CORRELATION BETWEEN STUDENTS’ ACADEMIC SELF EFFICACY AND THEIR ENGAGEMENT IN SPEAKING ENGLISH CLASS AT SMA SUGAR GROUP LAMPUNG TENGAH

ABSTRACT

CORRELATION BETWEEN STUDENTS’ ACADEMIC SELF EFFICACY
AND THEIR ENGAGEMENT IN SPEAKING ENGLISH CLASS AT
SMA SUGAR GROUP LAMPUNG TENGAH

By
DESILYA ANGGRAINI

Speaking is the most complex and complicated skill in English learning. That is
because this skill employs many aspects; combining pronunciation, vocabulary,
fluency, and grammar in producing utterance. As that reasons, there are many reasons
caused people especially student find difficulties in using English when they are
trying to interact with others. Many students avoid taking part in speaking activity.
Furthermore, self confidence is one of factors that can give impact to student’s
engagement. Besides that, one of aspect might give impact to someone’s confidence
in involving in speaking activity is academic self efficacy.
This research is aimed at finding out whether there is significant correlation between
students’ academic self efficacy and their engagement in speaking class and
analyzing how far students’ academic self efficacy contribute their engagement in
speaking class. Sixty one students of SMA Sugar Group Lampung Tengah were

selected as sample of this research by using purposive sample. Two kinds of
questionnaire were used in this research; they are students’ academic self efficacy
questionnaire by Pintrinch and De Groot (1990) and engagement questionnaire by
Schreiner and Louis (2006).
From the questionnaire of academic self efficacy, there are 55 or 90.16% students
have high level of academic self efficacy, 6 or 9.84% students have average level
academic self efficacy, and 0% student has low level of academic self efficacy. It
means that most of students have very good academic self efficacy. While for the
engagement, the highest aspect of engagement got highest score was meaningful
process with the percentage 68%. In the second position was participation with the
percentage 67% and the lowest was focus attention with percentage 58%.

ii

The result showed that the coefficient correlation was 0.384 and it was significant
where r-value is (0.384) > r-table (0.254) and it was found that students’ academic
self efficacy influenced their engagement in speaking English class with 14.8%; that
is, academic self efficacy as a psychological factor had a positive correlation with
students’ engagement in speaking English class. In expert, if a student has good level
of academic self efficacy, he/she will have high sense of believe on their capabilities.

Then, this sense of believe will affect her/his effort in understanding the lesson and
then finally the effort of he/she gave in lesson will affect her/his involvement or
engagement in process of learning.
Key words: Students’ academic self efficacy, Students’ engagement, Speaking
involvement, correlation

iii

CURRICULUM VITAE

The name of writer is Desilya Anggraini. She was born in Bandar Mataram on
December 12th, 1991 as the first daughter of a happy moslem family Mr. Jumad and
Mrs. Rumiyati.

She began her formal education for the first time at TK Gula Putih Mataram in 1996
and graduated in 1998. She continued her study at SDS Gula Putih Mataram,
Lampung Tengah and graduated in 2004. Then, she continued her study at SMP Gula
Putih Mataram Lampung Tengah and graduated in 2007. After that, she continued her
study at SMA Sugar Group Lampung Tengah and graduated in 2010. In the same
year, she was registered as a student of English Education Study Program, in

Language and Art Education Department of Teacher Training and Education Faculty,
Lampung University.

In 2013, in June to September she conducted her Training Practice Program (PPL) as
one of the requirements for FKIP students at SMAN 1 Kebun Tebu Lampung Barat.

iv

DEDICATION

By offering my praise and gratitude to Allah SWT for the abundant blessing to me, I
would proudly dedicate this piece of work to:

1. My beloved parents, Jumad and Rumiyati
Thank you so much for your eternal love, supports, attention, and prays.
Without all of you I wouldn’t be the way I am now.
2. My beloved grandpa, grandma, uncle and aunt; Bambang Sunarto, Sri Sunarti,
Suprapto and Sopiah
Thank you for your pray and support.
3. My beloved younger twins sisters: Sela Nurmalasari and Seli Nurmalawati

