Vol. 2 No. 5, 2022
Self-efficacy and Speaking Skill: A Correlation Study of Undergraduate Students at Walisongo State Islamic
University
Efikasi Diri dan Keterampilan Berbicara: Studi Korelasi Mahasiswa Strata-1 Universitas Islam Negeri Walisongo
Musyarrafah*, Sahril, Chairil Anwar Korompot Department of English Education, Postgraduate Program, Universitas Negeri Makassar, Makassar, Indonesia
*Corresponding author: [email protected]
ABSTRACT
It is important for the English education department students to speak English not only in the classroom but also outside the classroom. According to Bassano and Christison in (Dharma, 2018), interaction in real life is the main factor for mastering a second language and developing communicative competence because of the students' main time. To address these research aims, the researcher used a mixed method with sequential explanatory strategy type. The instruments in this research were questionnaire and interview. The researcher distributed the questionnaire to 22 first semester students of Walisongo State Islamic University in academic year 2021/2022 to obtain quantitative data. There were four findings. First, it was found that all students admitted that self-efficacy affected their speaking skills, while lecturers agreed that some students already had high self-efficacy but there were still many students who needed to be improved. Second, from the results of the questionnaire, the correlation coefficient value is 0.620 which indicates that there was a significant positive relationship between self-efficacy and English-speaking skills. Third, Factors that influence students' self-efficacy in speaking include; (a) worried about their linguistic competence, (b) Fear of failure, (c) shyness, (d) lack of confidence and (e) comfort (f) the role of the lecturer. Last, the magnitude indicator has the highest average value compared to other indicators of 3.26, so that this indicator was the dominant indicator that influences supporting students' English-speaking skills.
Keywords: Self-efficacy, Speaking Skill, Correlation Study, Undergraduate Student
ABSTRAK
Penting bagi mahasiswa pendidikan bahasa Inggris untuk berbicara bahasa Inggris tidak hanya di dalam kelas tetapi juga di luar kelas.
Menurut Bassano dan Christison dalam Dharma (2018), interaksi dalam kehidupan nyata merupakan faktor utama untuk menguasai bahasa kedua dan mengembangkan kompetensi komunikatif karena waktu utama siswa. Untuk menjawab tujuan penelitian tersebut, peneliti menggunakan metode campuran dengan tipe strategi sekuensial eksplanatori. Instrumen dalam penelitian ini adalah angket dan wawancara.
Peneliti menyebarkan kuesioner kepada 22 mahasiswa semester I Universitas Islam Negeri Walisongo tahun ajaran 2021/2022 untuk mendapatkan data kuantitatif. Ada empat temuan. Pertama, ditemukan bahwa semua mahasiswa mengakui bahwa self-efficacy mempengaruhi keterampilan berbicara mereka, sementara dosen setuju bahwa beberapa mahasiswa sudah memiliki self-efficacy yang tinggi tetapi masih banyak mahasiswa yang perlu ditingkatkan. Kedua, dari hasil kuesioner diperoleh nilai koefisien korelasi sebesar 0,620 yang menunjukkan bahwa terdapat hubungan positif yang signifikan antara efikasi diri dengan keterampilan berbicara bahasa Inggris. Ketiga, Faktor-faktor yang mempengaruhi efikasi diri siswa dalam berbicara meliputi; (a) khawatir tentang kompetensi linguistik mereka, (b) Takut gagal, (c) rasa malu, (d) kurang percaya diri dan (e) kenyamanan (f) peran dosen. Terakhir, indikator magnitudo memiliki nilai rata-rata paling tinggi dibandingkan indikator lainnya yaitu 3,26, sehingga indikator ini merupakan indikator dominan yang berpengaruh dalam menunjang kemampuan berbicara bahasa Inggris siswa.
Kata Kunci: Efikasi Diri, Keterampilan Bicara, Studi Korelasi, Mahasiswa Strata-1
1. INTRODUCTION
Language skills can be categorized as receptive skills and productive skills. One of the four main skills such as Listening, Reading, Speaking, and Writing will be the product of achieving the target language. Every skill has its scope. Each skill requires a certain precision to get it. Moreover, for the students of English education department who then become an English teacher, they need more than just comprehension, but they need more like proficiency, especially for speaking skills. Formal education that provides foreign language teaching, one of which is an Islamic university. At there, English is one of the majors that can be taken by education students. In the world of education, there are still some obstacles in teaching English, especially in Islamic education. The main problem is the students' lack of awareness to learn and use English as their foreign language.
As (Shumin, 2002) said that speaking a language is difficult for students, especially foreign languages, effective oral communication requires the ability to use language appropriately in social interactions. In fact, not all students can easily master speaking skills even though they have studied English since elementary school. According to interviews with several alumni of English education at Walisongo State Islamic University, there are several problems in teaching English, especially speaking. Most of the students are lazy or less practicing speaking because they think that speaking English is the most difficult skill to learn.
They know that when they speak, they must speak fluently and consider using a lot of vocabulary and good grammar appropriately. As a consequence, they underestimate their abilities and they are afraid to speak even though they can.
