THE CORRELATION BETWEEN STUDENTS SELF-ESTEEM AND THEIR SPEAKING PERFORMANCE
Proposal Thesis
Oleh
Rama Eka Fitria 202023010
TADRIS BAHASA INGGRIS
FAKULTAS TARBIYAH DAN ILMU KEGURUAN INSTITUT AGAMA ISLAM NEGERI LHOKSEUMAWE
TAHUN 2023
DAFTAR ISI
CHAPTER
I………
……2
INTRODUCTION...2
1.1. Background of the Problem...2
1.2. Identification of the Problem...3
1.3. Limitation of the Problem...3
1.4. Formulation of the Problem...4
1.5. Objective of the Research...4
1.6. Significant of the Research...5
1.7. Scope of the Problem...5
CHAPTER II...6
LITERATURE REVIEW...6
2.1. The Concept of Speaking...7
2.1.1. Definition of speaking...7
2.1.2. Definition of Teaching Speaking...7
2.1.3. Basic types of speaking...8
2.1.4. Element of speaking...10
2.1.5. Factor Developing Fluency...12
2.2. The concept of Self-Esteem...13
2.2.1. The meaning of Self-Esteem...13
2.2.2. Types of self-esteem...14
2.2.3. Elements of Self-Esteem...16
2.3. Conceptual Framework...18
2.4. Hypothesis...19
CHAPTER III...19
RESEARCH METHOD...19
3.1 Research Design...19
3.2 Research Variable...20
3.3 Population and Sample...20
3.4 Research Instruments...20
3.5 Data Collection Procedure...21 3.6 Data Analysis Technique...21
CHAPTER I INTRODUCTION
1.1. Background of the Problem
Speaking proficiency is another crucial component of language learning, and self-esteem is thought to have a big impact on how well pupils perform when speaking. The relationship between students' self-esteem and their success in speaking skills has been the subject of several research. Examining the connection between students' self-esteem and speaking performance is the goal of this study.
Speaking is a vital life skill that helps people engage with one another.
Speaking, according to Rosa (2019), is the act of someone expressing and conveying their thoughts or feelings through the use of a variety of words.
Additionally, speaking activities in language classes involve two-way contact between the listener and speaker (Ngalimun & Alfulaila, 2014). Speaking is therefore one of the actions that speakers and listeners engage in to express and share knowledge.1
But many kids still struggle with communicating. Students have trouble speaking for a variety of reasons, including confidence, listeners' support, students' listening skills, and pressure to do well, according to Tuan & Mai (2015). These qualities affect the learners' capacity for fluid English communication in front of the class. Additionally, audience reactions like attention, respect, and appreciation have an impact on students' proficiency with English. According to Rabab'ah in Almira et al., (2018), there are several factors
1https://www.researchgate.net/publication/361068563_A_Correlation_between_Students
%27_Self-Esteem_and_Speaking_Skill
that affect students' ability to speak English as a foreign language, including poor grammar, a lack of desire and confidence, shyness, anxiety, and the fear of making mistakes. Students frequently struggle to articulate their ideas for a variety of factors, lack of motivation, lack of capacity to understand grammar, lack of ability to listen, lack of reaction to listeners, and lack of confidence.
When teaching speaking, teachers should motivate their students to communicate more effectively. According to Wirdati (2018), speaking proficiency requires a range of abilities, including comprehension, grammar, vocabulary, pronunciation, and fluency, all of which high school students are required to master. This implies that if a student does not master the speaking-related elements required by the curriculum, speaking instruction will fail. In other words, a learner will be able to communicate effectively if they comprehend the elements of speaking, such as comprehension, grammar, vocabulary, pronunciation, and fluency.
Fika (2021) claims that there are several problems. According to the findings of an interview with an English teacher at a school, students frequently experience shyness and a lack of confidence to practice speaking in front of the class. He went on to say that many students found English to be a difficult subject. In addition, because spoken and written English have different forms, many students still have trouble with pronunciation and vocabulary. They feel insecure and less motivated to speak English because they fear being mocked by their classmates if they make mistakes. Because they don't have the speaking abilities or confidence to do so, some students are discouraged from speaking their mother tongue during the learning process.2
1.2. Identification of the Problem
The problem identified in this study Is there a correlation between students' self-esteem and their speaking skill performance?
