CHAPTER IV RESEARCH FINDING AND DISCUSSION
B. Discussion
The purpose of this study is to examine the relationship between three variables: students' verbal-linguistic intelligence, self-efficacy, and speaking ability. The study was conducted at the UIN Sultan Maulana Hasanuddin Banten. The population for this study was English third-year students at UIN Sultan Maulana Hasanuddin Banten. The sample size was 58 students from the third semester, with a sampling error rate of 5%.
This study employed quantitative methodologies and a correlational design. Therefore, the first stage in creating this thesis is to establish three research questions: (1) Is there a relationship between students' verbal- linguistic intelligence and speaking ability? (2) Is there a relationship between students' self-efficacy and speaking ability? (3) Is there a relationship between verbal-linguistic intelligence, self-efficacy, and students' speaking ability?
The quantitative answer to these three research problems was achieved by hypothesis testing. Based on the research questions, three hypotheses have been generated to test in order to further examine this investigation. Then, for the first and second hypotheses, Pearson correlation was used to obtain the findings, and for the third hypothesis, multiple correlation coefficient tests were used to produce the findings, which still used Pearson correlation.
Statistical analysis revealed a simultaneous relationship between the three variables, verbal-linguistic intelligence, self-efficacy, and speaking ability.
According to statistics, verbal-linguistic intelligence and self-efficacy have a 52.7 percent contribution on the achievement of speaking skills. The high percentage score for speaking ability indicates that independent variables have a 52.7 percent contribution on students' speaking ability. This is consistent with the view that speaking is not a self-contained talent. Numerous variables influence the success of an individual's speaking skills. This study establishes that their verbal-linguistic intelligence and self-efficacy determine students' speaking ability. As a result of this study, it is possible to conclude that speaking abilities involve verbal-linguistic intelligence and self-efficacy.
Three hypotheses were created in response to the correlation data between the three variables to determine the coefficient of determination. Multiple regression may be used to test it simultaneously. However, the correlation between one dependent variable and two independent variables cannot be stated clearly. As a result, the test was conducted in three stages. The first hypothesis investigates the relationship between verbal-linguistic intelligence and speaking ability among UIN Sultan Maulana Hasanuddin Banten third- semester students. According to statistical analysis, the correlation coefficient between students' verbal-linguistic intelligence (X1) and their speaking ability (Y) was 51.3 percent. The correlation is significant, and the independent variable contributes 51.3 percent, indicating that students' verbal-linguistic intelligence is critical for supporting their speaking abilities.
Verbal-linguistic intelligence refers to the capacity for efficient word use and processing, both written and spoken. In a language that has skills that must be learned, one of them is speaking skills. Students' can develop this skill by using verbal-linguistic intelligence. These skills must be taught and cultivated in schools as part of the educational process.
Students have unique intelligence that must be continually nurtured and developed during the learning process. Verbal-linguistic intelligence is one of the intelligences that students possess. As Halimah et al. (2018) mentioned, Armstong argues that verbal-linguistic intelligence is the universal intelligence among the seven intelligences in the Multiple Intelligence theory. Verbal
Linguistic Intelligence is the capacity for efficiently absorbing and utilizing words both verbally and in writing. Intelligent individuals in this sector can effectively argue, persuade, entertain, or teach using spoken words (Sujiono &
Sujiono, 2010). Verbal linguistic intelligence is the ability to comprehend the phonology, syntax, and semantics of a language and its pragmatic application to persuade others via action, assist individuals in remembering information, explain or transmit knowledge, or reflect on language itself. Authors, storytellers, orators, poets, editors, and novelists are examples (Armstrong, 2009).
Numerous prior investigations have also confirmed these results. As a subset of Multiple Intelligences, linguistic intelligence has been found to correlate with students' English proficiency or more particular English abilities such as speaking. For instance, a study conducted by Hou (2017) on 2545 Taiwanese university students to examine the role of Multiple Intelligences (MI) in foreign language learning behavior and performance discovered a correlation between verbal/linguistic intelligence and English language performance, as well as a good predictor of English language performance.
