in formal way in front of the audience and that makes the speaker having anxiety if they will perform public speaking, but public speaking is categorized into some parts; impromptu speech, prepared speech, demonstration, presentation and report.11_State

Vocational High School 1 Lamongan will use prepared speech to practice their competence in public speaking. Thus, in this research, it will be focused on prepared speech. Actually, many teachers think that students can perform prepared speech well since it has been prepared well by them, but A research is conducted by Neviana Wahyuni, Rismaya and Endang S from Tanjungpura University. It showed that the students are getting nervous and they did not feel confidence in performing prepared speech, even they had been given time to prepare in performing speech for several days.12_{Then, the previous}

studies did not observe in vocational high school which the students do not focus in learning public speaking as their subject on their major. Thus, it will be different with the students who learn public speaking as subject to support their major.

Based on the reason above which has been explained that the students have contributed many competitions regarding public speaking, but they still have minimum skill in performing public speaking. Furthermore, the teacher does not

know the students’ readiness in performing prepared speech. Therefore, the researcher is trying to examine students’ self -efficacy in public speaking at SMKN 1 Lamongan in academic

years 2016/2017 since by knowing students’ self-efficacy, it

leads us to know the students’ readiness in preparing to

perform public speaking. Then, for the future it can be used as a way to build up their efficacy if they have low self-efficacy.

11 Emily Eubanks – Joy C, Jordan, Discovering the Treasure of Public Speaking. (Florida: University of Florida, 2014), pg 51-52.

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B. Research Question

In relation to the background of the study above, this study is intended to examine the following questions:

1. What level is the students’ self-efficacy in public speaking program at SMKN 1 Lamongan?

2. What are the factors influencing students’ self-efficacy in public speaking program at SMKN 1 Lamongan?

3. What are the teacher’s strategy to improve students’ self

-efficacy in public speaking program at SMKN 1 Lamongan?

C. Objectives of the Study

This study conducted by the researcher has certain objectivities as follows:

1. To describe the level of students’ self-efficacy in public speaking program at SMKN 1 Lamongan.

2. To explain the factors influencing students’ self-efficacy in public speaking program at SMKN 1 Lamongan.

3. To explain the teacher’s strategy to improve students’ self -efficacy in public speaking program at SMKN 1 Lamongan.

D. Significance of the Study

By conducting this study, the researcher hopes it can give the big contribution as the practical implication of the study to the teachers, the students at SMKN 1 Lamongan and other researchers as follows:

1. Teachers

The result of this research significantly serves the level of

students’ self-efficacy in prepared speech, factors

influencing students’ self-efficacy in prepared speech and

the students’ effort on improving their self-efficacy in prepared speech. Thus, it will give knowledge to the

teachers in analyzing students’ self-efficacy before giving the suitable way to teach the students in public speaking. 2. Students

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3. Further Researches

Indeed, the researcher also hopes that the result of this study is useful as the reference for other researcher to conduct the further research dealing with students’ self -efficacy in public speaking.

E. Scope and Limitation

This scope of this study is self-efficacy in public speaking, especially in prepared speech. Specifically, the data was taken from students who encounter public speaking as additional subject at class. For the limitation of this study, this research does not include the impact of factors which influence

students’ self-efficacy. F. Definition of Key Terms

In order to have the same idea and to avoid misunderstanding of this study, the researcher clarifies the term used in this study as follow:

1. Public Speaking

Lisa Shraiber, Ph.D. explained that public speaking is presenting speech through formal way in a public.13_Public

speaking in this study is performing speech based on the context, such as: speech about topic and it also performs as presenter of event.

2. Public Speaking Program

Public speaking program is a program which is held by SMKN 1 Lamongan and English Education Department of UIN Sunan Ampel Surabaya. This program is participated by some selected students in each class from eleventh and twelfth grade students. This program is preparing the students to have ability in public speaking.

3. Prepared Speech

Emily Eubanks and Joy C, Jordan stated that prepared speech is a form of speech where the speech is well prepared and it is purpose to persuade and to inform the

reader about topic that based on speaker’s interest and

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experience.14_{Prepared speech in this study is a form of}

speech that has been prepared by the students before performing the speech.

4. Self-Efficacy

Albert Bandura explained that self-efficacy is about personal judgement that someone can execute task.15

Self-efficacy in this study is someone’ belief that they can perform public speaking and their ability in facing anxiety of public speaking since self-efficacy also covers about

affective process that can influence someone’s belief.

14_{Emily Eubanks – Joy C, Jordan, Discovering the Treasure of Public Speaking. (Florida:} University of Florida, 2014), pg 51-52.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Related Literature

In this chapter, the researcher explicates several theories through reviewing some literatures related to this study. This theoretical construct deals with;

1. Self-Efficacy

a. The Definition of Self-Efficacy

The early framework of self-efficacy comes from Albert Bandura. Albert Bandura defined

self-efficacy as personal judgment of one’s capabilities to

organize and execute courses of action in design of academic. He also added that self-efficacy will lead people to attempt things that they believe that they can

accomplish and they won’t attempt things that they think

they will fail.1_{Klaus A. Schneewind defined self-efficacy}

as cognitive variables on competence belief.2 _Matthias Jerusalem and Waldemar Mittag stated that self-efficacy is not about domain-specific cognition, but it is about

general sense someone’s capabilities to master different

types of enviroment demands. Hence, it can be concluded that self-efficacy is about one own’s capability.