In English education department of Walisongo State Islamic University, students who learn English as a second language hoped to be able to master the language by the time they are graduated in college and expected could transfer the knowledge later on, yet not all students could achieve the same level in language comprehension. Based on the preliminary observation, the researcher found that when the lecturer taught her/his students through classroom presentation only few students participated in the classroom, and interact while the learning process is running. This is because the students are afraid of making mistakes when they were performing their argument in front of
their friends. Furthermore, students lack of practicing in classroom presentation using English as a foreign language.
Realizing that self-efficacy affects academic performance, the factors that affect self-efficacy need to be identified. Usually students are easily influenced by friends, involved in controlling emotions, psychological stimulation and others. According to Bandura in (Bin Hasan et al., 2014), there are direct experiences/mastery experiences and indirect experiences/representative experiences provided by social or model, verbal persuasion, and individual physical and emotional situations among the students.
The most effective of these self-efficacy beliefs is direct experience. While a person can develop strong beliefs in self-efficacy successfully as a result of his or her own experiences, failure to do so can negatively affect these beliefs. Efficacy beliefs are related to the consequences of past experiences, influencing the status of future success or failure and consequently influencing academic motivation. Basically, students with high self-efficacy beliefs, become more willing in learning activities compared to students with low self-efficacy.
Based on the explanation above, the researcher was interested in turning this topic into a research that would be conducted on students of the second semester English education department at Walisongo State Islamic University, who as English students require them to speak English in all classes, especially speaking classes, while not all of them have a good background in English, or experience speaking English. So it was possible that some of them would experience problems in self-efficacy when they have to speak in English. By identifying the correlation between self-efficacy and speaking skill, factors that influence self-efficacy, students and lecturers’
perspective about those correlation, it can help students to improve their self-efficacy so as to improve speaking skills. Meanwhile, the ability to speak English can be measured through the cumulative grade pointer average (CGPA). Therefore, researcher conducted a study on: Students’ Self-Efficacy and Speaking Skill.
2. REVIEW OF RELATED LITERATURE
2.1. Definition of Speaking
(Salem, 2013) defines speaking as a process in which two or more people interact using language that discusses whatever is happening directly. Speaking is a productive skill that challenges students' ability to perform tasks. The key to communication is the ability to communicate or talk to other people (Khatib &
Maarof, 2015). Speaking is done in real-time which demands the learner's ability to plan, process and produce language. This is a difficult task for students trying to master speaking skills, especially ESL learners. In another perception, based on the Oxford Advanced Dictionary states that the definition of speaking is expressing or communicating opinions, feelings, and ideas with or as a conversation and involves activities within the speaker as psychological and physical stages.
Speaking is the most important thing in language and we can talk easily. (Mahrus et al., 2021)mentioned that it is an integral part of the overall personality of the personality, which reveals the environment of the speaker, the strata of society and their additional background. Speaking is the ability to speak and express articulatory sounds or words to express also convey thoughts, ideas, and feelings
2.2. Speaking Urgency
Communication will not go well without speaking.
Speaking is a way to carry messages from one person to another in order to interact with them.
Communication by speaking is still categorized as the best way to express ideas. We can use language in various situations. The ability to speak came earlier in human life before the ability to write and read.
Pambudi, (2020) stated that speaking is very important in our life to communicate and express our feelings to each other. It is one of the four skills that must be mastered in addition to listening, reading, and writing it is not just to communicate with other people but by speaking, people can get new information or they can share ideas with others.
Speaking has an important role in everyday life, namely conveying one's thoughts directly. As we know, English has become an international language in the world. Almost all countries in the world use English as a second language to communicate or be
used in the teaching and learning process. Without speech, we cannot communicate with each other.
Regarding the influence of speaking, Baker and Westrup said speaking has a positive impact on students both educationally and professionally therefore learners who speak English very well can have a greater chance of a better education, finding good jobs and getting promotions (Leong et al., 2017).
Educationally, it strengthens students' grammar, vocabulary and functional language, allows them to experiment language in different contexts, improves their level of English and gives them the opportunity to study in an English speaking country.
(Jack C. Richards, 2008) added the definition of speaking, speaking is seen as the main skill. The desire to communicate with others, often face-to-face and in real-time, drives us to try to speak fluently and correctly. Speaking is also a medium for studying other subjects like Math and Science and getting success in exams. Professionally speaking, it allows students to maintain a better future career and get promotions, as the government and companies currently only appoint staff who can speak English naturally and communicate efficiently.
2.3. Self-Efficacy
The concept of self-efficacy was first proposed by Bandura in 1977. Self-efficacy refers to the perception of an individual's ability to organize and perform actions to display certain skills (Dharma, 2018). Besides that, Schultz defines self-efficacy as our feeling towards adequacy, efficiency, and our ability to cope with life (Haryanti, 2018). Based on the experts’
perspective, it can be concluded that self-efficacy is an individual's belief or belief about his ability to organize, perform tasks, achieve a goal, produce something and take action to display certain skills. In (Weda, S. at.al, 2018), Bandura believed that people's beliefs in their efficacy influence the types of anticipatory scenarios they construct and practice.
Those with a high sense of efficacy visualize successful scenarios that provide positive guidance and support for performance.
Therefore, Self-efficacy which is also known as learner belief, is a term used to refer to a person's beliefs about task completion and perceived level of competence in performing the task (Dasmo, 2014). This means that self-efficacy is related to certain situations and tasks,
which does not apply to related concepts such as self- esteem, self-confidence, and locus of control (Bijl, J.V.D. & Bagget, 2001).
