1. The Nature of Self-Confidence
Self-confidence is the students' trust in their ability to complete a mission successfully. Self-efficacy and self-esteem are two major factors that influence self-assurance (Brown 2001:62).
When students see themselves mastering skills and achieving goals in the teaching learning activity, they can develop a sense of self- efficacy. When students believe they are capable of completing a mission, they are said to have self-efficacy. Self-efficacy refers to a student's confidence in his or her ability to complete and manage complex tasks.
In almost every area of life, self-assurance is crucial. It is important for EFL students to use their language skills in real-life circumstances. Suggests the affective filter theory, which notes that students who are able to prevent harmful attitudes are more likely to succeed (including anxiety, lack of motivation, and self- confidence) because the filter will be effective in SLA (Krashen in Kees de Boot 2005). Self-confidence is also listed as one of the twelve principles of language teaching by (Brown 2007). He claims that the students' confidence in their ability to complete the
work would be a determining factor in their language learning progress. He also claims that the students' confidence in their ability to complete the tasks is at the core of all learning. Self- confidence will appear to motivate them in achieving and finishing the tasks if they first believe they can do them. One of the keys to language learning success is to do so. As a result, “I can do it!”
(Brown 2001). Self -confidence significantly contributes to the students’ willingness to communicate in a foreign language. Their willingness will also lead to the success in language learning (Lee, J. S., & Drajati, N. A. 2019).
One of the most appeared problems in the conversations class is language anxiety. Language anxiety is a feeling of fear and worry associated with language learning and use. The students’
self-confidence that is low will create a language anxiety. It is believed that self- confidence has a role to minimize the students’
language anxiety and optimize the students’ motivation in learning English. (Clement in Keesde Boot, et.al. 2005:201) finds the relationship among self-confidence, anxiety, and motivation. He also states that the absence of anxiety in learning or using the language will promote self-confidence and success in language learning.
Recommendations for Increasing Students' Classroom Self- Confidence (Raffini. 1996: 181)
1) Set high expectations for all students and work with them to meet them.
2) Provide a large amount of constructive knowledge input to all students.
3) Often try to clarify why rules, assignments, and learning experience sexist.
4) Learn something special about each student and mention it to them on occasion.
5) Students' contributions, as well as their successes, should be valued.
6) By periodically modeling an appraisal of your own errors and accomplishments, you will help students learn to accept their mistakes and successes.
7) Accept students as important, worthy individuals, even if you must condemn those behaviors.
8) Both students' successes and accomplishments should be celebrated. Encourage students to assess their actions in relation to their objectives and priorities.
9) Create a socially healthy environment where students are empowered to share their views and take risks by standing out.
Self-confidence is also described as an individual's positive attitude that he or she can develop positive judgment on his or her own. Self-confidence is a person's belief in himself to the extent
that he has it, and it makes him believe that he will achieve his goals in life. Self- assurance does not come naturally to anyone. A person's self-confidence is developed through a specific process.
Self-confidence does not appear naturally, according to Self- confidence. A person's self-confidence is developed through a specific process. Strong self-confidence is developed through the following mechanism, according to (Pasaribu, E. 2011):
1) The growth of a positive personality that is compatible with the increasing phase and carries a unique excess.
2) The understanding of excess that is accompanied by a deep belief in one's ability to accomplish something by using one's might.
3) The lack of self-humiliation is avoided by a constructive response and recognition of the weakness.
4) The desire to live by taking advantage of one's abilities and strengths.
5) When anyone stands up confidently, he will be able to focus on whatever situation or circumstance.
Some examples of the circumstances, (Pasaribu, E. 2011), are as follows:
1) Having a calm mind, free of insecurity, worry, and fear, or at the very least avoiding them. Worry is when you keep thinking about bad things that could happen as a result of
your problems. Furthermore, fear is the unpleasant sensation you get when you are in danger, when something terrible is about to happen, or when something frightens you.
2) Having a self-controlling mind; not easily influenced by the environment or prone to turning over any other issues or 1) Having relaxed body.10
3) Consistently taking long breaths.