2 http://repository.radenintan.ac.id/17720/ FIKA, VERONIKA (2022) The Correlation Between Students’ Self-Esteem And Their Speaking Ability In Practicing Monologue At The Eight Grade Of Mts N 1 Oku Timur In Academic Year Of 2021/2022.
1.3. Limitation of the Problem
Some of the drawbacks and issues that have been noted in earlier studies include the following:
1. Students' lack of confidence in their ability to communicate properly.
2. The need for research into the relation between student participation speaking abilities and self-esteem.
3. The importance of using correlational methods to investigate the relation between speaking skill performance and self-esteem.
These limitations and problems highlight how important it is to look at the relationship between students' self-esteem and their performance in speaking skills. By addressing these problems, this research can provide insights into the function of self-esteem in learning languages and help educators in creating useful teaching methods to enhance their students' performance in speaking.
1.4. Formulation of the Problem
In accordance with the existing limitations, researchers formulate problem becomes a question that is "Is there a significant correlation between students' self-esteem and their speaking skills practice?"
To answer these research questions, this research will use a correlational design and collect data through questionnaires and oral tests. This study will focus on a specific context, for example middle school or eighth grade students, to provide insight into the correlation between self-esteem and speaking ability in specific situations. By answering these research questions, this study can contribute to the existing literature on the importance of self-esteem in language learning and help educators develop effective strategies to improve students' speaking skill performance.
1.5. Objective of the Research
The research objective defined by the research problem is as follows: to find out whether there is a relationship between students' self-esteem and their ability to speak well when practicing.
1.6. Significant of the Research
The significance of this study is dealing with students, English future teachers and researchers. This study is expected to provide advantage to students regarding problems that occur in speaking and they become aware that the level of self- esteem affects English speaking skills, it is hoped that they can understand the importance of self-esteem in speaking skills. Students with low levels of self- esteem will be more motivated to increase their self-esteem in speaking. This research is also expected to provide information for English teachers to understand the contribution of self-esteem in the teaching and learning process, particularly in students' speaking skills, because theoretically self-esteem is an important factor influencing the success of students' speaking production. . This research can provide information and help teachers improve their knowledge of students' self-esteem and find teaching methods that can develop their students' speaking skills. For further researchers, this research can be an additional guideline as a research reference with the same interest or topic.
Overall, the study on the correlation between students' self-esteem and their speaking skill performance is significant for enhancing language learning, improving students' confidence, addressing psychological aspects, providing context-specific insights, and contributing to the existing literature.
1.7. Scope of the Problem
The scope of this research is to investigate the correlation between students' self-esteem and their speaking skill performance. The study will focus on a specific context, such as junior high school or eighth-grade students, to provide context-specific insights into the correlation between self-esteem and speaking ability. The study will employ a correlational design to investigate the relationship between self-esteem and speaking skill performance.
Data will be collected through a questionnaire and an oral test to provide a comprehensive understanding of the correlation between self-esteem and speaking ability. The study will aim to answer research questions related to the correlation between self-esteem and speaking skill performance, the strength and nature of the correlation, and strategies to enhance students' self-esteem to improve their speaking skill performance. By addressing these research questions, the study can provide insights into the importance of self-esteem in language learning and help educators develop effective strategies to enhance students' speaking skill performance.
CHAPTER II LITERATURE REVIEW
1.1. The Concept of Speaking 1.1.1. Definition of speaking
Speaking is one of important skills needed in order to master particular language. Experts in the field of language acquisition have attempted to define speaking in their own ways. Producing words is the act of speaking. We take speaking for granted since it is so ingrained in our daily lives.3 According to Bailey, Speaking is a technique to create a more involved communication and requires two or more individuals to do, which includes learning how to directly provide and receive information from partners.4 Speaking is therefore thought to be the quickest method of direct communication with others.