Self-efficacy in education is related with perceiving efficacy in academic. Perceived

self-efficacy in academic is about someone’s judgement on

their capability to organize and execute courses of action to achieve designated types of educational performance. On educational development, perceived self-efficacy is

about how efficacy affect student’s motivation to learn, to effort in execute task and student’s achievement.3_{Thus, it}

can be concluded that perceived self-efficacy is about

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someone’ belief in execute subjects to gain their

educational performance and it also effect on their

learning motivation, effort and their education’s

achievement.

Actually, self-efficacy influence level of effort, persistence and choice of activities.4_{Thus, Bandura also}

stated that someone who has high self-efficacy, they will execute difficult tasks as challenging tasks that will be mastered rather than they avoid the tasks.5_{Students with}

high sense of efficacy, they will participate more readily, work harder and persist longer when encounter difficulties task.6_{Then, someone who has low self-efficacy will avoid}

difficult task.7_{Indeed, someone with high self-efficacy}

will be more challenging to execute difficult task and someone with low self-efficacy are lack of challenging in execute difficult task.

b. Theoretical Construct of Self-Efficacy

According to Albert Bandura, there are four factors which are influenced self-efficacy which describe as follow:8

1. Mastery Experience

Mastery experience occur when someone attempts to do something and are successful. Thus, we master from the experience. Mastery experience is as the strongest way in buildup self-efficacy because people are most likely to believe that they can do something new if it is similar to something that they have already done before.9

5 Albert Bandura, “Self Efficacy”, Stanford University Vol.04, 1998, pg 2.

8 Albert Bandura. “Self-Efficacy ”.In V.S. Ramachaudran (Ed.), Encyclopedia of human behavior.1994, Vol. 4, 71-81. New York: Academic Press. (Reprinted in H. Friedman [Ed,], Encyclopedia of mental health. San Diego: Academic Press, 1998), 2-4

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2. Vicarious Experience

Vicarious experience is happening by looking at other people who did the same thing with you, so it will occur if you look at people who did same thing with you and they are successfully execute the thing and it will increase your self-efficacy, but if you look at someone who did same thing with you and they are failure and it will make you have same perception of it and it will decrease your self-efficacy.

3. Verbal Persuasion

Verbal persuasion occurs when someone is persuaded verbally that they can achieve or master a task, then they more likely to do the task well, but if people are said that they do not have ability to accomplish the task, they will give up to accomplish the task.

4. Emotional States

Emotional state occurs when someone think that they likely cannot accomplish a task and it will be happened if people think about negative think while they accomplish the task. Stress and anxiety are as big

fear and it will affect someone’s self-efficacy, but

anxiety and stress will not affect to someone’s se lf-efficacy if they interpret their stress as positive, such

as they think that if I’m getting nervous, I will not be success to this task.

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learner’s self-efficacy.10_{By the new findings in factors}

influencing self-efficacy, this research probably have the new finding in factors influencing self-efficacy which as same as the research of Saeid Raoofi, Bee Hoon Tan and Swee Heng Chan.

2. Public Speaking

a. The Definition of Public Speaking

As Lisa Shraiber, Ph.D. stated that public speaking is presenting speech through formal way in a public. She continued her statement by saying that public speaking is not only about speaking in a public, but it is also about how you make your audience remember and understand what you have said. Being professional in your job, you must be able to speak and communicate with others well since it leads you to have qualities in your job.11_{Therefore, public speaking is performing}

speaking in public through formal way, but the speaker must be able to make the audience understand with the material which deliver by the speaker. b. Types of Public Speaking

Based on Discovering the treasure of public speaking book, there are five types of public speaking:12

1. Impromptu Speech

Impromptu speech is a form of speech where the speech is delivered by no preparation, but it should be delivered in the same manner as a prepared speech. impromptu speech involves the writer to write speech text at the time when the writer will deliver their speech.

2. Prepared Speech

Prepared speech is a form of speech where the speech is well prepared and it is purpose to

10_{Saeid Roofi}_{– Bee Hoon Tan}_{– Swee Heng Chan.}_{Self-Efficacy in Second/Foreign} Language Learning, (Malaysia: University Putra Malaysia, English Department, Modern Languages and Communication Faculty), 2012, 45

11_{Lisa Schreiber, Ph.D,}_{Introduction to Public Speaking, (San Francisco: Millersville} University, 2013) 1-2.

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persuade and to inform the reader about topic that

based on speaker’s interest and experience.

3. Demonstration

Demonstration is presenting an idea with visual aids which is purpose to teach the audience. 4. Presentation

Presentation is giving information or giving insight about a topic in an auditorium.

