1
THE CORRELATION BETWEEN SELF EFFICACY AND SPEAKING SKILL OF THE NINTH GRADE STUDENTS AT JUNIOR HIGH SCHOOL 10 PADANG
By:
Restimai Suganti. R *)
Advisors:
**) Yulmiati, M.Pd, ***)Handayani SB, M.Pd
Staf Pengajar Program Studi Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Penelitian ini bertujuan untuk melihat apakah ada atau tidak korelasi positif antara efikesi diri dan keahlian berbicara siswa. Populasi dari penelitian ini adalah siswa kelas 9 SMP Negeri 10 Padang tahun ajaran 2014/2015. Total siswa dari semua adalah 275 siswa. Dalam menentukan sampel, peneliti menggunakan slovin’s formula dengan memilih 73 siswa sebagai siswa uji coba dan 73 siswa sebagai siswa penelitian. Dalam penelitian ini sampelnya adalah kelas IX dengan total 73 siswa. Dalam mengumpulkan data, peneliti menggunakan angket untuk melihat efikesi diri siswa dan tes berbicara untuk mengukur keahlian berbicara siswa. Dalam menganalisa data, peneliti menggunakan korelasi Product Moment. Setelah menganalisis data, peneliti menemukan nilai dari r-hitung adalah 0.40 dengan level signifikan 0.05. Hasil dari r-tabel adalah 0.23 dengan level signifikan 0.05). Ini berarti r-hitung lebih tinggi dari pada r-tabel (0.40 > 0.23), maka hipotesis pada penelitian ini diterima. Berdasarkan penelitian ini dapat disimpulkan bahwa efikasi diri mempengaruhi keahlian berbicara siswa. Siswa yang memiliki efikasi diri yang tinggi juga memiliki keahlian berbicara yang tinggi. Sehingga , diharapkan guru bisa mendukung siswa untuk bisa meningkatkan efikasi diri mereka.
Key Words : Self Efficacy, Speaking Skill
*) Penulis
**) Pembimbing 1
***) Pembimbing II INTRODUCTION
Speaking is the one of skills that has to be learned by students. By speaking, students can share ideas, interact each other and communicate in English. Therefore, to enable the students to communicate in English fluently, they should acquire language components such as grammar, vocabulary, and pronunciation. Speaking is also considered as one of an effective and efficient forms of communication compared with other forms of communication since it is less formal and also simple in structure. Through speaking, the students can express their ideas and thoughts.
People also assume that one can communicate if he can speak in that language well.
Therefore, students tend to have different drives to speak English. There are encouragements and barriers that make them want to express their ideas in English. Particularly in Indonesia where English is learned as a foreign language, students do not commonly communicate with English in the class. Some students may feel hesitant to speak English in front of others. On the other hand, some others have their own encouregement, so they are willing to speak English. According to Hamouda (2012:32) there are some factors that may influence students to speak English namely anxiety, lack of interest, incomprehensible input, shyness, lack of confidence, and low self belief on their speaking capability.
Students’ beliefs on their capability either positively or negatively influence their willingness to speak. It is believed that self efficacy can determine how people feel, think, and behave, as well as the choices they make in specific situation.
Self efficacy can be seen as the confidence that people have in their ability to do the things that they try to do, accomplish the goal and perform task competently. So, the beliefs which students hold about their ability in speaking English can either encourage or make them doubt to speak English in front of others in the classroom.
However, based on the researcher’s experience when she did teaching training in SMP N 10 Padang at eighth grade class in academic year 2013-2014 , researcher found that most learners often seem passive and reticent in speaking English in the classroom. They were not brave to deliver their opinion. They didn’t have beliefs on their communication competence in learning process.
Because they thought that they would make mistakes and the other students would laugh. In fact that when their teacher asked them, they did not give feedback. They could not say anything in the class. So that, they spent much time to be silent in the class. In contrast, they could answered teacher’s question even spoke in English outside the classroom. Thus, one of the factors that may encourage students to speak English is their beliefs on their communication competence. It can be
2 inferred that students with high self efficacy will have more confidence to perform in a task or activity and students with low self efficacy will be less confidence to perform in a task or activity in speaking class.