Speaking is also the most difficult communication skill that people must master in daily life. Speaking is the verbal use of language and a means of inter- human communication. It can be difficult, especially in the early and intermediate stages, to communicate with others in a way that they can understand us. To put it another way, speaking is seen of as an interactive process of creating meaning that entails giving and receiving information in order to achieve a specific goal between speaker and listener.
The researcher draws the conclusion that speaking is the capacity to articulate thoughts and opinions in a way that makes sense to the listeners with whom we are communicating. Skills including vocabulary, pronunciation, precision, and
3 Scott, Thornburry. How to Teach Speaking. (Malaysia: Longman, 2005) p.12
4 Kathleen M. Bailey,Practical English Language Teaching: Speaking, (New York:McGraw-Hill, 2003), p. 2
fluency are necessary for speaking. Students must become experts in such areas.
Speaking, especially in a foreign language, is a crucial skill for students of all ages to master since it allows one to comprehend what another person is saying while they are speaking that language.
1.1.2.
Definition of Teaching SpeakingKayi (as cited in Anwar, 2015, p. 34) state that, English is a second language that students must master: The first able to produce sound with English grammar correctly. The second in speaking, students want to use correct and clear intonation. The third student must choose the right words during the learning process in class. The fourth arrange the ideas to be conveyed so that they are meaningful and logical. The fifth tools used to express opinions. The sixth select clear language.5
Speaking instruction for students is most crucially vital when teaching a second language.Students will succeed if they can communicate clearly in the second language. As a result, it is a key part of the teacher's job to support children as they develop their oral communication skills. According to the justification given, a teacher must deliver the best instruction possible in the classroom in order to encourage pupils to speak up and achieve desired objectives.
Burns and Joyce (as cited in Lestari, 2018, p. 150) states “in teaching speaking skill, teacher need to look for background data such as age, language background, and students’ goals”. It means, this can help the teacher in teaching speaking after knowing the background of students according to the habits of the students’ speaking levels. Based on the explanation above, teacher must provide support and attention to students and look for students’ backgrounds so that students can speak or argue in clear language in class.6
5 Ayu W , The Correlation Between Self-Esteem And Speaking Ability of The Tenth Grade Students in SMKN 03 Kotabumi Academic Year 2020/2021
6 Lestari, S. 2018. Developing Students’ Speaking through Drama Performance of SMK Negeri 1 Metro. Thesis Unpublished. Lampung: Fakultas Pelatihan Guru dan Pendidikan, Universitas Lampung.
1.1.3. Basic types of speaking
There are five main categories for assessing oral production7: 1) Imitative
At the imitative level, it is probably already clear what the student is trying to do. At this level, the student is simply trying to repeat what was said to them in a way that is understandable and with some adherence to pronunciation as defined by the teacher.
It doesn’t matter if the student comprehends what they are saying or carrying on a conversation. The goal is only to reproduce what was said to them. One common example of this is a “repeat after me” experience in the classroom.
2) Intensive
Intensive speaking involves producing a limit amount of language in a highly control context. An example of this would be to read aloud a passage or give a direct response to a simple question.
Competency at this level is shown through achieving certain grammatical or lexical mastery. This depends on the teacher’s expectations.
3) Responsive
Responsive is slightly more complex than intensive but the difference is blurry, to say the least. At this level, the dialog includes a simple question with a follow-up question or two. Conversations take place by this point but are simple in content.
4) Interactive
7 https://educationalresearchtechniques.com/2017/07/21/types-of-speaking-in-esl/
The unique feature of intensive speaking is that it is usually more interpersonal than transactional. By interpersonal it is meant speaking for maintaining relationships. Transactional speaking is for sharing information as is common at the responsive level.
The challenge of interpersonal speaking is the context or pragmatics The speaker has to keep in mind the use of slang, humor, ellipsis, etc. when attempting to communicate. This is much more complex than saying yes or no or giving directions to the bathroom in a second language.
5) Extensive
Extensive communication is normally some sort of monolog. Examples include speech, story-telling, etc. This involves a great deal of preparation and is not typically improvisational communication.