5. Reports

Report is a form of giving report about something that has been done, such as committee report.

From five types of public speaking above, this research used prepared speech since at State Vocational High School 1 Lamongan used prepared speech in public speaking program.

3. Self-Efficacy and Public Speaking

According to Dwye and Fus, public speaking teachers have investigated the ways to help students to overcome the fear or anxiety in communication or it is called as communication apprehension. Several teaching strategies to help students experiencing trait of communication apprehension have been developed by examining factors as grades, self-esteem and self-efficacy. It shows that grades and self-efficacy can trait communication apprehension in students themselves. Thus, by knowing both, teacher can choose the fix strategy that may improve their public speaking skill and it can reduce their anxiety by giving specific instructional strategy.13

As Bandura stated that self-efficacy in education is related with perceiving self-efficacy in academic. Perceived self-efficacy in academic is about

someone’s judgement on their capability to organize and

execute courses of action to achieve designated types of educational performance. On educational development,

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perceived self-efficacy is about how efficacy affect

student’s motivation to learn, to effort in execute task and

student’s achievement.14_{Thus, it can be concluded that}

perceived self-efficacy is about someone’ belief in execute subjects to gain their educational performance and it also affect on their learning motivation, effort and their

education’s achievement.15

4. Level of Self-Efficacy in Public Speaking

As Bandura stated that perceived self-efficacy cannot fit to all skills. It might be differene one to each other since one skill might have different successful criteria, but the scale on perceived self-efficacy is the same one to other.16_{By the statement, it means that successfull}

criteria in perceiving self-efficacy depends on skill that investigated by the reseacher. This study is focused on speech, so it has its successful criteria that might be different with other skills, but the scale in perceiving self-efficacy is the same to identify high, moderate and low.

According to Sellnow, there are four primary components to an effective speech: content, structure, delivery, and the effective use of presentational aids. Content consists of the main topic of a speech, the main points used to support the main topic, and the evidence used to clarify, explain, or support the main points. For example, a student may choose to deliver his or her speech

on “the benefits of exercise,” and discuss both the physical and mental health benefits of exercise. He or she might support those main points with research that suggests that exercise decreases body weight and one’s risk for diseases. Even though speech content is important, but it also must be in well structured, in order to it becomes an effective speech.

14_{Albert Bandura, Self-Efficacy in Changing Society. (Cambridge: Cambridge University} Press, 2009) 203.

15_{Albert Bandura, Self-Efficacy in Changing Society. (Cambridge: Cambridge University} Press, 2009) 204.

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Although speech content is important, content must also be structured well in order to have an effective speech.

Sellnow explains that structure is “the framework that

organizes the content”. Clear structure includes both

microstructure and macrostructure. Macrostructure is the general framework for the content of a speech, including the introduction, body, conclusion, and transitions. In the previous example, a student should introduce the topic and preview his or her main points, the physical and mental benefits of exercise. He or she should make it clear when transitioning between the two main points. For example,

the student might say, “although exercise has many physical health benefits, there are also many mental health benefits associated with exercise.” Moreover, microstructure includes the language and style choices one makes to convey ideas in a speech.

Sellnow pointed out that language and style

choices should be “clear, inclusive, and vivid”. For

example, when delivering a speech on the benefits of exercise, a student should be clear when explaining the details of how exercise physically affects the human body. In addition, the student should use inclusive language and

might say something like, “we all want to be free of disease and exercise is one way that we can achieve this.” Speech delivery refers to how a message is presented. In order to deliver an effective speech, both voice and body are important. One should not only try to be intelligible, conversational, and expressive with his or her voice but also to make eye contact with the audience, to use spontaneous gestures and expressions, and to maintain poise. For example, a student discussing the benefits of exercise should emphasize the emotional implications of not exercising, including the likelihood of acquiring harmful diseases. Also, the student should maintain eye contact with the audience at least 90% of the time and ensure that the audience can understand what he or she is saying by speaking loudly and clearly.

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designing presentational aids that are clear, visible, and visually appealing. When speakers incorporate presentational aids, they should conceal their aids both before and after displaying them so that they are not distracting to the audience when they are not being used. Finally, speakers should explicitly refer to and explain their presentational aids to their audiences and not assume the meaning of the presentational aid is automatically understood by their audience.17

To identify someone’s self-efficacy, each subject has different aspect with other subject, but identifying response scale of self-efficacy is same for all subjects. Below is types of response scale in self-efficacy:

Figure 2.1. Level of Self-Efficacy

In the standard methodology for measuring self-efficacy beliefs, individuals are presented with different levels and strength. There are three levels in self-efficacy scale. It is started by 0 scale to 100 scale. 0-point scale shows that someone cannot do at all. Then, after 0 point to 30-point scale shows that someone is in low level since they just can execute few aspects. Then, 31 point to 69 is categorized moderate level since someone moderately can do some aspects in the subject. The third level is high level. It is started 70 point to 100 point since someone can do most aspect in subject, but 100 point scale is the highest scale since someone highly certain can do all aspects in a subject.18