Based on the above definition, it can be concluded that self-efficacy is a personal belief about one's ability to deal with different situations and do certain things and succeed in completing actions. Therefore, people with a high level of self-efficacy will be able to force themselves to find solutions to the problems they face and achieve their goals effectively.
Bandura suggests that the concept of self-efficacy has three dimensions, namely magnitude, strength and generality. (Adicondro & Purnamasari Fakultas Psikologi Universitas Ahmad Dahlan) stated (1) Magnitude that refers to how difficult it is for a person to find to adopt a certain behavior. This magnitude dimension relates to the degree of task difficulty. If the tasks assigned to individuals are arranged according to their level of difficulty, then the difference in individual self-efficacy may be limited to simple, medium or high tasks. (2) Strenght reflects how confident a person is that he or she is capable of performing a particular task. This strength dimension relates to the level of strength or stability of a person towards his beliefs. Lower levels of self-efficacy are easily shaken by experiences that weaken them. (3) Generality refers to the degree to which self-efficacy beliefs are positively related, either in the behavioral domain, across the behavioral domain or across time.
This generality dimension relates to a person's belief in his or her ability to be different in terms of generalization. This means that a person may judge his self-confidence for certain activities only.
3. METHOD OF THE RESEARCH
3.1. Research Approach
This research used scientific approach. The researcher used ex post facto research design because the researcher did not give any treatments, but collected the data and saw the relationship of cause and effect that happens. Ex post facto design involves only one group and did not use any control class.
3.2. Research design
The research design of this study used a mixed method with correlation study approach to analyze the direct effect of students' speaking self-efficacy on their speaking skills. The researcher used a sequential explanatory strategy due to quantitative tendency. The
collection and analysis of quantitative data characterizes it in the first phase of the study followed by the collection and analysis of qualitative data in the second phase which builds on the initial quantitative results. this strategy is usually used to explain and interpret quantitative results by collecting and further analyzing qualitative data (Creswell, n.d.). Qualitative research was a means for exploring and understanding the meaning individuals or groups ascribe to social or human problem. While quantitative research was a mean for testing objective theories by examining the relationships among variables.
This research was conducted in the first semester of Walisongo State Islamic University, Semarang. The researcher chose to conduct the research in the first semester because it was a new experience for students to speak English a lot inside and outside the classroom at the college level. Researcher distributed questionnaires on Friday, January 21, 2022 in the first semester of UINWS. The researcher chose to distribute the questionnaire on January 21, 2022 because it was the last day of collecting speaking scores for all first semester students.
3.3. Research Instrument
There are two research instruments that researchers use, namely questionnaire and interview. Researcher will use these instruments to facilitate the research, complete and systematic results so as to facilitate data processing.
1) Questionnaire
With regard to answering the research questions of this study, a questionnaire was administered to the participants. Questionnaires used to investigate the correlation of students' self-efficacy on their speaking skill. This questionnaire compiled and designed based on the dimensions of self-efficacy, namely Magnitude, Strength and Generality. The self-efficacy questionnaire statement was adopted from the (Saedi, M & Farshchi, 2012) questionnaire which measures self-efficacy in speaking English.
The researcher tried to find out how influential the students' self-efficacy in their English speaking skill.
Seliger & Shohamy stated that questionnaire was a research instrument in printed form consisting of several questions or statements to which the participants will respond to collect information (Dheram, P. & Rani, 2008). A questionnaire was simply
a tool to collect and record information about a particular issue of interest.
Questionnaires should always had a definite purpose related to the research objectives, and it should be clear how the findings would be used. The researcher used a Likert scale in the form of numbers 1 to 5, but the researcher only used four degrees of agreement were
“strongly disagree, disagree, agree, and strongly agree”. It was due to the researchers’ consideration that someone who had no choice was not worthy of being given a score than those who were able to make their choice. The students were asked to mark (√) for measurement based on the students’ perspective.
2) Interview Guide Protocol
In this case, this instrument would be done to find out data about the influence of students’ self-efficacy in their English speaking skill and the student's point of view the factors that cause students' self-efficacy that affect their speaking skill. To conduct interviews, researcher used semi-structured interviews with specific questions asked and developed based on the needs of researcher. A semi-structured interview was an interview in which the interviewer had a clear picture of the topic that needed to be discussed but was ready to allow the interview to develop in unexpected directions where this opened up important new areas.
The researcher interviewed some students of second- year students majoring in English education department at Walisongo State Islamic University. The interview was conducted with three students in the first semester with different classes on April 13, 2022.
The purpose of the interview was to clarify the data from the questionnaire that tested students' opinions about self-efficacy and was also conducted to obtain deeper information about self-efficacy.
3.4. Data analysis
Data analysis is the process of systematically searching and compiling data obtained from interviews, field notes, and documentation by organizing data into categories, describing into units, synthesizing, organizing into patterns, choosing which ones are important and which ones are not studied, and draw conclusions. so that it is easy to understand by yourself and others (Sugiyono, 2016). It is a process of systematically searching and managing data that has been obtained from the results of questionnaires on students' self-efficacy in speaking English at
Walisongo State Islamic University. There are several steps taken by researchers to analyze the results. The steps will be explained in the following explanation.