It is one thing to survive having a conversation with someone in a second language. You can rely on each other’s body language to make up for communication challenges. However, with extensive communication either the student can speak in a comprehensible way without relying on feedback or they cannot. In my personal experience, the typical ESL student cannot do this in a convincing manner.
1.1.4. Element of speaking
There are some specifics elements in speaking:
1) Fluency
Watkins (2005) defined fluency means being able to speak like a native speaker, but means instead having the ability to produce reasonably large amounts of language fairly quickly, it is characterized by the ability to
‘keep going’ and being able to get the message across effectively without undue pauses and hesitation. It is focused on communication.
Brown (2000) states fluency is probably best achieved by allowing the
“stream” of speech to “flow”; then, as some of this speech spills over beyond comprehensibility, the “riverbanks” of instruction on some details of phonology, grammar, or discourse can channel the speech on a more purposeful course.
Hartmann and Stork as cited in Murcia, et al (2014) defined that a person is fluent when he or she uses the language’s structures accurately while at the same time concentrating on meaning, not form. The fluent speaker uses correct patterns automatically.
Fillmore as cited in Murcia (2014) proposes that fluency includes four abilities: (1) the ability to talk without awkward pauses for relatively long periods of time; (2) the ability to talk in coherent and semantically dense sentences that show mastery of syntax and semantics; (3) the ability to say appropriate things in a variety of context; (4) the ability to use language creatively and imaginatively.
Based on definition above, the research concluded that fluency was the ability to talk in fluent without pauses in long time period, use language structures, use language imaginatively and creatively to minimalize the error in sentence and can convey the meaning accurately.
2) Accuracy
Brown (2000) defined accuracy is achieved to some extent by allowing students to focus on the elements of phonology, grammar, and discourse in their spoken output. In this case, accuracy is divided into three elements. They are pronunciation, sound, intonation and grammar.
a) Pronunciation
One factor which can help in normal communication, especially intelligibility is having a good pronunciation (Derwing and Munro as cited in Nation and Newton: 2009) Pronunciation teaching deals with two interrelated skill recognition or understanding the flow of speech and production or
fluency in the spoken language (Broughton et al: 1980). Similarly, Harmer as cited in Pertiwi (2014) states that pronunciation is how to say word in which made of sounds, stress and intonation. He also defines pronunciation is an act or result of production the sound of speech including articulation, vowel formation, accent and inflection.
b) Vocabulary
In producing the sounds, students need to know vocabulary. Vocabulary is a list of words which know by people before produce the meaning of sentences. Good as cited in Nurhalila (2018) defines vocabulary as content and function words of language which are learned so thoroughly so that becomes part of child’s understanding in speaking, reading, and writing.
Harmer as cited in Pertiwi (2014) distinguished two types of vocabulary namely active vocabulary and passive vocabulary. According to him, active vocabulary is the words that students have learned and they except to be able to use them. Passive vocabulary is the words they can recognize but cannot be produced.
c) Grammar
Harmer (2007) states that grammar is not just concern with syntax, the word are form and can change their form in order to express different meanings and also the heart of grammatical knowledge. Grammar can be part of knowledge about what and where the word can be placed. Shawn as cited in Sulastri (2013) states grammar is the rules that say how words change to show different meaning and how they are combined into sentences.
Grammar is subject matter the organization of words in to variable of communication, often representing many layers of structure, such as phrase sentence, and complete utterance (Baddulu in Satriani as cited by Nurhilalia: 2018).
Based on the statement above, the research concluded that accuracy in producing language is focused on the output of sentence, included of three elements namely pronunciation, grammar, and vocabulary. All of elements will help speaker to express their meaning and create different meaning if it is not appropriate with those elements.
1.1.5. Factor Developing Fluency
To develop fluency, teacher should be prepared the best conditions to create students interaction. Teacher should pay attention about the following points, according to Murcia, et al (2014):
1. Speech processing
There are two phases in speaking namely planning and production.