17 Jami Leigh Warren, “The Relationship between Service Learning and Public Speaking Self-Efficacy: Toward Engaging Today’s Undergraduates”. Theses and Dissertation. University of Kentucky. 18-19

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5. Strategies in Improving Self-Efficacy and Public Speaking According to Howard Margolis and Patrick P. McCabe,

there are strategies to strengthen students’ self-efficacy as below:

a. Plan Moderately Challenging Tasks

In giving task, the teacher should not give simple task and provide challenging task to make the students struggle. Similarly, task difficulty should not provoke more than passing fear or failure or prove frustrating. Consequently, instructional-level tasks should be slightly above the learner’s current performance level. It is to improve struggling learner’s willingness to invest time and energy in schoolwork and to develop the persistence needed for meaningful achievement. Thus, teacher should give students moderately challenging task who have low self-efficacy level since giving continual challenging task, it can reflect the student’s progress and the teacher can

help the learner’s succeed.19

b. Using Peer Models

A powerful way to help students acquire new skills and strategies is to have them watch other students do well on targeted tasks. To maximize the effects of modeling on self-efficacy, models should be similar to student observers in ways the observers deem important. Similarities can include age, race, gender, ability, interests, clothing, social circles, and achievement levels.

Peer models can be mastery or coping models. Mastery models flawlessly demonstrate a targeted skill or learning strategy, whereas coping models demonstrate how to learn the skill or strategy and how and when to apply it. For students with low self-efficacy, observing coping models may be particularly effective. By observing how coping models overcome mistakes, struggling learners of similar ability often realize they too

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can achieve. Many people start being belief, “He is like

me. If he can do it, I can”20

c. Teach Specific Learning Strategies

As Lenz, Deshler, and Kissam noted, learning strategies provide students with a logical sequence of steps for attacking difficult tasks. These steps make the task at hand manageable and provide students with a place to start. This, in part, may explain why teaching learning strategies

can significantly improve struggling learners’ academic

achievement.

When teaching strategies to struggling learners, teachers must first identify one or two critical strategies that struggling learners have to master to succeed on specific tasks, such as note taking, essay writing, test taking, or reading comprehension. (Introducing too many strategies creates confusion and reduces opportunity for practice.) Then teachers must help learners understand when and why to use the strategy and have them overlearn it, so they successfully apply it when working alone. Without overlearning and knowing when to use specific strategies, struggling learners will likely abandon them.21

d. Capitalize on Student Choice and Interest

Choice is a major motivator. When present, it encourages high levels of engagement, when missing, it can arouse resistance: “Lack of choice in school reading is one reason frequently cited by secondary students who are willing readers outside of school but resist assigned

reading”. As a consequence, teachers should frequently let struggling learners choose their assignments, books, start times, break times, grading strategies, and extra credit work. Each choice should be meaningful to the learners and acceptable to the teacher. In addition, choices should be presented in ways that avoid stigmatizing learners.

Like choice, interest promotes engagement and improves learning. As a consequence, teachers should try

20 Howard Margolis – Patrick P. McCabe, Improving Self-Efficacy and Motivation, Vol. 41, No. 4, 2016, 221

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to identify and respond to struggling learners’ interests by (a) observing struggling learners during free time, listening to their conversations, looking at what they read on their own, asking their parents about them, or administering interest inventories and (b) developing assignments that incorporate or focus on the identified interests.22

There are strategies mentioned by Oxford and they are divided into direct and indirect strategies. The strategies used directly in dealing with a new language are called direct strategies. The three groups that belong to the direct strategies are memory, cognitive, and compensation. The indirect strategies are used for general management of learning. The three groups belonging to this category are metacognitive, affective, and social strategies. Here a brief introduction of each group will help explain them.

The direct strategies are beneficial to the students because they help store and recover information. These strategies help learners to produce language even when there is gap in knowledge. They also help to understand and use the new language. The direct strategies will be explained below:23

a. Memory strategy

Memory strategies are based on simple principles like laying things out in order, making association, and reviewing. These principles are employed when a learner faces challenge of vocabulary learning. The words and phrases can be associated with visual images that can be stored and retrieved for communication. Many learners make use of visual images, but some find it easy to connect words and phrases with sound, motion or touch. The use of memory strategies is most frequently applied in the beginning process of language learning. As the learners advance to higher level of proficiency memory strategies are mentioned very little. It is not that the use ceases, but the awareness of its use becomes less. Here is an example

22 Howard Margolis – Patrick P. McCabe, Improving Self-Efficacy and Motivation, Vol. 41, No. 4, 2016, 221-222

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to apply memory strategy by making association. If a learner wants to remember the name Solange of a French person, it could be associated by saying Solange’s face is so long. This strategy does not belong to any self-efficacy strategy.

b. Cognitive strategy

These are perhaps the most popular strategies with language learners. The target language is manipulated or transformed by repeating, analyzing or summarizing. The four sets in this group are: Practicing, Receiving and Sending Messages, Analyzing and Reasoning, and Creating Structure for Input and Output.