1) Analysing of data from questionnaire
To measure the success of this study, the authors used a questionnaire instrument to reveal students' self- efficacy. The compiler used a questionnaire to obtain relevant information and to obtain the highest possible level of reliability and validity. In this study, the author used a closed (structured) questionnaire that respondents only need to choose several alternative answers available, this was based on the knowledge and experience of different respondents, in addition to avoiding wider information. In measuring students’
English speaking skill, the researcher took the value of students in basic speaking courses that have been taken in the first semester. The researcher categorized the score of students’ speaking skill as follow:
Table 1. Speaking score category
Speaking Score Score
Low 0-49
Intermediate 50-79
Advance 80-100
Source: UIN Walisongo standard of mark
The researcher used a Likert scale in the form of numbers 1 to 5 but in the degree version, but the researcher only used four degrees of agreement were
“strongly disagree, disagree, agree, and strongly agree”. Then, the researcher tabulated the data into descriptive statistics and presented the participants' responses in the form of percentages.
First, the researcher collected all the questionnaires that had been distributed to the students. Second, the researcher analyzed the data from the closed questionnaire by checking the answers to each question. Next, the researcher entered the data into a table to make it easier to calculate. After that, the researcher counted how many tick marks were given to each level of agreement from “strongly agree”,
“agree”, “disagree” and “strongly disagree” for each question. The researcher categorized the score as follow:
Table 2. Scoring questionnaire
Answer option Score
Strongly agree 4
Agree 3
Disagree 2
Strongly disagree 1
Source: Likert Scale
Table data would be presented in the form of percentage results for every question. Participants who chose "strongly agree" and "agree" were considered to have high self-efficacy. On the other hand, participants who have low self-efficacy tend to choose "strongly disagree" and "disagree". Data from questionnaire were collected to measure level of self-efficacy students in speaking skill, we want to know how much influence self-efficacy has on students' English speaking skills.
Path analysis was chosen as the most appropriate procedure for analyzing the possible causal relationships among speaking self-efficacy and English speaking skill as having an effect on students‘ speaking performances. Data collected through the survey instrument analyzed using statistical software.
Statistical Package for Social Sciences software (SPSS) version 25.0 used for all quantitative data analysis.
2) Analysis of dta from interview
The data interview analyzed through interactive model of (Miles, M.B., Huberman, A. M., & Saldana, 2014). It consisted of four stages namely data collection, reduction, data display, and conclusion- drawing/verification. The technique of data analysis briefly explained as follows:
Data collection entails obtaining information from interviews and questionnaires. The researcher conducted the research to measure students’ self- efficacy and students’ speaking skill. Then the researcher got data from the students and lectures’
interview. From the data, the researcher knew factors that influence student’s self-efficacy on English speaking skill in the context of an Islamic university.
Besides, the researcher collected data from questionnaires from the students to know the significant relationship when student’s self-efficacy on English speaking skill
2) Deta Reduction
Reducing the data means resuming, choosing point things, focusing on the essential things, looking for the theme and pattern. The data reduced gave a clear explanation, and it was easier for the researcher to collect the following data and looked for it if it is process of selecting were focusing, simplifying, abstracting, and transforming the ‘raw’ of data that appear in written-up field notes. The data needed to be checked again, if there were some points or answers that were not clear. The researcher used thematic analysis in this reduction data. It was a process with a view to exploring and telling the experience of someone involved in an event (Heriyanto, 2018).
3) Data Display
In qualitative research, it could be done in a short explanation, diagram, a relationship among category, flowchart, and others. Miles and Huberman explained the most common form of display data for qualitative research data in the past had been narrative text. It purposed to make easy for the researcher to understand what happened, planning the next task based on what is understood of it. Data would be organized and summarized to help draw conclusions.
Then showed what stage the analysis reached. The researcher completed typing and transcribing. Based on the researcher questions, all of the data put which were the influences of students’ self-efficacy in speaking skill, but the data gathering techniques was using field analysis and document analysis.
4) Conclusion Drawing
Interpretation was the final step in the data analysis technique. This stage, the data would be formulated was interpreted by enriching information through a comparative analysis that did not eliminate all original context. The result was a picture presentation about the situation and symptoms in the form of narrative exposure. The data would be drawn from the beginning of data collection, the researcher decided what things mean, is noting regularities, patterns, explanations, possible configurations, causal flows, and propositions.
4. RESULT AND DISCUSSION
4.1. Research result
The results discuss the result of the research based on the research questions which is classified into several main parts. Those part are identification of students and lecturers perceive students’ self-efficacy and their speaking skill which found through interview, investigation of any significant relationship between students’ self-efficacy and speaking skill, exploring the factors that influence student’s self-efficacy on their speaking skill, and showing the most dominant dimension that the influence of student self-efficacy on students' speaking skills.
1) Students & lecturers’ perspective of self-efficacy on English speaking skill
Similar to the dimension of magnitude which refers to students' perceptions of tasks that are perceived as difficult by individuals, perceptions of difficult tasks are influenced by individual competencies. The more positive the perception of the task to be given, so that the magnitude or level of individual self-efficacy becomes higher.Based on the findings, student 01 who has the perception that positive thinking has an effect on doing something.