Your support and your advice make me stronger. Thank you so much and I
love you.
4. My beloved fraternity English Education Study Program 2010
Thanks for the best moments I have experienced.
5. My Almamater, Lampung University

v

MOTTO

“If to err and to speak are each uniquely human, then to err at speaking,
or to commit language errors, must mark the very
pinnacle of human uniqueness.“
(Carl James, 1998)

iv

ACKNOWLEDGEMENTS

Praise is merely to Allah SWT, the Almighty and Merciful God, for blessing the

writer with faith, health, and opportunity to finish this research. This research entitled
―The Correlation between Students‘ Academic Self Efficacy and Their Engagement
in Speaking Class at SMA Sugar Group Lampung Tengah‖ is submitted as a
compulsory fulfillment of the requirements for S-1 Degree of English Education
Study Program in Language and Art Education Department of Teacher Training and
Education Faculty at Lampung University.
It is important to be known that this script would never have come into existence
without any supports, encouragement, and assistance by several gorgeous persons and
institutions, here, the writer would like to address her respect and gratitude to:
1.

Prof. Ag. Bambang Setiyadi, M.A., Ph.D. as the first advisor, for his
criticism, motivation, and encouragement in encouraging the writer to think
more scientifically and critically.

2. Drs. Sudirman, M.Pd. as the second advisor for his assistance, ideas, guidance
and carefulness in correcting grammatical structure of the writer‘s research,
paragraph by paragraph, sentence by sentence, and even word by word.
3. Drs. Basturi Hasan, M.Pd. as the examiner, for his innovative ideas to make
this script more valuable.

4. Budi Kadaryanto, S.Pd., M.A. as he writer‘s academic advisor.
5. Mrs. Ellyana T. Gunawan, the head of SMA Sugar Group Lampung Tengah
and Mr. Arif Nurcahya, and Rusdy Thamrin for providing the opportunity to
conduct the research and being so helpful during the research process.

vii

6. All students in SMA Sugar Group Lampung Tengah academic year
2013/2014 especially X Social, XI Science C, XII Science A, and XII Science
D for being cooperative during the research.
7. The writer‘s friends of 2010 English Education Study Program, especially
Rizki Amalia A., Fitrivani Amalia R., Tyas Hantia F., Sulistyaningsih, Nurul
Aini and Anwar Fadhila. Thank you for your support to finish this script.
8. My great new family during PPL: Sri Wahyuni, Dian Sahri R., Ana Purnama,
Cory Frisca, Diah Anisa, Dani Frengky S., Retno Mayasari, Asrul Adipka,
Ayu Windarwati, Novrian Erintias H. thank you for great experience with you
all.
9. The writer‘s beloved friends: Deka, Ulin, Novan, Nuning, Dwi, Vivit, Ninda,
Yogi P., Anis and Eko, and my friends in Asrama Moly; Deni, Yasni, Arini,
Nita, Wayan, Hartiani Wibowo, S.H., Widhi Andewi, S.Pd., Yogi F, and

Picha.
10. The writer‘s sisters: Sela Nurmalasari and Seli Nurmalawati
11. The writer‘s mother and father for the love, guidance, support, and care.

Last but not the least, the writer truly realizes that this script has not been perfect yet
but hopefully, it can give a contribution and be a reference for educational purposes.

Bandar Lampung,
The writer,

Desilya Anggrain

viii

September 2014

TABLE OF CONTENTS
Page

TITLE .................................................................................................................. i

ABSTRACT ........................................................................................................ii
CURRICULUM VITAE .....................................................................................iv
DEDICATION ....................................................................................................v
MOTTO ..............................................................................................................vi
ACKNOWLEDGEMENTS ................................................................................vii
TABLE OF CONTENTS ....................................................................................ix
LIST OF TABLES .............................................................................................xi
LIST OF FIGURES ...........................................................................................xii
LIST OF APPENDICES ...................................................................................xiii
I. INTRODUCTION
1.1. Background of the Problem ....................................................................... 1
1.2. Formulation of the Problems ..................................................................... 5
1.3. Objective of the Research ......................................................................... 5
1.4. Uses of Research ...................................................................................... 6
1.5. Scope of the Research .............................................................................. 6
1.6. Definition of Term..................................................................................... 7
II. LITERATURE REVIEW
2.1. Concept of Speaking ................................................................................. 9
2.2. Concept of Self Efficacy ........................................................................... 13
2.3. Concept of Students‘ Engagement ........................................................... 16