Conceptualization is the mental process which ambiguous or incorrect ideas are made clear. The conceptualization are conveyed through the formulation of utterances, where the meaning express through form, and should pay attention with grammar. When the utterance is spoken, the articulation occurs.
2. Speaking Competence
To lead more effective speaking, students need to develop a wide range of other skill. There are four skill areas in speaking competence must pay attention to create effective communication, consist of Phonological skill, speech function skill, interactional skill, and extended discourse skill. In addition, ask questions and use conversation can lead more effective speaking.
3. Speech conditions
Speech conditions divide into three categories, namely cognitive, affective, and performance.
4. Cognitive factor
Cognitive factor relate with the familiarity with the topic, familiarity with the genre, interlocutor and processing demands.
5. Affective factors
If the speaker has a positive feeling toward the topic or people around, speaking will be easier. Some students lack of confidence to talk and they become anxious or stressed if called randomly by the teacher.
6. Performance factors
Speaking face to face is easier for some speaker to show their body language and many gestures. In addition, some speaker choose to make a plan and prepare their self before speak.
Based on the explanation above, the researcher concluded that to develop fluency in speaking class, teacher should pay attention not only in cognitive and affective factors (speech conditions) but also in speech processing and speech competence. There were some phases in speaking, namely planning and production. To create more effective communication, teacher should pay about phonological and interactional skill. Speech conditions also had a big influence in speaking process.
1.2. The concept of Self-Esteem 1.2.1. The meaning of Self-Esteem
Self-esteem is one of affective factors, which affecting students’ achievement especially in academic performances. Self-esteem means how much we measure our self or our self believe about our ability to do something. Many expert define self-esteem as personal judgment about their worth and value. Humanist Psychology Carl Roger believes that there were three different part of self-concept and one of them is self-esteem.
Branden defined self-esteem is the experience that we are appropriate to life and to requirements of life. He also defines self- esteem in specific ways:
1) Self-esteem is confidence in our ability to think and cope with the basic challenge of life.
2) Self-esteem is confidence in our right to be happy, the feeling of being worthy, deserving, entitled to assert our needs and wants and to enjoy the fruits of our effort.
Brown states self-esteem probably the most pervasive aspect of any human behavior. He claim that no successful cognitive or affective activity can be characterized without some degree of self- esteem, self-confidence, knowledge of your-self, and self-efficacy belief in your own capabilities to successfully perform that activity. Coopersmiith as cited in Emler defined self-esteem as the extent to which a person believes himself to be capable, significant, successful and worthy. This point underlined in evaluation of self- esteem is a set of judgment about the self-againts criteria of excellence. In contrast, Rosenberg design a method for measuring self-esteem based on the notion that is variety of attitude. Rosenberg’s scale which was one of the most widely for measure self- esteem, emphasize on feelings.
Based on the definition above, the researcher concluded that self- esteem is one of psychological factors, related with person believes about his-self that they are worth, capable, successful to do anything. In other word, Self-esteem is personal judgment about our-selves.
1.2.2. Types of self-esteem
Self-esteem can be a positive or a negative factor in the field of language learning because of its high effects on learning a foreign language. There are two types of self-esteem.
1) High self-esteem
High self-esteem enhances initiative and pleasant feelings towards learning. It leads learners to get happier outcomes regardless of stress or other circumstances. Fontana in Halima (2016) considers that, “children with high selfesteem consistently perform better than children of similar ability with low selfesteem. Moreover, they set themselves higher goals, are less deterred by failure, and they have a more realistic view of their own abilities”. Hence, the higher selfesteem is, the better worth of the self would be, which in turn will be represented in terms of higher academic achievements.
Roberts quoted in Halima (2016) mentioned three facts concerning high selfesteem. Firstly, high self-esteem is reflected in the possession of a secure sense of identity, and ability to acknowledge and value our own efforts and achievement. Secondly, high self-esteem provides confidence, energy and optimism. Thirdly, high self-esteem is promoted by positive self- experiences.