Extract 1:
“In my opinion, self-efficacy is the confidence to do a certain task. Because I myself when doing a task, of course the first one must collect the intention first. Then I am sure that the task that I carry will be successful in the future. There should be no pessimism in me when doing something, because later it will affect the task.
Everything you do should be with a positive mind.
Positive thinking will work. And if it works, it definitely increases my confidence in myself”. (Student 01, Interviewed on 13th april 2022)
From the statement above, student 01 has a positive perception of the speaking task, it must be due to his fairly good competence. So that it can be indicated that participants have a high level of self-efficacy which triggers their confidence in the speaking task. it can be categorized that student 1 has a high level of self- efficacy.
2) Feeling high confidence in ourselves
With regard to the strength dimension, it relates to the level of strength or stability of a person against his beliefs. Lower levels of self-efficacy are easily shaken by certain experiences or situations that weaken them.
Whereas people who have strong beliefs, they will persist with their efforts despite many difficulties and obstacles.
Extract 2:
“I think self-efficacy is very important for every individual. I once read something related to self- efficacy and it was said that it is the belief that individuals have in their ability to get things done. So automatically, when an individual has high self- efficacy, he/she will be able to do something. ….. of course, it really affected my speaking skills. When we feel comfortable and safe, then have high confidence in ourselves. Without having to try hard, we can’t speak fluently and freely. And also we are even more able to say what is on our minds.” (Student 02, Interviewed on 20th april 2022).
Based on the findings, student 02 is a student who can be categorized as having self-efficacy in every speaking activity as long as she feels comfortable and safe in expressing her opinion and also the intensity of speak affects the fluency and freedom in saying what is on our minds.
3) Awareness of ability
This is related to the generality dimension which refers to the level of confidence and ability of students in generalizing tasks and previous experiences. A person can judge himself to have self-efficacy in many activities or in certain activities. Someone who can apply self-efficacy in various conditions, the higher the self-efficacy he has.
Extract 3:
“Self-efficacy, It's like a person's heart belief he will be able to do something. .… Maybe, I can say that. It seems like all these things are related to each other, self- efficacy and others affect all skills. And I'm sure, very sure, if for example there is a presentation of the person with the lowest self-efficacy, I think it's me, because I am also easy to over think” . (Student 03, Interviewed on 22nd may 2022).
If it is related to the findings, student 03 sometimes has difficulty convincing himself when speaking so that what he has prepared well is not optimal, this can be indicated that he does not have a strong belief that he can do speech. It can be said that she does not have good self-efficacy because she can overcome the nervousness that arises. but there is still nervousness
that appears indicating that there is still a lack of self- awareness when speaking, this is because student 03 is still constrained by several factors such as overthinking and less confidence so that the level of self-efficacy is not as high as the others even though.
4) Lecturers’ perception
The researcher found that according to the lecturer, self-efficacy is a student's perspective or belief related to the individual's capacity to choose certain behaviors or performances and it determines the actions they will take to achieve something. Students' self-efficacy is quite diverse, some have good or high self-efficacy, some students still need a direction. It is explained by the lecturer that self-efficacy is closely related to motivation to do learning activities exactly as (Schunk, D. & Dibenedetto, 2020) said in their research entitled self-efficacy & human motivation.
The ability to speak certainly requires a lot of practice and learning strategies, so students who can manage learning strategies will show good learning performance. Based on the result above, the resarcher concluded that lecturer has positive perceptions of the relation between students’ self-effecacy and their speaking skill. It means some first semester students of UIN Walisongo already have good self-efficacy, but there are still many who need to be given a structured scaffolding task that is directed and measurable to increase their self-efficacy.
5) Self-efficacy and speaking skill relationship
The students’ English speaking skill in this study was measured by the students' scores in the basic speaking
courses taken in the first semester. The speaking skill scores are categorized as follows:
Table 3. Students’ English speaking skill
Description Score Respond ent
Percentag
e (%) Average
Low 0-49 0 0
89,57 Intermediate
50-79 2 4,08
Advance 80-100 47 95,92
Source: Primary Data Processed (2022)
Based on the table above, it can be seen that the ability to speak English in the intermediate category with a score of 50-79, there are 2 students with a percentage of 4.08%. In the advanced category with a score range of 80-100, there are 47 students with a percentage of 95.92%. Overall, the average ability of students to speak English is a score of 89.57 in the advanced category.