2.4. Student Engagement in Speaking English Class ....................................... 24
2.5. Self Efficacy in Linking to Students‘ Engagement .................................. 26
2.6. Theoritical Assumption ............................................................................. 30
2.7. Hyphotesis ................................................................................................. 31
III. RESEARCH METHOD
3.1. Research Designs ...................................................................................... 32
3.2. Population and Sample .............................................................................. 34
3.2.1.Population ......................................................................................... 34
3.2.2. Sample ............................................................................................... 34
3.3. Research Procedures.................................................................................. 35
3.4. Research Instruments ................................................................................ 36
3.5. Validity and Reliability of Instruments ..................................................... 38
3.5.1. Validity of Questionnaire .................................................................. 38

ix

3.5.2. Reliability of Questionnaire ............................................................... 42
3.6. Data Analysis ............................................................................................ 45
3.7. Schedule of Research ................................................................................ 46
3.8. Hyphothesis Testing .................................................................................. 46

IV. RESULT AND DISCUSSION
4.1. Result of the Research ............................................................................... 48
4.1.1. The Result of Students‘ Academic Self Efficacy .............................. 48
4.1.2. The Result of Students‘ Engagement in Speaking English Class...... 50
4.1.3. The Correlation between Students‘ Academic Self Efficacy and
Students‘ Engagement in Speaking English Class ............................. 52
4.1.4. The Contribution of Students‘ Academic Self Efficacy to Students‘
Engagement in Speaking English Class ............................................. 53
4.1.5. Hypothesis Testing ............................................................................ 54
4.2. Discussion ................................................................................................. 55
V. CONCLUSION AND SUGGESTIONS
5.1. Conclusion ................................................................................................ 67
5.2. Suggestions ............................................................................................... 69
REFERENCES
APPENDICES ...................................................................................................... 73

x

LIST OF TABLES

Table

Page

1. Examples of Positive and Negative Engagement ......................................................23
2. Some Aspects as Result of Self Efficacy Level ..........................................................29
3. Table of Specification the Engaged Learning Index...................................................40
4. Table of Specification of Motivated Strategies for Learning
Questionnaire (MSLQ)...............................................................................................42
5. Schedule of Research ..................................................................................................46
6. Academic Self Efficacy .............................................................................................49
7. Students‘ Engagement Score (close-ended Question) ...............................................50
8. Reasons of Student being Engaged and Disengaged in Learning...............................51
9. The Value of Pearson Product Moment Correlation...................................................53
10. The Value of Regression ...........................................................................................54

xi

LIST OF APPENDICES
Page
1. Index Keterlibatan dalam Pembelajaran (Engaged Learning Index) .........................71
2.Subskala Self-Efficacy dari Kuesioner Strategi Termotivasi untuk Belajar
(Self-Efficacy subscale from MSLQ for Middle and High School students) .............74
3. Pearson Product Moment Correlation Coefficient Table of Critical Values ..............75
4. Analysis Cronbach Alpha Correlation Students‘ Engagement Questionnaire ...........76
5. Manual Calculation of Cronbach Alpha of Self Efficacy Subscale of MSLQ ...........78
6. Analysis Cronbach Alpha Correlation Students‘ Academic Self Efficacy
Questionnaire .............................................................................................................80
7. Score of Students‘ Engagement Questionnaire...........................................................83
8. Score of Students‘ Academic Self Efficacy ...............................................................85
9. Students‘ Academic Self Efficacy and Students‘ Engagement in Speaking English
Class Score .................................................................................................................87
10. Pearson Product Moment Correlation .......................................................................88
11. SPSS Product Moment Correlation ..........................................................................91
12. SPSS Regression .......................................................................................................92
13. Student‘s English Competence Score ......................................................................93

xiii

LIST OF FIGURES

Figure

Page

1. The Factor that Influence Students‘ Engagement ..................................................... 21
2. A Learning Loop (Amended from Linnenbrick & Pintrich) ..................................... 30
3. The Graphic of Contribution of Student Academic Self Efficacy to Students‘
Engagement in Speaking English Class ......................................................................... 64

xii

I. INTRODUCTION
This chapter discusses certain points: introduction deals with background of the
problem, formulation of the problem, objective of the research, uses of the
research, scope of the research, and definition of terms.