2) Low self-esteem
Low self-esteem is a debilitating condition that keeps learners from realizing their full achievement. Reddick as cited in Larson (2009) considers that “low self-esteem will also mean a development of a poor or negative self-image. Such beliefs can become self-fulfilling prophecy of expecting to fail.” Therefore, every learner with low self-esteem feels unworthy and incompetent or incapable because of his poor feelings about himself.
Low self-esteem or negative self-esteem can result from various factors. The self-esteem of many learners is threatened when they start learning the foreign language and have to cope in an unfamiliar situation with many other learners and new rules to learn. Problems like fear of being ridiculed fear of taking risks or perfectionist attitude can adversely affect the self- esteem of learners who will lack energy and confidence and feel depressed, inadequate and insecure. Furthermore, negative feedback from the teacher can increase learners’ negative feelings towards themselves. Learners who feel this way often have a low opinion of themselves and their abilities. This
problem leads to losing motivation and blocking the ability to reach full potential.
1.2.3. Elements of Self-Esteem
Self-esteem is about being able to recognize the competencies and accept the need to continue to learn and develop. In building selfesteem, people should not be always successful in doing everything. But they can learn and develop their competencies and abilities from their mistakes. Plummer stated that there are seven elements in building healthy self-esteem as displayed in the following :
1) Self-knowledge
This element is about understanding differences and commonalities. For example, how someone is different from others in looks and character, or how one can have an interest or aim in common with others. Self-knowledge is also about developing a sense of our personal and history developing and maintaining our personal values.
2) Self and others
This element of self-esteem is about understanding the joys and challenges of relationships, including learning how to co-operate with others, being able to see things from another person‟s perspective and developing an understanding of how they might see us, and learning respect and tolerance for other people‟s views. Self and others is also about developing our own identity as a separate person while recognizing the interdependence relationship.
3) Self-acceptance
Self-acceptance is about knowing our own strengths and recognizing areas that we find difficult and may want to work on. In addition, this element also
about accepting that it is natural to make mistakes and that this is sometimes how we learn best.
4) Self-reliance
Self-reliance is about knowing how to take care of ourselves by developing an understanding that life is often difficult but there are lots of things that we can do to help ourselves along the path. It is also about building a measure of independence and self-motivation by being able to self- monitor and adjust our actions, feelings and thoughts according to realistic assessments of our progress.
5) Self-expression
Self-expression is about understanding how we communicate with each other and developing creativity in selfexpression and recognizing and celebrating the unique ways in which we each express who we are.
6) Self-confidence
Self-confidence is about knowing that our thoughts, opinions, and actions have value and that we have the right to express them. It is also about being able to accept challenges and make choices and also being secure enough in ourselves to be able to cope successfully with the unexpected. Self- confidence is important in developing our knowledge and abilities so that we feel able to experiment with different methods of problem- solving and can be flexible enough to alter our strategies.
7) Self-awareness
Self-awareness is about developing the ability to be focused in the here and now rather than absorbed in negative thoughts about the past or future. In addition, it is about understanding that emotional, mental and physical changes are a natural part of life and that we have choices about how we change and develop.
The students with high self-esteem are the students who appreciate themselves and trust that they can do everything that they want to do as well as others people. It makes them more confident and motivated in learning because they feel that they can learn well. If the self-esteem of the students is high, the students appreciate themselves positively and trust their own ability in English, so it may help them to improve their English achievement include their speaking skill.
1.3. Conceptual Framework
The conceptual framework for this study is based on the literature review and aims to investigate the correlation between students' self-esteem and their speaking performance. The following are the key components of the conceptual framework:
1. Speaking Performance: The ability to communicate orally with others in a language, including the use of appropriate grammar, vocabulary, pronunciation, and intonation.
2. Self-Esteem: The level of confidence and self-worth that an individual has.
3. Correlation: The relationship between two variables, in this case the correlation between self-esteem and speaking performance.
4. Context: The specific situation in which research is conducted, such as middle school or eighth grade students.
5. Methodology: Research designs and data collection methods used to investigate the correlation between self-esteem and speaking performance, such as correlational designs, questionnaires, and oral tests.
