E-ISSN 2828- 8904 E-ISSN 2828- 3546
Jurnal Edukasi El-Ibtida'i Sophia Volume 02, Nomor 01, Oktober 2023
THE CORRELATION BETWEEN STUDENTS SELF-CONFIDENCE AND SPEAKING ABILITY ( A CORRELATION STUDY AT SMAN 11 BANDA ACEH)
Salsabila 1 , Zaiyana Putri 2 , Muchsin 3
1,2,3 University of Serambi Mekkah, Banda Aceh, Indonesia
Abstract
The aim of this research is to find out if there is a positive correlation between students self-confidence and speaking ability. The students self-confidence was variable X and speaking ability was variable Y. This study was focused on the problems on the correlation between student self-confidence and speaking ability. This research was conducted based on the correlation research design. The participants of this study were students at SMAN 11 Banda Aceh. It was the eleven grade female students, which was from the class of XI IA3. This class consists of 30 students. In collecting the data, the researcher used two methods to collect the data of two variables. The instruments were a questionnaire and speaking test. The first instrument is a questionnaire, which contains 14 points. This questionnaire used to measure the level of students self-confidence. The second instrument is the speaking test. Oral proficiency scoring categories from Brown (2004) have been used as guidance to measure students' speaking ability by conducting “Invitation” as the topic.
In analyzing the data, the researcher correlated the result of the questionnaire and the result of the speaking test by needing a partner to do conversation moment correlations. The result of research showed the students self-confidence and their speaking test is 1.00. This value shows the result of this study is 1,00 > 0,36 are included in the positive category. So Ha is higher than 0, 05. H0 is rejected and Ha is accepted. So there is a positive correlation between students’ self-confidence and their speaking ability of students SMAN 11 Banda Aceh
Keyword : Self-Confidence and Speaking Ability
A. Introduction
. Since English is an international language, many people learn it either in formal or informal institutions. There are four skills of the English language that should be learned by students in Indonesia and they are listening, speaking, reading, and writing. Next, the need of society to speak English orally cannot be ignored. Hence, English competence should be given attention, moreover speaking competence for the candidate of English teachers, because they are persons who convey English materials. Thus, the teachers of
1 Email: salsabiaharny98@gmail.com
English should master English skills. In addition, the teachers of the English language can either facilitate or hinder learning (Heaton, 2007).
Next, language is all about communicating with people and most communication is through speech (Brown & Yule, 2006). By speaking with others, someone is able to know what kinds of situations in the world are. A researcher has found that people who have the ability to speak will be better at receiving information. Thus, speaking skill is the most important skill of learning a second of foreign language.
Speaking ability is frequently determinant in knowing someone's ability in a second or foreign language (Heaton, 2007). The mastery of speaking becomes the most important aspect in learning a second or foreign language compared with other language skills and it can be measured if the students are successful in carrying out a conversation in the language. Therefore, the main goal of learning a second or foreign language is to be able to speak fluently.
According to Maharani (2013), there are many factors that influence the students’
success in communication and the factors are: vocabulary mastery, environment, intelligence, students’ motivation, perception, cultural background, social economics of the students’ parents, teaching learning process, teacher, curriculum material and personality.
Thus, the failure which is produced cannot be seen just from one factor. Some of the students admit that it is uneasy to speak in front of people, even though they have already prepared what should be spoken, but their thoughts will disappear suddenly when they start to speak in front of the class. In other words, the students feel anxious when they have to speak in front of the class.
Previous study from Taufan (2020) entitled “Correlation between student’s Anxiety and Speaking Ability at English Department IAIN Palangka Raya ''. The aim of this study is to explore the correlation between student’s anxiety and their speaking ability. This study was focused to find out the correlation between students’ anxiety and speaking ability at the 3rd semester of English Department IAIN Palangka Raya. The writer is interested in conducting research about the self-confidence contribution to the students’ speaking ability at SMAN 11 Banda Aceh entitled: “The Correlation between Students’ Self-Confidence and Speaking Ability( A Correlational Study at SMAN 11 Banda)”.
B. The Research Design
In this research, correlational design will be used in order to gain insight into the relationship between two variables: self-confidence and speaking ability. Frankel and Wallen (2012) states that in correlational research designs, researchers use the correlation statistical test to describe and measure the degree of association (or relationship) between two or more variables or sets of scores. In this study, the writer firstly will measure the students' self-confidence by using questionnaires. Second, the speaking test will be used to find out the students' speaking ability. After that, the writer correlates the result of both assessments to determine the relationship between the variables to know the contribution of the students' self-confidence toward their speaking ability.