1.1. Background of the Problem
English is one of compulsory subjects in Indonesia that should be mastered by
students from elementary to college level. In English study, there are four
language skills that should be mastered; they are listening, speaking, reading, and
writing. Considering the purpose of English learning is for communication
(Yoosabai, 2009), hence speaking is the most important aspect in English
learning. Besides that, Bailey and Savage (1994:7) cited by Lê (2011:1) say that
speaking is seen as the center skill and the most demanding of the four skills.

This is basically true because speaking skill has many aspects, such as
pronunciation, fluency, vocabulary, and grammar. It is reasonable that there are
many reasons that caused people especially student find difficulties in using
English when they are trying to interact with others. They still look hesitate to
interact with their friends and their teachers by using English. In addition
Susilawati (2007) cited that in oral discussion, shyness, nervousness, feeling
afraid of making mistakes in grammar, not knowing the way how to pronounce

2

certain words, and knowing little bit vocabulary are the potential problems that
can hinder the students to speak. It is getting worst by the class environment
which does not support the students to speak English frequently. Some students
give bad respond to their friend if they make a mistake; for example some
students are afraid to use English in their communication because they are afraid
to be laughing by their friends if they doing mistake. This condition makes them
loose their self-confidence to use English. Furthermore, the loose of self
confidence directly influent the quality of their engagement in learning process.
Finally, the classroom engagement becomes low.

If it is watched closely actually some of students have good competence in using
English. They can pronounce the word correctly, use English in correct
grammatical structure, and comprehend what they speak. However, there are still
some students not actively engaged in speaking English class when they have
good competence. It makes the teacher have to push them or her/his students first
to make them actively participate or even say one short sentence. This problem
also found by the researcher when following teaching training in the two and half
month at SMA Negeri 1 Kebun Tebu Lampung Barat, the researcher found the
same condition that was the students’ engagement in speaking English class was
low. They do not actively participate in speaking English activities even asking
the teacher to repeat the explanation. They tend to keep silent and avoid using
English in the classroom.

3

However in the fact, students’ engagement or class engagement is a valuable part
of learning. In many cases, participating in class is an important criterion that
teachers use to assign final grades. Students’ engagement is important for the
teacher to create active, creative, meaningful, and fun learning, so the aim of
teaching learning can be achieved well. Teaching and learning process cannot run
well without engagement and activeness of students. Some problems in
engagement are still encountered by students of Senior High School in speaking
English class, one of them is loosing sense of confidance.

As a matter of fact, some studies about factors that hinder the participation of
univeristy students in English speaking lessons have been carried out. Lê Thị Mai
(2011:9) study investigation into factors that hinder the participation of univeristy
students in English speaking lessons found that students’ personalities factors; like
felt worried, hesitant and not self-confident enough in front of the classmates and
teachers make the student avoid taking part in speaking English activity. One of
aspect might give impact to someone’s self confidence is self efficacy.

Self efficacy itself refers people’s judgments of their capabilities to organize and
execute courses of action required to attain designated types of performances
(Bandura, 1997:3). Bandura said that self efficacy can bring many influences.
They are influences pursued courses of action and decision, influnces the degree
of expended effort, influences the level of perseverance and resiliene to adversity
in the face of obstacles, influnces affective states, and influences the degree of
success realize. He adds that self efficacy beliefs are quite vital in deciding human

4

activity especially in the area of one’s control over one’s self, actions and
environment. It can be said that by having self efficacy in range of level people
might obtain same level of confidence in line with level of self efficacy.

Therefore it sound logic that people with high self efficacy or can be said to have
high level of confidence will give much effort on what they want to achieve.
Because it has been said before that self efficacy gives influences in the degree of
expended effort. As the previous research done by Linnenbrik and Pintrich
(2003:119-137), claim that self efficacy is believed to be related to student
engagement and learning. This figure displays how self efficacy is related to each
component of engagement.
Behavioral engagement
Effort
Persistence
Instrumental help seeking

Cognitive Engagement
Strategy use
Self efficacy Metacognition Learning and
achievement

Motivational Engagement
Interest
Utility Value
Affect (value beliefs)
Considering the explanation above, this research wants to find out the correlation
between students’ academic self efficacy and their engagement in speaking
English class and find out how far students’ academic self-efficacy contributes
their engagement in speaking English class. As the subject of the research, the

5

reseacher choose SMA Sugar Group Central Lampung as the population of this
research.