Practicing is the most important in this group which can be achieved by repeating, working with sounds and writing, and using patterns. The tools of receiving and sending messages are used when learners try to find the main idea through skimming and scanning. It is not necessary to check every word. The adult learners commonly use analyzing and reasoning strategies. These are used to understand the meaning and expression of the target language. These are also used to make new expressions. Here is an example of a learner who practices with sounds of the words that have letters ough. The words through, though, tough, and trough contain ough but sound different. To understand them better the learner may make own phonetic spelling: throo, thow, tuff, and troff.

c. Compensation strategy

Learners use compensation strategies for comprehension of the target language when they have insufficient knowledge of the target language. These strategies make up for the deficiency in grammar and vocabulary. When learners do not know new words and expressions, they guess the meaning. A learner brings own life experience to interpret data by guessing.

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Here is an example of guessing based on partial knowledge of the target language. When a learner recognizes the words shovel, grass, mower, and lawn in a conversation, it could be understood that it is about gardening.

Indirect language learning strategies work together with the direct strategies. They help learner regulate the learning process. These strategies support and manage language learning without direct engagement and therefore called indirect strategies. Below are the indirect strategies:

a. Metacognitive strategy

Metacognitive strategies go beyond the cognitive mechanism and give learners to coordinate their learning. This helps them to plan language learning in an efficient way. When new vocabulary rules, and writing system confuse the learner, these strategies become vital for successful language learning.

Three sets of strategies belong to this group and they are: Centering Your Learning, Arranging and Planning Your Learning, and Evaluating Your Learning. The aim of centering learning is to give a focus to the learner so that the attention could be directed toward certain language activities or skills. Arranging and planning learning help learners to organize so they may get maximum benefit from their energy and effort. Evaluating learning helps learners with problems like monitoring errors and evaluation of progress. Research has found that compared to cognitive strategies metacognitive strategies are used less consistently by the learners.

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b. Affective strategy

The affective factors like emotion, attitude, motivation, and values influence learning in an important way. Three sets of strategies are included in this group: Lowering Your Anxiety, Encouraging Yourself, and Taking Your Emotional Temperature.

Good language learners control their attitudes and emotions about learning and understand that negative feelings retard learning. Teachers can help generate positive feeling in class by giving students more responsibility, increasing the amount of natural communication, and teaching affective strategies.

Anxiety could be both helpful and harmful. It is felt that a certain amount of anxiety is helpful for learners because it helps them obtain their optimum level of performance. Too much anxiety has the opposite effect where it hinders language learning. Anxiety often takes forms of worry, frustration, insecurity, fear, and self-doubt. A common high anxiety creating situation for learners is to perform before the peers and teacher when they are not prepared.

Here is an example of how learners try to lower the anxiety. Some listen to their favorite music for a few minutes before practicing the target language. This strategy belongs to motivation and emotion control strategy.

c. Social Strategy

Social strategies are very important in learning a language because language is used in communication and communication occurs between people. Three sets of strategies are included in this group: Asking Questions, Cooperating with others, and Empathizing with Others.

Among the three, asking questions is the most helpful and comes closest to understanding the meaning. It also helps in conversation by generating response from the partner and shows interest and involvement.

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increased confidence, and rapid achievement. Learners do not naturally apply cooperative strategies because of strong emphasis put on competition by educational institutions. Sometimes competition brings a strong wish to perform better than others, but it often results in anxiety and fear of failure. It is important to help learners change their attitudes from confrontation and competition to cooperation.

Empathy is very important in communication.

Empathy means to put oneself in someone else’s situation to understand that person’s point of view. Learners can use social strategies to develop cultural understanding and become aware of thoughts and feelings of others.

Learners can apply the strategy of cooperating with others by doing something together in the language they are learning. Daily telephone conversation with a friend in the target language is an example to practice listening and speaking skills. This strategy belongs to environmental control strategies.

From strategies in improving speaking, indirect strategies are strategies which also use to improve

students’ self-efficacy in speaking B. Previous Study

A research related the students’ self-efficacy already done by Jamileh Rahemi, entitled Self-Efficacy in English and Iranian Senior High School Students Majoring in Humanities. The purpose of this study was to investigate the humanities

students’ English self-efficacy beliefs and examined the contributions they make to their EFL achievements. The researcher used qualitative and quantitative research as the research design to analyze the data. In the end the researcher found out that the students have low self-efficacy and it gives impact on their academic achievement. Thus, the researcher

suggested that the teacher should shaping the students’ self -efficacy of their academic ability.24

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Another research has been conducted by Gulten Genc, Emine Kulusakli, and Savas Aydin with their research entitled Exploring EFL Learners’ Perceived Self-Efficacy and Beliefs on English Language Learning. The researchers were intended to seek highlight the relationship between Turkish EFL

learners’’ belief about language learning and their sense of self -efficacy. The researchers used quantitative research to analyze their finding. The researchers found that the students have medium scores in their English self-efficacy and hold the strong belief that motivation factors have a great role on their learning process.25

Another research about this concern was conducted by Laura F. Blumenthal entitled Self-Efficacy in Low-Level English Language Learners. This study was to investigate a social-psychological perspective on language acquisition that focused on the role of self-efficacy in learning and applied this perspective to understudied learners. This study was only investigated four students and the research design was using qualitative. The result of this study showed that by having self-efficacy, the students may interact with the native speaker, even they have limit knowledge of foreign language.26

Another research about this concern was conducted by

I’anatul Avifah entitled Teachers’ Self-Efficacy in Managing Classroom Behavior Problems: A Study of Beginning Teachers at Intensive English Program (IEP) in Faculty of Sharia and Law UIN Sunan Ampel Surabaya Academic Year 2013-2014.