4) Having a regular heartbeat with no palpitations.
5) Circumstances that allow others to manipulate him.
Individuals with proportional self-confidence, (Hakim 2006), have the following characteristics:
1) Believing in his competence/ability, that he needs no praise, recognition, acceptance, or respect from others.
2) Being not impelled to show the attitude of compromise in order to be accepted by other people/groups.
3) Daring to accept and to face the rejection of others, dare to be himself.
4) Self-control, not being moody, and having a stable emotional state. Having an internal locus of control (believing that success or failure is a product of one's own efforts, finding it difficult to surrender to fate, and refusing to depend on others).
5) Possessing a good attitude toward himself, others, and his
environment.
6) Having a reasonable expectation of himself, so that even though the expectation is not met, he will look on the bright side.
Factors influence the process of developing self-confidence (hakim 2006), the following:
1) Family situation
2) The family's financial situation 3) The state of one shome
4) The state of the family's climate 5) Parents' educational backgrounds 6) The educational trend in the family
7) The influence of other members of the family.
Self-confidence is typically founded on a positive attitude about one's own self-worth. In the other hand, we believe our uniqueness and significance. The polar opposite is pointless and incapable of dealing with the actions of others. This type of student is normally afraid of making a mistake or being laughed at by others, so they avoid doing it. He constantly compares himself to others, which makes him fearful of acting in any circumstance.
Some of the causes include a sense of being less intelligent, wealthy, or attractive.
Some characteristics of an unconfident person are (Pasaribu, E.
(2011)):
1) His strains are becoming increasingly common.
2) Produces a lot of sweat.
3) The heart is racing.
4) In consistent breathing.
5) He trembles in many areas of his body.
6) She seems to be pale.
7) His eyes are blinking more often.
8) His mind is filled with anxiety and concern.
9) Speaks fluently but stammers.
10) Feels uncomfortable and needs to leave the situation right away.
As a result, one of the qualities that students can possess is bravery. It's the courage to express an opinion, the courage to correct others' opinions, the courage to conduct a thorough and comprehensive investigation, and so on. A student should be courageous and dare to meet and conquer any challenges he can encounter.
2. The Importance of Self-Confidence
Self-confidence is a major factor in learners' ability to communicate in a foreign language (Park and Lee 2003: 199).
Classified self-assurance into four categories:
1) Confidence in a given situation. This situational trust is also measured by how students feel about themselves, how they see themselves in the classroom, and how they perceive their value in the eyes of others, such as whether they are required by their classmates.
2) Communication Trust: This communication confidence is often indicated by whether or not students are shy when interacting with the rest of the class, their teachers, or when communicating with new people.
3) Potential Trust in Language This language potential optimism is measured by their belief that they will get a good English score someday, that they will use English perfectly someday, and that they will get a good TOEFL score someday.
4) Language Skill Trust: This language ability confidence applies to the students' belief that they will learn to speak English and that they are now competent English speakers.
Students must be more courageous in this matter, especially when speaking. In this regard, an educational institution or school is a place where students can gain knowledge and perform a variety of functions in order to boost their self- esteem. School serves as a location for students to discover their abilities and talents, as well as an atmosphere in which
they can gain new experiences. As a result, school plays an important role in boosting students' self- esteem (Ward, L., Siegel, M. J., & Davenport, Z. 2012).
(Pasaribu, E. 2011) suggests that there are some solutions to improve the students' self-confidence, they are:
1) Students must be bold to try something new or to do something new.
2) Students should not be afraid to make errors.
3) Even if they are terrified, the students must be certain of doing something.
4) The students must begin immediately.
Self-confidence, according to Qubein (1990: 54), is not:
1) To be self-assured of your skills and accomplishments.
2) To believe the others are incompetent.
3) Every speech must be won.
Then, there are several ways to boost students' self-esteem, such as (Qubein (1990: 60),:
1) Concentrate on your greatest strength.
2) Make preparations for your best by guiding the faith in your body.
3) Make good friends with people who believe in you.
4) Take a lesson from your blunder.
5) Congratulations on your victory!