XI IA1, XI IA2, XI IA3, XI IA4, XI IS1, and XI IS2. Since there are 167 students of the eleventh grade who are composed of six classes and the total sample is rather large thus the writer will take some of the students who are to be the sample of this study. The technique used in taking samples is a random sample. Next, the writer will take the students from the class XI IA3 as the sample of this study. Every class consists of 30 students. Besides, the students’ activeness of the both classes is in the standard category in following teaching and learning process than the other classes. Thus, the total sample is 30. In this study the researcher needs to use an instrument to help in collecting the data research. This study requires a questionnaire and speaking test to find a correlation between self-confidence and speaking ability.
1. Questionnaire
The questionnaire is used to find the students’ self-confidence. Questionnaires are the statements or questionnaires used to get the particular information from the respondent Arikunto, (2010). In this research, the researcher conducted a statement to the eleventh grade students to choose the statement of the available options. The statement will consist of 14 statements. In this section students can choose the answers that have been provided, there are 4 answer choices, namely, strongly agree, agree, sometimes and Disagree. The answer choices are chosen based on a statement about self-confidence.
2. Speaking Test
The test is used in order to find out the students’ speaking ability. Oral proficiency scoring categories from Brown (2004) was used as guidance to measure students’ speaking ability by conducting “invitation” as the topic. Thus, the research would identify the correlation of the students’ self-confidence and their speaking achievement. In this study, students are required to pair up with each other to carry out dialogues using English in order to be able to assess students’ ability to speak English.
I was probing so that the direction of the In analyzing the data from the questionnaire to get the percentage the writer used the following formula: The main purpose of this study is to find out the correlation between reading influence and ability in mastering reading comprehension. Therefore the technique was applied to analyze the data.
The technique is based on the quantitative analysis of the correlation between students' self-confidence (X) and speaking achievement (Y).To investigate the correlation between the two variables, Pearson Product Moment formulas is applied and it is shown below:
Sugiyono, (2017) Note:
= the correlation between self-confidence and speaking ability X = the score of self-confidence
Y = the test score of speaking ability
The results of the questionnaire will be analyzed using the percentage formula by Arikunto (2006):
% Notes:
P = the percentage of the number of sample F = frequency
N = the number of samples The writer will prove the hypothesis.
The writer gave the interpretation by using the critical value “t” and determined the degree of freedom (df) first. Next, the writer used the 5% level of significance and 1%
level of significance. If t-score is the same with/ higher than critical value “t”, the null hypothesis (H0) will be rejected and alternative hypothesis (Ha) will be accepted. If the t-score is lower than critical value “t”, the null hypothesis (H0) will be accepted and the alternative hypothesis (Ha) will be rejected.
C. Research Findings Data Finding
In this chapter, the researcher presents the result of the research and discussion.
After collecting data from SMAN 11 Banda Aceh, the researcher discussed The Correlation between Students Self-Confident and Speaking Ability (A Correlational Study at SMAN 11 Banda Aceh).
Table 4.2.1 The percentage of the students' Self-Confidence
No Statements Strongly
Agree Agree Some times Strongly Disagree Keeping
Conversation
1 I feel confident when I give my opinion in front of the class.
8 (26,67%)
15 (50%)
6 (20%)
1 (3,33%) 2 I feel confident when
answering questions.
10 (33,33%)
10 (33,33%)
8 (23,33%)
2 (10%) 3 I can take advice from
others when I have a deficiency in speaking English
I always feel confident when speaking English in public.
10 (33,33%)
10 (33,33%)
7 (23,33%)
3 (10%)
4 10
(33,33%) 12
(40%) 7
(23,33%) 1
(10%)
5 I feel confident when reporting the material conclusions using
5 (16,67%)
10 (33,33%)
10 (33,33%)
5 (16,67%)
6 I’m sure I can
maintain eye contact when talking or discussing in class
10 (33,33%)
13 43,33%)
5 (16,57%)
2 (6,67%) 7 I feel confident when I
speaking English I don’t lower my eyes
10 (33,33%)
10 (33,33%)
5 (16,67%)
5 (16,67%) 8 I feel confident when
presenting in class maintain eye contact with listeners
10
(33,33%) 10
(33,33%) 3
(10%) 7
(23,33%) 9 I feel confident when
interviewed by the teacher can maintain eye contact with the teacher
15
(50%) 9
(30%) 4
(13,33%) 2
(6,67%)
10 I feel confident when having a dialogue in front of the class to maintain eye contact.
15
(50%) 10
(33,33%) 4
(13,33%) 1
(3,33%) Body language
11 I feel confident when role-playing in class using English
10 (33,33%)
10 33,33%)
9 (30%)
1 (3,33%) 12 I feel confident
explaining the topic in English and
demonstrating it.