The self-efficacy variable consists of 3 indicators, namely magnitude, strength, and generality. These indicators will be explained in the table below:
The magnitude indicator consists of 10 statement items. Details of respondents' responses can be explained through the table below:
Table 4. Respondents' Responses to the Magnitude Indicator
No Statement SD D S SA
Average Frequence and Pecentage
1 I’m sure that if I practice listening more, I will get batter gardes in the course
1 1 13 34
3,63 2,0% 2,0% 26,5% 69,4%
2 I believe that if i try hard enough, my proficiency in speaking skill will improve very soon
2 13 34
3,65 4,1% 26,5% 69,4%
3 the more difficult the speaking practice is, the more chalenging and enyojable it is
3 4 24 18
3,16 6,1% 8,2% 57,1% 32,7%
4 if i can't fond the right word to use in a conversation, I use a gesture 1 23 25
3,47
2,0% 46,9% 51,0%
5 I ask my interlcutor to tell me the righ word fi cannot find tge right word in coversation
1 4 28 16
3,20 2,0% 8,2% 57,1% 32,7%
6 while speaking, I can deal efficiently with unexpected events 1 6 30 12
3,08 2,0 12,2% 61,2% 24,5%
7 while speaking, I can remain calm when facing difficulties I rely on my coping abilities
9 24 16
3,14 18,4% 49,0% 32,7%
8 8 26 15 3,14
Even if the speaking task is difficult and I don't have the reqiured
vocabulary, I can find the strategy to get the message across 16,3% 53,1% 30,6%
9 when I'm talking with fluent speakers, let them know if I need help 1 6 29 13
3,10 2,0% 12,2% 59,2% 26,5%
10 I'm still confident avent thought I stammer in speaking English 2 9 24 14
3,02 4,1% 18,4% 49,0% 28,6%
Average of magnitude indicator 3,26
The table above shows that the highest respondent's response to the magnitude indicator is the second statement indicating with 3.65 average, where respondents think that by trying hard their speaking skills will increase. While the lowest respondent's response was in the tenth statement that has 3.02 average, where respondents thought that even though they stammered in speaking English, they still believed in themselves. Overall, the average respondents’
response is 3.26, so it can be concluded that the respondents strongly agree with the statement on the magnitude indicator
The strength indicator consists of 15 statement items.
Details of respondents' responses can be explained through the table below:
Table 5. Respondents’ responses to strength indicator
No. Statement SD D A SA
Average Frequence dan Percentage
1. I know I’m able to actively participate in my speaking classes
2 1 27 19
3,29
4,1% 2,0% 55,1% 38,8%
2. I enjoy meeting tourists because I can speak with them well
1 9 20 19
3,16
2,0% 18,4% 40,8% 38,8%
3. I’m sure I can use English outside the classroom 1 5 20 23
3,33
2,0% 10,2% 40,8% 46,9%
4. When the lecturer ask a question, I raise my hand to answer it even if I’m not sure about it
1 22 15 11
2,73
2,0% 44,9% 30,6% 22,4%
5. I believe I am a good language learner 7 23 19
3,24
14,3% 46,9% 38,8%
6. I strongly believe that, given enough time, I can achieve native-like fluency in English
1 5 22 21
3,29
2,0% 10,2% 44,9% 42,9%
7. I’m confident about my ability to interact with other English speakers
1 7 23 18
3,18
2,0% 14,3% 46,9% 36,7
8. I believe I can achieve my goals by successfully speaking English
3 21 25
3,44
6,1% 42,9% 51,0%
9. My classmates usually get better grades than I do 2 8 26 13
3,02
4,1% 16,3% 53,1% 26,5%
10. I enjoy speaking with a proficient partner 3 28 18
3,31
6,1% 57,1% 36,7%
11. I'm not worried about making mistakes in speaking English
2 13 16 18
3,02
4,1% 26,5% 32,7% 36,7%
12. I'm sure I can do well even though my partner is not good at speaking English
6 28 15
3,18
12,2% 57,1% 30,6%
13. I’m confident I can communicate the major points of what I need to say in English
2 2 26 19
3,27
4,1% 4,1% 53,1% 38,8%
14. I feel confident that I can master the English language 1 4 24 20
3,29
2,0% 8,2% 49,0% 40,8%
15. I am confident about my ability to interact with other English speakers
2 4 25 18
3,20
4,1% 8,2% 51,0% 36,7%
The Average of strength indikator 3,20
The table above shows that the highest respondents’
response to the strength indicator is the eighth statement, where respondents think that their goals will be achieved if they are able to speak English. While the lowest respondents' responses were in the fourth statement, where respondents thought that they would
raise their hands when the lecturer submitted a statement, even though they were not sure. Overall, the average respondents’ response is 3.20, so it can be concluded that the respondents agree with the statement on the strength indicator
The generality indicator consists of 10 statement items.
Details of respondents' responses can be explained through the table below:
Table 6. Respondents' Responses to Generality Indicators
No. Statement SD D A SA
Avarage Frequence dan Percentage
1. I have a special ability for improving speaking skill
2 5 24 18
3,18
4,1% 10,2% 49,0% 36,7%
2. I am one of the best students in speaking course
6 18 18 7
2,53
12,2% 36,7% 36,7% 14,3%
3. I can speak better than other students 1 20 22 6
2,67
2,0% 40,8% 44,9% 12,2%
4. No one cares if I do well in speaking skill 6 15 23 5
2,55
12,2% 30,6% 46,9% 10,2%
5. My lecturer thinks that I am smart 2 17 23 7
2,71
4,1% 34,7% 46,9% 14,3%
6. I am so stressed during the speaking class 1 12 27 9
2,90
2,0% 24,5% 55,1% 18,4%
7. I have certain strategies to manage my self- efficacy
2 29 18
3,32
4,1% 59,2% 36,7%
8. While speaking, I can usually handle whatever comes my way
8 28 13
3,10
16,3% 57,1% 26,5%
9.
I will feel more confident if my classmates and my lectures tell me that I have good English speaking skills
3 3 23 20
3,22
6,1% 6,1% 46,9% 40,8
10. Thanks to my resourcefulness, I know how to handle unforeseen situations in speaking
1 3 27 18
3,26
2,0% 6,1% 55,1% 36,7%
Average of generality indikator 2,94
The table above shows that the highest respondents’
response to the generality indicator is the seventh statement, where respondents think that each individual has a certain strategy to manage his or her self-efficacy. While the lowest respondents' responses were in the second statement, where respondents considered that they were the best students in the speaking course. Overall, the average respondent's response is 2.94, so it can be concluded that the respondents agree with the statement on generality indicators.