This study was to investigate the teacher’s belief in managing

the classroom and identifying the classroom behavior problems among adult learners. This study was investigated adult learners in IEP program at Sharia and Law faculty and five classes who have beginning teachers. The research design was using qualitative. The result of this study showed that there are 9 problems which occur during the learning process; talking with other friend, playing cellphone, wearing improper attire, sitting

25 Gulten Genc – Emine Kulusakli – Savas Aydin, “Exploring EFL Learners’ Perceived Sel Efficacy Beliefs on English Language Learning”. Australian Journal of Teacher Education. Vol 41. Issue 2. Article 4

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with improper manner, ignoring or ordering the instruction, repeatedly using first language, coming late, being absent, and

cheating. In managing classroom misbehavior, the teachers’

self-efficacy of beginning teachers at IEP in Faculty of Sharia and Law UIN Sunan Ampel Surabaya is 62% high. Nevertheless, they are still low in setting goal, innovating creative problem solving, and visualizing success of managing classroom behavior problems.27

All those previous studies examined the students’ self -efficacy in English which is too broad since English has four skills. Yet they did not examine the self-efficacy in specific skill. Therefore, this study intended to specific skill to analyze

the students’ self-efficacy at public speaking program. Then,

the last pervious study examined the teacher’s self-efficacy in classroom management. Hence, the researcher intended to focus on students’ self –efficacy.

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CHAPTER III RESEARCH METHOD

This chapter deals with research methodology which is designed as technique to collect and analyze the data:

A. Approach and Research Design

This research is designed using qualitative descriptive method since this research describes based on the reality. Beverley Hancock, Elizabeth Ockleford and Kate Windridge defined qualitative research is as a way in describing and interpreting and might lead to development of new concepts or theory and it leads to have natural setting as the data.1_{Hence, it}

can be concluded that qualitative is dealing with real condition. B. Research Location

This research is held at administration office major in State Vocational High School 1 Lamongan at Panglima Sudirman Street, No.84, Sidokumpul, Lamongan-East Java. In term of getting research subject, the researcher takes the sample in public speaking program.

C. Data and Source of Data 1. Data

Primary data was used by the researcher to answer the research problems. The data was explained in detail below:

The primary data of this study is the data from the

students’ result in questionnaire and audio recording. The

students’ result of questionnaire is used to find out the first research question. Students’ audio recording is to find out the second research question and the teacher’s audio

recording is to find out the third research question. 2. Source of Data

The sources of both primary and secondary data were from teachers and students who encounter public peaking program at State Vocational High School 1 Lamongan. The primary data were obtained by asking the students to fill

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questionnaire, interviewing the students and teacher who encounter public speaking program at State Vocational High School 1 Lamongan and conducting classroom observation.

D. Data Collection Technique

[image:36.420.74.369.123.538.2]

In this study, data were collected by techniques of conducting questionnaire, interview and doing observation. First, the researcher involved in classroom observation. Then, the researcher did questionnaire with the students. Last, the researcher interviewed the students and the teacher who encounter public speaking program at State Vocational High School 1 Lamongan. In essence, the process of collecting data is specified in table below:

Table 3.1 Data Collection Technique Research

Question Data collection Instruments

RQ 1 Questionnaire Questionnaire

RQ 2 Interview Interview list

RQ 3 Interview Interview list

1. To answer the first research question, what level is the

students’ self-efficacy in public speaking program at SMKN 1 Lamongan?

To answer the first question, the researcher gave

questionnaire regarding students’ self-efficacy in public speaking, especially in prepared speech to the students and asked the students to answer the questionnaire based on themselves.

2. To answer the second research question, what are the

factors influencing students’ self-efficacy in public speaking program at SMKN 1 Lamongan?

To answer the third question, the researcher conducted the interview to all students who encounter public speaking program at SMKN 1 Lamongan to find

out the factors influencing students’ self-efficacy in public speaking, especially in prepared speech.

3. To answer the third research question, what is the teacher’s

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To answer the third question, the researcher conducted the interview to the teacher who taught public speaking program at SMKN 1 Lamongan to find out the

teacher’s strategy to improve students’ self-efficacy in public speaking program at SMKN 1 Lamongan.

E. Research Instruments

In case of collecting data of the research, it totally needs the instrument. Thus, the researcher designed the instruments for investigating research questions in two techniques included questionnaire, interview and classroom observation.