14 (46,67%)
8 (26,27%)
3 (10%)
5 (16,67%) 13 I feel confident when I
express my opinion in an upright manner and don’t show any doubts
20 (66,67%)
5 (16,67%)
2 (6,67%)
3 (10%) 14 I feel confident when
every time I make a presentation I use hand movement to visualize what I’m saying
19 (63,33%)
7 (23,33%)
2 (6,67%)
2 (6,67%)
Based on the table, there were 30 participants who filled out the questionnaire, and the highest point was in the strongly agree point with the 39.53% result being the highest result from 3 aspects, namely keeping conversation, eye contact, and body language. And the result of agreement is 33%, and the results of those who choose are sometimes 17.62%.
The last result is the least among the others, which is 9.53% the result of strongly disagreeing
4.2.2 The score of the students’ Speaking Test in class XI IA3 of SMAN 11 Banda Aceh
No Participan t
Achievemen
t Score Fluency Grammar vocabular
y Total Average
1 P1 87 85 80 82 334 83,5
2 P2 80 75 78 78 311 77,5
3 P3 85 80 82 83 330 82,5
4 P4 80 78 75 81 314 78,5
5 P5 80 80 75 78 313 78,5
6 P6 86 80 83 80 329 82,5
7 P7 82 80 82 80 324 81
8 P8 90 87 85 89 351 87,8
9 P9 80 76 75 80 311 77,8
10 P10 90 87 90 90 357 89,5
11 P11 85 86 85 82 338 84,5
12 P12 85 83 83 80 331 82,8
13 P13 85 85 85 80 335 83,8
14 P14 80 75 75 77 307 76,8
15 P15 90 90 88 90 358 89,5
16 P16 80 75 78 80 313 78,5
17 P17 85 85 83 84 337 84,5
18 P18 80 75 76 77 308 77
19 P19 87 85 85 80 337 84,5
20 P20 85 82 80 85 332 83
21 P21 80 78 78 80 316 79
22 P22 87 85 85 83 340 85
23 24 25 26 27 28 29 30
P23 P24 P25 P26 P27 P28 P29 P30
85 75 88 80 90 75 80 90
90 70 88 90 87 78 79 80
80 90 80 75 70 95 90 80
90 80 70 70 90 70 90 75
345 315 326 315 337 318 339 325
86.25 78.75 81.5 78.75 84.25 79.5 84.75
8125
TOTAL 2512 2454 2446 2434 9846 2461.5
Based on the table, there were 30 participants who filled out the questionnaire, and the highest point was in the strongly agreed point with the 39.53% result being the highest result from 3 aspects, namely keeping conversation, eye contact, and body language. And the result of agrees is 33%, and the results of those who choose are sometimes 17.62%.
4.2.3 The results of the correlation between Self-confidence and speaking ability.
Based on the diagram above, it can be seen that the correlation between student self-confidence in their ability to speak and keeping conversation is 77% which greatly affects students’ self-confidence and 23% of students answered that there is no effect.
Furthermore, in the diagram of the eye contact, 83 17% of students answered that the self-confidence by using eye contact had an effect on the student's speaking English and 87% of students felt that it did not have much effect on their speaking English. The last diagram shows that 13% of students answered that speaking English using body language did not affect their self-confidence too much and 41% stated that their speaking English results were tot too affected by body language
D. Discussion
Based on the above findings about the correlation between student self-confidence and speaking ability, researchers used questionnaires and speaking tests as data instruments. Then it was found the result of this study is 1,00 > 0,361 are included in the positive category. So Ho is higher than 5%. Ha is accepted, and H0 is rejected. So, there is a positive correlation between students’ self-confidence and their speaking ability of student XI IA3 at SMAN 11 Banda Aceh.
The same as the result of previous study by Taufana (2020) the result of this research showed that the result of r calculated for students’ anxiety and their speaking ability test is -269. Based on the table of interpretation of r value, the result of r calculated (-269) is between 0.200 and 0.400, this value showed that there is a negative correlation in low correlational criteria. From the significance (2 tails), the writer gets a score of 151. It means r > 0.005 which showed H0 cannot be rejected. The result explained that there is a correlation between two variables, students’ anxiety and speaking ability.
Based on the background of this study, the writer formulates the problem as follows:
is there a positive correlation between students’ self-confidence of SMAN 11 Banda Aceh and their speaking ability. The result of this study showed that there is a positive correlation between students’ self-confidence and speaking ability (A Correlational Study at SMAN 11 Banda Aceh).
E. Conclusion
Based on the results Based on the results of the analysis and discussion of the data, the researchers obtained the following conclusions:
1. From the results of the total percentage of self-confidence, it shows that the average score of students is 1,00 which is a very satisfactory result. And 0, 39% of participants strongly agree by body language, keeping conversation, eye contact and self-confidence that the Self-confidence had an effect on students' speaking ability learning and this was based on the result of questionnaire and speaking test data collection.
2. Students in class have to have a high self-confidence in studying English, because when we talk about another language it means we start to learn in the beginning. It starts with a very difficult command.
3. Both the results of questionnaires data collection and total score of speaking ability indicate that the Self-Confident has a correlation on students' Speaking Ability.
.
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