6) Expanse your knowledge
There are certain characteristics of those who have high confidence in their ability these are (Brown, H. L., & Wright, A. M. 2008):
1) They have a lot of ambition. They want more from life than mere survival. They will imagine themselves in better situations and environments.
2) They are focused on achieving their objectives. They are looking for a challenge to complete and new goals to set for themselves.
Except against themselves, they aren't particularly competitive.
They take pleasure in breaking their own records.
3) They've figured out how to talk. They know how to ask for what they want and how to listen to suggestions and advice. It is less important for them to be correct than it is for them to be effective.
They pay more attention to what others are doing than they do to what they are doing.
4) They are caring and considerate. People who have a positive inner self-image develop healthy relationships rather than negative ones.
They've learned to separate themselves from relationships that don't encourage them to be themselves.
5) They are attractive and approachable. People who are self- assured tend to gravitate toward one another. They exude trust in such a way that good things and good people gravitate toward them.
Being attractive does not always imply physical attractiveness in
the traditional sense, but rather spiritual beauty.
There are also certain universal traits of people with low self- esteem. There are the following:
1) They are apprehensive about transition. Many people who lack hope in the future suffer from a lack of resources and live in constant fear of something bad happening.
2) They are cynical and see the world through a half-empty lens.
3) They have a hard time expressing what they really want out of life. They don't know what they value and are unsure of their goals and desires.
4) They are more concerned with pleasing others than with being true to themselves. Peace at any cost is more important to them than exploring their own potential. Those that lack self- confidence are similar to chameleons, lizards who change colors to match their surroundings.
5) They are vulnerable and are attracted to those who identify as victims as well. They often enter toxic and damaging relationships, which represent and exacerbate their lack of self- worth.
6) Self-inspection experience gives you trust, self-esteem, and a firm grasp of who you are. It's a deeply personal experience that you'll remember for the rest of your life. Internal work is the most difficult work you will ever do. Lack of trust is the
single greatest impediment to good, safe, and mutually respectful relationships. Nothing is more important than having a healthy self-esteem and trust, for both you and the other person, if you want to have a happy relationship. In relationships, there is no greater obstacle or roadblock than the deep-seated belief that one is unlovable or unworthy.
d. Low Self Confidence
Low of self confidence is can be concept of psychological and attitudinal obstacles that makes learner difficult to speak in overseas language and even in mother tongue. Self-self belief notably contributes to the learner’s willingness to talk in a overseas language McIntyre (2004). Talking requires a excessive stage of self-self assurance meaning the kingdom of being certain of doing something, and not being shy and competitive in social situations (Longman Dictionary of modern English). Consequently, as a way to be a local like speaker in overseas language, self belief is one of the key that unlocks a few important verbal exchange obstacles. Within the early degrees of learning English, college students commonly face many problems, particularly in expertise grammar, pronunciation, and others. College students find it hard, experience uncomfortable and make errors. College students come to be aggravating in speak me.
After it occurs time and again, students enjoy speak me tension a 2nd language (McIntyre, 1999). On the opposite hand, college students
who're ready in gaining knowledge of English but they suppose that they may be not a success within the elegance lack self-self assurance. One’s confidence in understanding the goal of language gaining knowledge of is associated with one’s improvement of talking abilities. Different factors can lower one’s self belief. As an instance, a person who is ready for a process however he/she is hesitant to start the task, he/she has low self-self belief. The center of self belief is cognition, therefore the achievement or failure of a person is felt cognitively (Rubio, 2007).
e. Classroom Interaction
Classroom is room where teaching and learning activities can be carried out happen. Classes can be found at all types of educational institutions, including public and private schools, home schools, companies, and religious. Classroom strives to provide a safe place to study can occur without other interference.
Interaction is at the heart of communication and communication self. Whether it is spoken or written, is the main purpose of a foreign language learning. To achieve that goal, learner or student Students need to cooperate and interact among themselves, among themselves and he's a teacher, or between them and other conscious people language learning. In short, communication comes from interaction because in communication there must be on interaction between people have something to share.
Class interaction is about active students’ discussion during class.