1. Questionnaire

Questionnaire is needed to measure the students’ self -efficacy in prepared speech. Researcher adapted questionnaire for measuring students’ self-efficacy from Jami Leigh Warren’s theses and dissertation entitled, “The Relationship between Service Learning and Public Speaking Self-Efficacy: Toward Engaging Today’s Undergraduates”. University of Kentucky, 2011. (See Appendix 1) Questionnaire of Jami Leigh Warren was chosen by the researcher as the references to construct researcher own questionnaire of self-efficacy in prepared speech. Researcher needed to modify questionnaire in order to match the need of researcher.

2. Interview

Then, interview was also used to identify the factors that influence students’ self-efficacy. The researcher stood on the factors influencing students’ self-efficacy in public speaking based on four main sources of self-efficacy stated by Bandura (See Appendix 2). However, the researcher did not limit the other factors probably influence the students’ self-efficacy in prepared speech at SMKN 1 Lamongan. The researcher involved to

record and takes notes during teachers’ interview process. Then, interview was also used to identify the

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researcher did not limit the other strategies probably used by the teacher in improving students’ self-efficacy in prepared speech at SMKN 1 Lamongan. The researcher

involved to record and takes notes during teachers’

interview process. F. Data Analysis Technique

In light of qualitative method, the researcher analyzed the data descriptively. The researcher transcribed the students’ questionnaire of investigating students’ self-efficacy, the

students’ interview of investigating factors influencing their self-efficacy and the teachers’s interview of investigating

teacher’s strategy in improving students’ self-efficacy. Then, the researcher also described the classroom observation in attempt recognizing factors influencing students’ self-efficacy

and teacher’s strategy in improving students’ self-efficacy. Finally, the researcher descriptively put the interpretation towards the data to be discussed into the findings of the research with consistently referring to the research question as ensuring way whether the questions are answered. In essence, the data obtained from questionnaire, interview and observations were analyzed through these following detailed techniques:

1. Data Reduction

Reducing data refers to choosing the primary data that only needed by the researcher. Reducing data means to choose and focus on the main topic of the research.2_To

reduce data in this study, the researcher coded data as follows:

a.

categorizing the students’ self-efficacy based on their level.

b.

categorizing factors which influence students’ self -efficacy.

2. Data Display

After conducting the technique of reducing data, then the researcher set the technique to display the data. By displaying

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data, the researcher was expected to understand the data which have been categorized to be arranged in good structure. a. Students’ Self-Efficacy in Public Speaking.

1. Firstly, the researcher used the result of students’ questionnaire and categorize their answer based on high and low self-efficacy categorization.

2. Secondly, the researcher used percentages through this following formula to display the data of students’ self-efficacy:

�

= � � _{∑ �} _� Yes � � % 3. Finally, the researcher displayed the percentages of

students’ self-efficacy in public speaking in form of graphic and descriptive texts.

b. Factors influencing students’ self-efficacy.

Factors influencing students’ self-efficacy was

got by students’ interview. Then, the students’ interview

was coded by the same response or answers. Thus, to display factors’ influencing students’ self-efficacy was by

students’ interview.

c. Teacher’s strategy in improving students’ self-efficacy

Teacher’s strategy in improving students’ self

-efficacy was got by teacher’s interview.. Thus, to display teacher’s strategy in improving students’ self-efficacy was

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapters presents the research findings and discussion of the study. The researcher describes the data result in findings part. While in

discussion, the researcher deduces the findings about students’ self -efficacy in public speaking program at SMKN 1 Lamongan.

A. Research Findings

The researcher has conducted the research from May 16th –

May 30th_{, 2017 through the techniques of collecting data which}

have been explained in the research method. The data collected were devoted to answer the research questions of what level the

students’ self-efficacy in public speaking program at SMKN 1

Lamongan are, what factors influencing students’ self-efficacy in public speaking program at SMKN 1 Lamongan are and what the

teacher’s strategy in teaching public speaking to improve the

students’ self-efficacy. To show the result of this study conveniently, those findings are categorized based on the research questions of the study:

1. Level of Students’ Self-Efficacy in Public Speaking Program at SMKN 1 Lamongan

In this study, the researcher determines to investigate

the level of students’ self-efficacy in speech that the students have been prepared before performing their speech. To

investigate the students’ level of self-efficacy, the researcher is using questionnaire related with prepared speech which is adapted from Jami Leigh Warren, thesis and dissertation entitled the relationship between service learning and public speaking self-efficacy toward engaging today’s undergraduates, University of Kentucky. Initially, 20 items

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[image:41.420.73.387.66.425.2]

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Figure 4.1 Level of Self-Efficacy

Then, the result of analyzing those data was displayed in this following form of percentage chart to show the

students’ level of self-efficacy in prepared speech.