The conceptual framework shows that self-esteem can influence speaking performance, and there is a positive correlation between self-esteem and speaking ability. This study will focus on a specific context and use a correlational design to investigate the relationship between self-esteem and speaking performance.
Data will be collected through questionnaires and oral tests to provide a comprehensive understanding of the relationship between self-esteem and
speaking ability. By investigating the correlation between self-esteem and speaking performance, this research can provide insight into the importance of self-esteem in language learning and help educators develop effective strategies to improve students' speaking performance.
1.4. Hypothesis
The study hypothesizes that there is a positive correlation between students' self-esteem and their speaking performance. Specifically, students who have high self-esteem are expected to perform better in speaking than those who have low self-esteem. The hypothesis is based on the literature review, which suggests a significant positive correlation between self-esteem and speaking ability. The study will employ a correlational design to investigate the relationship between self-esteem and speaking performance and collect data through a questionnaire and an oral test. By testing the hypothesis, the study can provide insights into the importance of self-esteem in language learning and help educators develop effective strategies to enhance students' speaking skill performance.
The hypothesis formulated in this study is as follows:
1. Null hypothesis (Hₒ)
There is no relationship between students' self-esteem and their speaking ability in practice.
2. Alternative Hypothesis (Ha)
There is a correlation between students' self-esteem and theirs speaking skills in practice.
CHAPTER III RESEARCH METHOD
3.1 Research Design
This research is a type of correlational research designed with a focus on knowing the correlation between students' self-esteem as an independent variable and speaking ability as the dependent variable using quantitative methods. This correlational study provides a numerical estimate of two variables and determines what relationship exists between them.
3.2 Research Variable
This research had two variables which namely as dependent variable and independent variable. Dependent variable was students’ speaking and independent variable was self esteem.
3.3 Population and Sample 1. Population
This research was conducted on eighth grade students of SMPN 13 Lhokseumawe 2022/2023. Based on previous observations, there were 60 students in grade VIII in the odd semester of SMPN 13 Lhokseumawe for the 2022/2023 academic year, which were divided into 3 classes.
2. Sample
The sampling technique in this study was a purposive sampling technique. The reason the researcher used purposive sampling technique, based on preliminary
research and interviews in the school the researcher believes that VII A can provide accurate information and the class can represent all first year students at that school about the relationship between self-esteem and speaking skills.
Furthermore, the researcher chose VII A as the sample of this study which consisted of 20 students with 11 boys and 9 girls.
3.4 Research Instruments
Both observation and questionnaires were utilized as the research's instruments. Research instruments or observation instruments, according to Notoatmodjo (2010), are tools used to obtain or collect data. Questionnaires, observation logs, and other forms for collecting data can all be used to do this.
Written questions known as questionnaires are used to elicit information from respondents, such as descriptions of their personalities or knowledge (Arikunto, 2013). Researchers employed the Coopersmith scale mentioned in Ajizah (2013) throughout the study.
3.5 Data Collection Procedure
In data collecting procedure, the researcher used observation and questionnaire.
1) Observation
The observation used is participatory observation, which is a type of observation that is carried out by being directly involved in the various things being observed. Observers must go directly to the process of observing and observing directly so that they get a clear picture of what is being observed.
2) Quuestionnare
Questionnaires are several written questions that are used to obtain information from respondents such as reports about their personalities, or whatever they know (Arikunto, 2013). Researchers distributed questionnaires to determine students' perceptions of themselves. The type of questionnaire is a closed questionnaire. The questionnaire was adopted from the Coopersmith
Ajizah scale (2013), while the scoring system is: Satisfied Agree (SA) = 4, Agree (A) = 3, Disagree (D) = 2, Satisfy Disagree (SD) = 1 for the preferred item. While the scoring system for items that are not good is Satisfied Agree (SA) = 1, Agree (A) = 2, Disagree (D) = 3, Satisfied Disagree (SD) = 4
3.6 Data Analysis Technique
Students’ score was determine from their speaking performance in terms of test; pronunciation, vocabulary, fluency and accuracy.