Based on the description above, the researcher interested to know whether there is a positive correlation between students’ self efficacy and their speaking skill or not. Therefore, the researcher intended to conduct a research about the correlation between self efficacy and speaking skill of the ninth grade students at Junior High School 10 Padang.
REVIEW OF RELATED LITERATURE Speaking
Speaking is an oral communication that is needed by human being to fulfill their needs in transferring new information. Nunan (2003:48) states that speaking is a productive aural and oral skill. Aural skill is the process of listening the message from somebody’s talking. Meanwhile, oral skill is the process of giving respond to what someone’s talking. It means that the speaker should have a good aural and oral skill. So that, both of speaker and listener can convey the meaning well.
Similarly, Comings (2006: 79) explains that speaking is the productive aural/oral skill. If someone communicate with others, aural/oral skill is very needed, because aural is process of listening about what is someone talking and oral is process of giving response to what is someone talking.
Thus, both of it is needed when someone speak for a good communication. It means that in speaking there is interaction between the speaker and the listener. When the speaker speak to give the information so the listener will give the respon/feedback to the information or idea that given by the speaker.
Brown (2004:172) states that there are five components of speaking which elements are grammar, vocabulary, comprehension, fluency, and pronunciation. First, grammar includes tenses, passive, active, compound, complex, noun phrase and so forth. Second, vocabulary covers the words that are familiar with students in daily life. Third, comprehension is how well the students can explain the content of information in detail when speaking. Fourth, fluency is how well students can speak. And last, Pronounciation is how someone produces sound of the word.
Self Efficacy
According to Holli (2003:10) self efficacy is judgements concerning whether or not one can respond effectively in a situation. It means that people’s self efficacy is not only of a general nature, but also related to specific situation, individuals can judge themselves to be very
competent in a specific fields and less competent in another field. Next, Bandura in Horn (2008:66) states that self efficacy refers to beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments. The assumption that people can exercise influence over what they do. To determine self efficacy an individual must has the opportunity for self evaluation or the ability to compare individual output to some sort of evaluative criterion. It is comparative process that enables an individual to judge performance capability and establish self- efficacy expectation.
According to Elliot and Carol (2005:302) there are four sources of self-efficacy, they are:
experience, vicarious experience, verbal persuasion and physical cues. First is experience, experience tells about success or failure on similar tasks or activity of someone. Second is vicarious experience, it is observing the success or failure of models, particularly similar models of someone.
Third is verbal persuasion, it is from a respected or otherwise credible sources. It can be about discipline or attitude. Fourth is physical cues, such as sweating and shortness of breath upon seeing the difficulty of questions on an exam. It likes about one’s feeling, personality, or situational reactions from individu itself.
METHOD OF THE RESEARCH
The design of this research was correlation study between self efficacy and students’ speaking skill. This research involved two variables, self efficacy and student’s speaking skill that indicated the degree of correlation between those variables.
The population of this research was all of the ninth grade students of Junior High School 10 Padang. In this research, the researcher decided to choose the ninth grade students of Junior High School Padang in 2014/2015 academic year as population. The number of the population was 275 students, and the members of population distribute in eight classess: Class IX A, IX B, IX C, IX D, IX E, IX F, IX G, IX H. The researcher used simple random sampling to select the sample of large group. The sample was chosen radomly by using Slovin’s formula. According to Altares et al (2003:13) “if you know nothing about your population at all, that’s when you can use Slovin’s formula to figure out what sample size you need to take”.
Researcher used the questionnaire form as an instrument to collect data of self efficacy. A tool used in this study was self efficacy scale modification, namely the questionnaire of self efficacy. The questionnaire consisted of 35 items and it was based on the following indicator by:
Zhang and Dennis(2006:235).
The second instrument used in this research was speaking test. The test was used to know the students’ speaking skill which consist of
3 grammar, vocabulary, comprehension, fluency, pronunciation and task. The students chose the topic that interesting for them that based on the curriculum and had been studied by students. The students should perform the topic in front of the class.
The researcher employed two scorers ( the English teacher 1 and 2) to assess the students’
speaking skill. It means that to find the students’
speaking score, the researcher calculate the score from two scorers and found the average score for each students. After that, to determine the strength of the speaking score from two scorers, the researcher determine the correlation speaking score from both scorers.