Chart 4.1 Students’ Self-Efficacy in Prepared Speech

a. High Self-Efficacy

Based on chart above, it can be described that the

level of students’ self-efficacy in prepared speech was various. There are 8 students who are categorized having high self-efficacy, but they have different percentage. There are two students having 100% self-efficacy, they are student 4 and student 7. It means that both believe that they can execute all components in performing prepared speech. Then, there is only one students who gets 95% and the student is student 8. By 95%, it means that the student has one aspect that she believes that she cannot

60%65% 80%

100%

80% 70%

100% 95%

55%

30%30%30% 60%

70%75% 55%

20% 15%

60%

0% 20% 40% 60% 80% 100% 120%

Students' Self-Efficacy in Prepared Speech at SMKN 1 Lamongan

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execute it. Then, there are two students who get 80%, they are student 3 and student 5. By the percentage, there are four aspects that they believe they cannot execute those aspects. Then, there is only one student who get 75% and the student is student 15. By 75%, it means that there are 5 aspects in performing speech that the student believes the student cannot execute those five aspects. Then, there are two students who get 70%. There is student 6 and student 14. By the percentage, it means that there six aspects that the students believe they cannot execute it. Those are various percentage that the students get in high level of self-efficacy.

b. Moderate Self-Efficacy

The next level which gets by six students is moderate. The first percentage of moderate which get by one student is 65%. The student who gets 65% is student 2. By the percentage, it means that there are seven aspects in performing prepared speech that the student believes she/he cannot do it. Then, there are three students who get 60%. They are student 1, student 13 and student 19. By the percentage, it means that there are eight aspects that the students believe that they cannot execute those aspects. Last in this moderate level of self-efficacy, there are two students who get 55%. They are student 9 and student 15. By the percentage, it means that they believe that they cannot execute 9 aspects in performing prepared speech. Those are various percentage in moderate level of

students’ self-efficacy in prepared speech. c. Low Self-Efficacy

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percentage is 15%. Student 18 gets 15%. By the percentage, the student believes that she/he can execute three aspects of twenty aspects regarding to the students’ self-efficacy in performing prepared speech.

To sum up, there are three levels which get by the students; High, Moderate and Low. In high level of self-efficacy, there are eight students in this level with various percentages; 100%, 95%, 80% and 75%. In moderate level of self-efficacy, there are six students who are in this level. There are various percentage in this level; 65%, 60% and 55%. Then, there are five students who are in low level. In low level of self-efficacy, there are three types percentage which get by the students; 30%, 20% and 15%.

2. The Factors Influencing Students’ Self-Efficacy in Prepared Speech at SMKN 1 Lamongan.

The students’ self-efficacy in prepared speech is

influenced by some factors. In this study, the data of students’

self-efficacy of factors in prepared speech were obtained from interview with students who join public speaking program at SMKN 1 Lamongan. The interview results are described as follows:

a. Speech Experience

Speech experience or mastery experience

becomes one of factors that influence students’ self -efficacy in prepared speech. As the result of interview, eleven students stated that their past experience in performing prepared speech lead them to learn from their past experience.

Performing prepared speech is not the first experience for student 5. She ever joined speech competition when she was in Junior high school. She stated that she was successful in performing prepared speech. However, she also learns from her past experience about how to deliver her speech that can be understood by her audience.

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to the audience, but she thought that it is not quite successful since she thinks from her past experience. She thinks that her self-confidence was quite low, her ability was not good, her preparation was not maximum. Thus, she really wants to learn how to build up her self-confidence, how to speak English well and she will prepare her speech well before performing her speech in order to she delivers her speech successfully.

Student 4 has some experiences in performing prepared speech. She stated that from her past experience, she was ever successful, but she was also ever failure in performing her speech. Thus, she said that she has to learn from her past experience in order to she may perform speech better. She also said that she learns how to perform speech well and she tries to learn from her mistakes, such as: keep contact to the audience and how to make the audience pay attention to her. Thus, she believes that itt leads her in performing speech better than her past experience.

Student 6 also has experience in performing speech. She said that she was successful. However, she still learns from her past experience in order to she may perform speech which more successful than her past performance. She said that she learns how to be success for future in performing speech. Thus, she wants to ask her teacher what she should build up to make her performance in speech well.

Student 7 is like student 4. She has some experiences in performing prepared speech. Thus, she was ever successful and failure in performing her speech. She said that she learns from her past experience, by looking at her mistakes. She wants to catch up the

audience’s attention, so she wants to perform speech

well.

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her since she thinks that her speech was not quite good in the past.

Student 15 also has an experience in performing speech. She said that her experience was not quite successful. Thus, she wants to learn from her past experience since she believes that experience is as the best teacher in life for future, but she does not know what she should make better in performing speech since she just thinks that her past experience was not successful, but she did not know the specific aspect that she should build up in performing speech. Thus, she needs to perform again and asks her teacher comments about what she should build up.

Student 16 also has an experience in performing when she was as junior high school student, but she did not know whether her past performance was successful or failure. She said that she did not get comment from the judge and she was not as the winner. However, she also learns from her past experience. She learns how to make higher her self-confidence.

Student 19 also has an experience in performing speech, but she does not know whether it was successful or failure. However, she said that she also learns from her

Students' self-efficacy in public speaking program at SMKN 1 Lamongan.