The results of the correlation test can be explained in the table below:
Table 7. The relationship between self-efficacy and speaking skill
Self-Efficacy English Speaking Skill Self
Efficacy
Pearson Correlation
1 ,620**
Sig. (2-tailed) ,000
N 49 49
English speaking skill
Pearson Correlation
,620** 1
Sig. (2-tailed) ,000
N 49 49
Based on the table above, it can be seen that the correlation coefficient value is 0.620. This shows that there is a positive correlation between self-efficacy and English speaking skill. The correlation coefficient value of 0.620 is in the coefficient interval of 0.60-0.799, so it can be concluded that self-efficacy has a strong relationship with English speaking skill.
Self-efficacy is an individuals’ belief about his ability to organize, perform tasks, achieve a goal, produce something and carry out actions to display certain skills. Someone who has high self-efficacy will have a good personality because this individual has confidence in his abilities so that in the end it will form positive behavior which will make the individual experience an increase in his ability, especially in terms of speaking English.
2) The factors that influence students’ self-efficacy The factors that influence students' self-efficacy on their speaking skills can be categorized which according to (Pfitzner-Eden, 2016) that Bandura proposes four sources of self-efficacy: mastery experience, vicarious experience, verbal persuasion, and physiological and affective states. Based on the results of interviews, the researcher found six factors that affect students' self-efficacy on their speaking skills. They are as follows:
1) Some students were worried about their linguistic competence such as vocabulary, grammar and pronunciation. They worried about the vocabulary words that they produce while speaking, producing grammatical errors when they talk and they can not be like the native accent. It can be seen in extract 12:
“I am afraid that my accent will not be like that of a native speaker, then on one of the vocabulary words that are poorly pronounced, also on the grammatical errors that I pronounce, and also in arranging the language in one sentence”. (Student 01, Interviewed on 13th april 2022).
Those are the problems that the students have to take not of. It is supported by the idea of Syarifuddin in (Parwati, 2020) where he stated students are afraid of not being able to answer questions or of being asked unexpected questions including the errors such as linguistic factor such as limited vocabulary, grammar, pronunciation; etc can make the students feel anxious in speaking, especially by using foreign language.
2) Some students are worried about speaking because they are afraid to fail. Fear of making mistakes is one of the reasons why students are unable to communicate using English and have low self-efficacy.
Students' fear of making mistakes increases especially when they speak to a critical audience. At the university level, especially for undergraduate students, they are generally a critical audience. In this case, the students are afraid of making mistakes in front of an audience that should be a critical audience.
As it can be see
in many extracts, for example in extract 10:
“afraid to be wrong with the grammar I use, or whatever.” (Student 01, Interviewed on 13th april 2022). Or extract 6 & 12:
“I don't feel confident at all, like afraid of being wrong…. & maybe the factor is fear of being wrong”.
(Student 03, Interviewed on 22nd may 2022).
The reason why the student felt fear of failure when presenting something in formal situation. So, one of the factors which effect students’ self-efficacy was fear of making mistakes. According (He, 2013), Students are often inhibited from trying to say something in a foreign language in class, worried about making mistakes, afraid of being criticized or losing face, or simply embarrassed to be noticed because their speech is interesting. In the researchers’ mind, basically every individual does not want to make mistakes, because if they make mistakes they will always be obsessed, so they will fail in doing the things they have to do.
3) Feeling ashamed. This can be seen in extract 10, said the student;
“sometimes I like to be shy”. (Student 03, Interviewed on 22nd may 2022)
From the student's statement above, it shows that students have a sense of shame in having conversations with other people and also Student carry out speaking activities in different conditions. Performance conditions affect speaking performance and these conditions involve time pressure, planning, quality of performance, and amount of support (Nation, I. S. P. &
Newton, 2009).
4) Some students feel lack of confidence while speaking. The example in extract 12:
“But if I speak English, I'm not confident enough ….
then the audience too, especially the pros. Maybe if the
audience isn't too shrewd, I'll be brave”. (Student 03, Interviewed on 22nd may 2022)
The student revealed one of the factors that affect his/her self-efficacy was less confident and who the audiences are. From The student’s utterance above, it clearly shows that one of the factors causing the student has lack of confidence was to face a question or even just a conversation from people who masters the language better.
Some students mentioned that the factor was convenience, both the situation and the interlocutor.
Student said in extract 12:
“When I feel comfortable and safe in a place, I tend to express my thoughts appropriately and when I am with people who make me feel comfortable, I can express myself more freely, without feeling being watched, and will be judge”. Also in extract 6:
“I like to speak in English, but it depends on the situation. When I am alone or in a relaxed situation with my friends, I can speak quite fluently and feel no pressure at all. But, when it comes to a discussion situation in class or when I have to explain something during a presentation, I suddenly feel empty (in the sense of not knowing what to say)” (Student 02, Interviewed on 20th april 2022)
It supports Cao and Philp idea in (Wulandari, 2015), they claimed interlocutor is a key factor contributing to students' willingness to communicate or not.”