Numerous more studies, such as Skourdi and Rahimi (2010), have established a positive and significant relationship between linguistic intelligence and vocabulary learning. Additionally, Parsa et al. (2013) showed that verbal- linguistic intelligence affects students' linguistic knowledge. According to Rahimi et al. (2012), students who demonstrate a high degree of language intelligence have superior reading ability than those with a low linguistic intelligence level. Saibani and Simin (2014) discovered that verbal intelligence was the strongest predictor of speaking ability. While the factors in the preceding research were not identical to those in this study, the results of all of those investigations revealed that Linguistic intelligence had a significant effect on learners' performance in learning English. Thus, this research established a correlation between students' verbal-linguistic intelligence and their speaking ability and the statistical and theoretical analysis of these variables.
The second hypothesis test confirmed the correlation between students' self-efficacy and speaking ability. The research discovered a correlation of 0.496 between students' self-efficacy (X2) and speaking ability (Y), with the independent variable contributing 24.6% of the variable. The correlation coefficient value indicates that the correlation is strong enough. In other words, the research established a strong enough correlation between students' self-efficacy and their speaking ability. Self-efficacy has a 24.6% contribution on the success of speaking ability. Self-efficacy refers to an individual's conviction to accomplish tasks or goals. It is critical to be privately owned. It is also critical for students to deliver an effective speaking performance.
According to Asakereh and Dehghannezhad (2015), self-efficacy significantly impacts performance in speaking tasks. Similarly, Alimuddin (2020) demonstrates a significant correlation between student self-efficacy and seventh-grade speaking performance.
And the final hypothesis testing coefficient correlation between students' verbal-linguistic intelligence (X1), self-efficacy (X2), and speaking ability (Y) is 0.726, with independent variables contributing for 52.7% of the variable.
The research discovered that these three factors, students' verbal-linguistic intelligence, self-efficacy, and speaking ability, all had a simultaneous relationship. According to the statistical analysis, verbal-linguistic intelligence and self-efficacy have a 52,7% influence in determining the success of speaking ability. 52,7% is a large percentage value influenced by the independent variables. Other variables have a 47,3 percent effect on the success of speaking ability. This research established that verbal-linguistic intelligence and self-efficacy have a role in students' speaking success. Thus, this research is warranted in asserting that speaking ability requires verbal- linguistic intelligence and self-efficacy.
In conclusion, students' verbal-linguistic intelligence and self-efficacy contribute to their speaking abilities. It was statistically determined that there was a simultaneous relationship between the variables, with a correlation coefficient of 0.726. According to the correlation coefficient, it was a
strong correlation value. The statistical analysis indicates that verbal-linguistic intelligence has a more significant effect on speaking ability than self-efficacy.
The investigation revealed that verbal-linguistic intelligence correlates with speaking ability in 0.717, which contributes to verbal-linguistic intelligence.
Apart from that, self-efficacy contributes only 0.496. Then, based on the findings of this study, it can be inferred that these variables do affect speaking ability.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter discussed the conclusion of research findings and recommended further research and educational stakeholder participation. This chapter is the last chapter of the research and the concluding chapter to end this research with a conclusion and recommendation.
A. Conclusion
Based on the finding and discussion of the research. it can be concluded as follow:
First, correlation analysis revealed there was a positive and significant correlation between students' verbal-linguistic intelligence and speaking ability with the correlation coefficient r = 0.717, and the significant value is 0.00 <
0.05. As a result, the hypothesis that a relationship existed between the two variables above was accepted.
Second, correlation analysis revealed there was a positive and significant correlation between students' self-efficacy and speaking ability with the correlation coefficient r = 0.496, and the significant value is 0.00 < 0.05. As a result, the hypothesis a relationship between the two variables was accepted.
Third, correlation analysis revealed there was a positive and significant correlation between students' verbal-linguistic intelligence, self-efficacy, and speaking ability with the correlation coefficient r = 0.726, and the significant value is 0.00 < 0.05. This means that students' verbal-linguistic intelligence and self-efficacy correlate with their speaking ability. Students with strong verbal-linguistic intelligence and a strong sense of self-efficacy should find it easier to communicate in English. As a result, the speaking ability will be enhanced by students' verbal-linguistic intelligence and self-efficacy.
Therefore, the higher verbal-linguistic intelligence and self-efficacy, the better speaking performance.