After got each data from the questionnaire and speaking test, the researcher analyzed the correlation between students’ self efficacy and their speaking skill. The researcher analyzed both scorers by using Pearson formula to see the correlation.
The researcher found out the score of questionnaires and the score of speaking test of the sample students. The researcher found the total scores of cross product XY (∑XY) between questionnaire and speaking score was 318714.
After getting the result of each variable, the researcher used Pearson (rxy) formula to find out the correlation between students’ self efficacy and students’ skill in speaking and r-counted was (0.40). After the researcher calculated the data by using r-counted, it found that r-counted was higher than r-table in the degrees of freedom (df) n-2, where the level of significance 0,05 was 0.23, thus H1 was accepted.
FINDINGS
The result of coefficient correlation between self efficacy and students’ speaking skill can be seen as following diagram :
Diagram 1. Scatter plot of Indicating Correlation between Self Efficacy and
Students’ speaking skill
According to the diagram above, the strength of its correlation resided in low correlation because the calculated of students’ self efficacy and students’ skill in speaking (r-counted) were 0.40.
The researcher found several findings.
They were as follow: first, the researcher found the highest score of self- efficacy questionnaires was 82 and the lowest score of self efficacy questionnaire was 50. Thus, the highest score of speaking test of the sample students was 80 with 60 score for the lowest score. The last, the researcher found that r-counted (0.40) was higher than r-table (0.23) in the degrees of freedom (df) n-2 where the level of significance was 0,05. Therefore, it can be concluded that there was a positive correlation between self efficacy and students’ skill in speaking.
CONCLUSION
Based on finding as already discussed, the researcher pointed out the conclusions. First, there was a positive correlation between self efficacy and speaking skill of the ninth grade students at Junior High School 10 Padang. It was proved by the valued of r-counted which was higher than r-table.
Second, the researcher found the coefficient correlation or r-counted = 0.40 and r-table = 0.23.
In conclusion, there was positive correlation between self efficacy and speaking skill of the ninth grade students at Junior High School 10 Padang. The correlation was categorized as low correlation. In other words, students who had more self efficacy had more speaking skill.
Based on the finding of the research, the researcher proposed several suggestions for teachers, students, and readers. First, after reading this research result, the English teacher would get information about the correlation between self efficacy and students’ skill in speaking. Second, the students are suggested to improve their self efficacy in order to have good speaking skill. Then, the researcher suggested to the next researcher who has interested to this research to conduct other related research in the large scope.
REFERENCES
Altares, et al. 2003. Elementary Statistic : A Modern Approach. NY: Rex Bookstore, Inc
Brown, Douglash H. 2004. Language Assessment : Principle and Classroom Practice. New York : Longman.
Comings, John. 2006. Review Of Adult Learning And Literacy Volume 6 Connecting Research, Policy And Practice. Mahwah : Lawrence Erlbaum Associates, Inc.
Publisher.
Cubukcu, Feryal. 2008. A Study on The Correlation Between Self-Efficacy and Foreign 0
20 40 60 80 100
0 50 100
Students' Self Efficacy (X)
Students' Speaking Skill Y)
Stude nts
Linear (Stude nts)
4 Language Learning Anxiety. Journal of Theory and Practice in Education.
Elliot, Andrew J and Carol S. Dweck. 2005.
Handbook of Competence and Motivation.
NY: Guildford Publications, Inc.
Fraenkel, Jack R and Wallen, Norman E. 2006.
How to design and Evaluate Research in Education. (6th) ed. Boston : Mc. Graw Hill.
Hamouda, A. 2012. An exploration of causes of Saudi students’ reluctance to participate in the English language classroom.
International Journal of English Langugae Education, Vol. 1. No. 1.
Available at :
www.macrothink.org/journal/index.php/ije le/artcle/.../2652/2234
Holli, Betsy. 2003. Communication and Education Skills for Dietetics Professionals.
Philadelphia : Lippincott Williams &
Wilkins.
Horn, Thelma S. 2008. Advances in Sport Psychology. Champaign : Human Kinestics, Inc.
Zhang, Ping & Galletta, Dennis. 2006. Human- Computer Interaction and Management Information System: Foundations. NY : M.E, Sharpe, Inc.