5) The last factor that affects student efficacy is the role of the lecturer. This is included in external factors.
Findings of lecturer perception of the factors that influence students’ self-efficacy in their speaking was the lecturer role as she stated;
"Factors that support the formation of self-efficacy can be from the direction of the lecturer. Lecturers provide structured scaffolding tasks that are directed and measurable so that it will be easier for students to carry out assignments and determine appropriate learning strategies". (LW, Interviewed on 2nd June 2022) This is quite reasonable because the lecturer is the closest person who is able to influence the acquisition of knowledge by students, including their self-efficacy in their English skills. Many teachers consider the interaction between students even more important than the materials presented by the teacher. As mentioned by (Mustafa, F., 2022), teacher and student
interaction are significant because they are a way to assess students’ material comprehension.
The dominant dimension that influence students’ self- efficacy on students’ speaking skill
Of the three indicators on the self-efficacy variable described above, the magnitude indicator has the highest average value compared to other indicators of 3.26. So it can be concluded that the magnitude indicator is very influential in supporting the students' English speaking skills.
4.2. Discussion
Based on the results of the study, we can see it how students' self-efficacy can affect speaking skill in English-speaking classes. Their own strategies and their experiences can influence their confidence in speaking. Lelita, (2016) states that “in terms of action, self-efficacy is related to motivation which will determine one's choice of action, effort, persistence, and control. Self-efficacy affects the choice of activity, effort, and how long it will last in achieving targets and goals”. Students can avoid some low self-efficacy factors and use certain strategies or learn from their experiences. It helps them to give good speaking skills.
Most of the students have a lot of efforts to improve their self-efficacy by trying various tricks that help them speak English well. There is encouragement from the students themselves, there is also encouragement from others such as circles that force them to continue to practice self-efficacy in speaking English. Besides that, the verbal effect of the lecturer also greatly affects the students' self-efficacy. Students have increased self- efficacy when the lecturer often gives students appreciation.
Offering feedback in the form of appreciation that emphasizes progress towards goals and highlights personal capacity to increase student self-efficacy.
Feedback should refer to what students learn rather than simply evaluating their answers as right or wrong. When students give incorrect responses, examine their thought processes to determine why they misunderstood. Use this opportunity to re-teach or clarify, so as to better support student efficacy (Withy, 2019). This means that the lecturer appreciates the process of students in daring to speak, not on what relevance they produce first. They also believe in what they handle themselves, although sometimes the results are still lacking in confidence. The students lack
self-efficacy in applying their efforts, especially to organize their speech production and convey the content of conversation, especially during formal situations such as presentations or getting the interlocutor who is more advanced than them.
In addition, experience plays a big role in speaking students in front of the speaking class. Performance achievement, also called enactive mastery, experiential mastery, or enactive achievement, is the most powerful source of self-efficacy (Wise, 2001). Therefore, the success that a person achieves will lead to higher self- efficacy. Previous experience failure can reduce self- efficacy, especially if failure occurs early and is caused by a lack of effort or external barriers as we can see in statements twenty-one at strength dimension. Based on the results of the study, most students are afraid of making mistakes when they want to speak English so that they can be said to have failed before struggling.
However, in general, students' self-efficacy can help and support them in many aspects of English speaking skills. In general, the higher their self-efficacy, the higher the expectations they have for themselves to perform well. Thus the better the chance to get a higher score.
5. CONCLUSION
This study investigated student self-efficacy on students' speaking skills in the context of an Islamic university. According to the result of interview, students mentioned that self-efficacy ware; (a) Positive affect on doing a task, (b) Feeling high confidence, (c) awareness of ability, they realized their self-efficacy influence their speaking skill. on the other hand, the lecturer stated that some first semester students already have good self-efficacy, but there are still many who need to be given a structured scaffolding task that is directed and measurable to increase their self- efficacy. The factors mentioned in this thesis have an important role in developing students' speaking skills.
These factors make students less self-efficacy in speaking, as for several factors including; (a) worried about their linguistic competence, (b) Fear of failure, (c) shyness, (d) lack of confidence and (e) comfort (f) the lecturers’ role. These factors indicate that learners with low self-efficacy have serious difficulties in speaking skills despite having acceptable linguistic skills. on the other hand, students who have higher self-efficacy speak easily and effectively. Thus, students must have a friendly and cooperative environment that can help
them overcome or minimize their difficulties in oral or speaking performance.
According to the result of the questionnaire on the tables in chapter IV, it can be seen that the correlation coefficient value is 0.620. This shows that there is a positive correlation between self-efficacy and English speaking skill. So it can be concluded that there is a significant relationship between self-efficacy and English speaking skill. Therefore, it can be interpreted that if self-efficacy increases, the students' English speaking skill can also increase. The magnitude indicator has the highest average value compared to other indicators of 3.26. So it can be concluded that the magnitude indicator is a dominant indicator that has an effect on supporting students' English speaking skill. In short, this study shows that the first semester students of English education department at Walisongo State Islamic University need to be given exposure to self-efficacy because it can affect their English speaking skills while they are still in the first semester of college. At the same time, this study also shows the factors that can affect students' self-efficacy and which factors are the most dominant. So, to instill self-efficacy in students, lecturers must know how to influence them.
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