In conclusion, verbal-linguistic intelligence is one of the many
intelligences students should develop because it significantly correlates with their speaking effectiveness, as shown theoretically and statistically in this study. Besides that, self-efficacy is another factor in students' speaking ability based on theoretical results and statistical analysis. Therefore, based on the explanation above, verbal-linguistic intelligence and self-efficacy have a positive and significant correlation with speaking ability.
B. Suggestion
According to the findings of this study, several points should attract more attention from educational stakeholders as a conclusion to this research. Then, the suggestion is directed to:
1. Lecturers
Apart from teaching the subject on speaking, the lecturer should emphasize certain cognitive and psychological elements that might affect students' speaking skills and everyday behavior, such as verbal-linguistic intelligence and self-efficacy. As a result, the lecturer should emphasize certain cognitive characteristics, particularly verbal-linguistic intelligence.
Verbal-linguistic intelligence can affect students' capacity to communicate.
Additionally, the lecturer should place a greater emphasis on certain psychological variables, particularly self-efficacy. However, students who have a high sense of self-efficacy frequently do better in public speaking than those with a poor sense of efficacy.
Additionally, language instructors (teachers and lecturers) may incorporate the findings of this study while arranging classroom activities or teaching and learning processes in general, with the goal of increasing learners' academic accomplishment in English, particularly in speaking ability. Additionally, teachers and lecturers should present students with demanding assignments and relevant activities to improve motivation while also supporting and encouraging their efforts to assist assure self-confidence and, eventually, self- efficacy.
2. Policy Maker
The research findings are used to conduct a needs analysis of students' requirements. The research findings are converted into data that may be used to assess students' verbal-linguistic intelligence, self-efficacy, and speaking skills. This information will assist schools and universities in a variety of ways, including (1) determining and developing a course or program as an additional or supporting teaching and learning English in those schools and universities that become the sample of this research, (2) determining what language skills a learner requires, and (3) identifying a gap between what students are able to do and what students require. (4) to gather information about specific difficulties that arise throughout the teaching and learning process.
3. Further Researchers
Based on the study's outcomes, the researchers must investigate the other aspects that influence students' ability to communicate verbally. It would be better to add gender considerations into the research for future investigation.
Through this information, the other researchers will obtain insight into gender features to determine if they impact verbal-linguistic intelligence, self- efficacy, and speaking abilities. The outcomes of this study should be of great interest to other scientists conducting similar studies. In principle, they may use it to compare their findings to those of other studies in educational research. In practice, they can apply their understanding to research aspects that may influence their communication ability.
C. Implication
The results of this study have several implications, including: (1) the implications of the importance of verbal-linguistic intelligence and self- efficacy on students' speaking skills, (2) implications for the process of learning English, especially speaking skills, and (3) implications of the importance of improving students' speaking skills.
The first implication is the importance of verbal-linguistic intelligence and
self-efficacy to students' speaking ability. This research supports the theory and previous research, which states that verbal-linguistic intelligence is very important to encourage students' speaking ability. In this case, verbal-linguistic intelligence significantly contributes to students' speaking ability. Students with high verbal-linguistic intelligence will easily convey their ideas through speaking. At the same time, self-efficacy has an important role in improving students' speaking ability. In this case, verbal-linguistic intelligence and self- efficacy contributed 52.7% to students' speaking ability, which means that students with strong verbal-linguistic intelligence and a strong sense of self- efficacy will find it easier to communicate in English.
The second implication is the implication of the teaching and learning process, especially in speaking. The results of this study indicate that there is a high contribution of verbal-linguistic intelligence to students' speaking abilities. Therefore, teachers are expected to adopt a learning system that suits students' needs, such as lesson plans that should support students to be more active in speaking, increase students' motivation to take an active role in activities, and make students active in speaking. In addition, teachers can also use various methods to support students' speaking learning.
The third implication is the conscious efforts from institutions or the government of the importance of self-efficacy on speaking skills. The results of this study prove the importance of self-efficacy in learning speaking. In this case, students who have self-efficacy in speaking have a chance to succeed in learning because students who have a high sense of self-efficacy are usually better at speaking than those with a poor sense of efficacy. Therefore, an institution must support conditions that motivate students to speak.
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