There is a good interaction between students and lecturers were present, and with lecturers who investigated students' thinking between the whole group. There are many ways to communicate students, especially in the classroom. Cooperative learning, based on problems learning, use case and simulation methods are just a few an approach that promotes active (Bongolan, L., Moir, E. R., &Baron, W. E. 2009). Class interaction requires that students are involved and active in the learning process. Instructor serving a trainer or facilitator, guiding students’ through activities, but leaving students control the learning even its self.
Class interaction is a teaching method that involves students’ in the learning process rather than see them as passive recipients. Class interactions include class behavior such as turn taking, questions and answers, negotiating meaning and feedback. Interaction between students and teachers is the basis for the learning process Chaudron (1988). Related from our previous statement Recognize that interactions in the classroom are fundamental, because they are without the teaching and learning process in the classroom will not exist. As we know good interaction will make messaging successful and create a good interpersonal relationships between teachers and students, as well Student achievement in language acquisition can be improved.
Teachers and teachers Student interaction also plays an important role in contemporary time class, collaborative work model with small groups of students has improved in many classes as a result of new conceptions learning and pedagogical implications (Kumpulainen and Wray (2002: 4). Class interactions are mostly focused on overall class interactions between teacher and student. Among other things, usually class interaction patterns, the most widely known of which are initiation, response, and feedback /evaluation.
a. Initiation
The teacher controls the structure and content of the class and start the discussion by asking a question.
b. Response
The teacher gives questions to students and students give a respond to the question
c. Feedback /Evaluation
After students answer the questions, the teacher completes sequence of interactions by providing feedback on student responses
SPEAKING
INTERACTION IN CLASSROOM C. Conceptual Framework
According to the conceptual framework the researcher conduct research that focuses on speaking class. In the research, the researcher applied interview as instruments to get data. The data gained within interaction in classroom as at process. And the result the researcher got data about the factors of influencing in low confidence. So, the researcher analyzed the factor of influencing in low confidence.
INTERVIEW
THE FACTORS OF INLUENCING LOW
CONFIDENCE
CHAPTER III
METHOD OF THE RESEARCH A. Research Design
The research used descriptive qualitative methods. Therefore, descriptive method is implemented because the data analysis is presented descriptively.
The main purpose of this study is that the researcher explains as much detail as possible about the factors that influence students' confidence in speaking.
B. Research Setting and Research Subject
In this research, the subject of this study, were the students of the fourth semester of English education at Muhammadiyah University of Makassar. It consists of 6 classes. Therefore, the subject in this research consists of 247 students. Samples are a part of subject, while research sample is a part of subject which takes as a data sources and it represent the whole subject (Arikunto 1994). The researcher use by apply Purposive sampling technique and take one class. Therefore, the sample of the research is 10 students English education at 4E class in fourth semester academic 2019.
C. Instrument of the research 1. Interview
The researcher uses interview as data instruments to get the data.
The interview is focused on factors that influencing students' low confidence in speaking. Interview is the process of collecting data that includes questions and answers between the interviewer and the interviewee. Interviews are the most important tool in qualitative
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method. This is the best way to measure people's views, meanings, and definitions of real situations (Punch,2009).
D. The Procedure of Data Collection
In this research, the type of data is data from interviews to find out the factors that influencing the students’ low confidence. Where there are some steps that the researcher collected to the data:
1. The researcher collect interview data through the WhatsApp application by conducted personal chat,
2. Before gave the interview, the research gave explanation about the purpose of the interview,
3. The researcher interview the students in Whatapps application, after to collect the data, the researcher analyze the data.
E. Technique of Data Analysis
There are 3 activities in qualitative data analysis. those are data reduction, data display, conclusion drawing / verification (Miles and Huberman (2014: 246)).
1. Reducing the data
Data reduction procedure became varied from numerous approaches, such as through selection, summary, or paraphrase and being subsume in larger pattern. in the data analysis process, the researcher applied coding system. The technique of labeling and segmenting units of which means to the descriptive or inferential information compiled for the duration of the take a look at. The reason became not to number the statistics, but to made the researcher simpler in decided on and classified the records