1) Scoring and classifying the students’ speaking ability as suggested by heaton in Rusdi (2015). Here were the detail explanation above about its criteria:
Table 3.1
The Assessment of Pronunciation by Heaton in Rusdi Classification Score Criteria
Very Good 5 Pronunciation is lightly influenced by
mother tongue. A few minor grammatical and lexical errors but most utterances are correct.
Good 4 Pronunciation is still moderately
influenced by mother tongue but no serious phonological errors. A few grammatical and lexical errors but only one or two major error causing confusion.
Average 3 Pronunciation influenced by the
mother tongue but only a few serious phonological errors. Several grammatical and lexical errors, some of which cause confusion
Poor 2 Pronunciation seriously influenced by
mother tongue with errors causing a breakdown. Many “basic” grammatical and lexical errors.
Very poor 1 Serious pronunciation errors as well as
many ‘basic” grammatical and lexical errors. No evidence of having mastered any of the language skills and areas practiced in the course
Table 3.2
The Assessment of Vocabulary
Classification Score Criteria
Very Good 5 Has to make an effort at time to search
for words. Nevertheless, smooth delivery on the whole and only a few unnatural.
Good 4 Although he has to make an effort and
search for words, there are not too many unnatural pauses. Fairly smooth delivery mostly. Occasionally fragmentary but succeeds in conveying the general meaning. Fair range of expression.
Average 3 Has to make an effort for much of the
time. Often has to search for the desired meaning. Rather halting delivery and fragmentary. Range of expression often limited.
Poor 2 Long pauses while he searched for the
desired meaning. Frequently and halting delivery. Almost gives up
making the effort at times limited range of expression.
Very poor 1 Full of long and unnatural pauses.
Very halting and fragmentary delivery.
At times gives up making the effort.
Very limited range of expression
Table 3.3
The Assessment of Accuracy and Fluency Classification Score Criteria
Very Good 5 The speaker’s intention and general meaning are fair clear. A few interruption by the listener for the sake of clarification are necessary.
Good 4 Most of what the speaker says is easy
to follow. His attention is always clear but several interruptions are necessary to help him to convey the message or seek clarification
Average 3 The listener can understand a lot of what is said, but he must constantly seek clarification. He cannot understand and then with considerable effort by someone who is used to listening to the speaker.
Poor 2 Only small bits can be understood and
then with considerable effort by someone who is used to listening to the speaker hardly anything of what is said can be understood.
Very poor 1 Even the listener make a great effort
interrupts, the speaker is unable to
clarify anything he seems to have said
2) Scoring the students’ achievement Score = the result of students
maximum score x 100 % (Adopted from Burhanuddin, 2016)
3) To know the students score in speaking, the students’ product speaking was scored by using the following classification which divided to five classifications as follow:
Table 3.4
Classification of Speaking Score
No Score Criteria
1 90-100 Very Good
2 80-89 Good
3 70-79 Fairly good
4 60-69 Poor
5 ≤59 very poor
4) Computing the frequency and the rate percentage of the students’ scores.
P = f
N x 100 % Where:
P = rate Percentage
f = frequency of the correct answer N = the total number of students
5) This formula will be used to know the mean score of the students’
achievement:
�̅= ∑ x N Where:
�̅ : Mean Score
∑ : The sum of all the score
N : the number of subject (students)
6) Scoring and classifying students self esteem Table 3.5 classification of Self Esteem score
Score Classification
Very High 76-100
High 51-75
Low 26-50
Very Low 1-25
7) The coefficient correlation between self-esteem and the students’ speaking achievement:
Rxy=
¿[N ∑Y2−(∑Y)2]
√¿
N(∑ XY)−(∑ X)(∑Y)
¿
Where:
N: Number of students
X: Level of students’ self esteem Y: Students’ speaking Skill
XY: The sum of the cross products
8) The interpretation of the value or level correlation according to Hadi cited in Arikunto (2013):
Table 3.6 classification of level correlation
r values Interpretation
0.800 – 1.00 0.600 – 0.800 0.400 – 0.600 0.200- 0.400 0.000 – 0.200
High Quite high Fairly low low
very low (there is no correlation)