1.2.Formulation of the Problems
Based on background of the problem mentioned previously, the researcher
formulates the research problems as follow:
1. Is there any significant correlation between students’ academic self
efficacy and their engagement in speaking English class?
2. How far does students’ academic self-efficacy contributes their
engagement in English speaking English class in terms of pronunciation,
grammar, vocabulary, and fluency?
3. Which subscale of engagement does among three subscales get the highest
percentage?

1.3. Objective of Research
In general, this study is designed to figure out the correlation between students’
academic self efficacy and their engagement in speaking English class.
Particularly, the study has some aims as follow:
1. To find out whether there is significant correlation between students’
academic self efficacy and their engagement in speaking English class.
2. To analyze how far students’ academic self efficacy contributes their
engagement in speaking English class.
3. To find out which subscale of engagement among three subscales get the
highest percentage is.

6

1.4. Uses of the Research
The uses of this research are:
1. Theoretically, the result of this research is expected to verify the previous
theory and to give contribution to the theory of teaching as a reference for
the next researcher who will concentrate in increasing students’
engagement in speaking English based on self afficacy theory.
2. Practically, the result of this research can give information to the English
teacher to make the classroom a positive learning environment and make
maximum effort to motivite the student not to just passively participate in
speaking English class.

1.5. Scope of the Research
This research is a quantitative research which is conducted by administrating two
kinds of questionnaire, they are students’ self efficacy questionnaire and students’
engagement questionnaire. These was used to find out how far self efficacy affects
students’ engagement in speaking English activity.

The data were collected from the students of SMA Sugar Group Lampung Tengah
as population. SMA Sugar Group is the school which uses English as language for
their daily communication. Theoretically, these classes have already studied
vocabulary, grammar, and pronunciation; for example using target language or
English for asking, answering, giving comment, and stating opinion. It can be said
that the students of this school have good competence of speaking because they
had passed the curriculum. However, in the school which uses English in daily

7

communication still have problem in engagement during learning activity in
classroom. Therefore, the

researcher chose three classes which have the best

competence in English from different grade. The researcher wanted to describe
the condition of the academic self-efficacy and the engagement of students who
already have good competence in speaking English class at SMA Sugar Group
Lampung Tengah.

1.6. Definition of Terms
Some related terms need to be clarified to avoid misinterpretation and
misunderstanding in this study. The terms are self efficacy and students’
engagement.
Self efficacy is people’s judgments of their capabilities to organize and execute
courses of action required to attain designated types of performances
(Bandura,1997:3).
Students’ engagement is the quality of effort students themselves devote to
educationally purposeful activities that contributes directly to desired outcomes
(Hu and Kuh, 2001:3).
Correlation is statical description for determining relationship between two
variables.
Speaking is an interactive process of constructing meaning between listener and
speaker that involves producing the utterance that bring message, receiving the
message from the speaker, and processing information in order to get the meaning
or information by employing correct pronunciation, grammar, and vocabulary.

8

As can be clearly seen that this chapter has discussed certain points: (1)
introduction deals with background of the problem, (2) formulation of the
problem , (3) objective of the research, (4) uses of the research, (5) scope of the
research, and (6) definition of terms.

II. LITERATURE REVIEW
This chapter presents the theories used in the research. It covers a number of
aspect: concept of speaking, concept of self efficacy, concept of students
engagement, students‘ engagement in speaking English class, self efficacy in
linking to students‘ engagement, theoritical assumption, and hypothesis.

2.1. Concept of Speaking
In English learning there are two kind skills that should be mastered by the
students; productive and receptive. Speaking is a productive skill in which the
speaker produces and uses language by expressing idea and at the same time he or
she tries to get ideas across. There are two kinds process in speaking; giving
message (can be said as encoding process) and understanding the message.

There are several definitions of speaking by several experts; according to Chaney
(1988:13) speaking is one of two productive skills in a language teaching besides
listening skill. It is defined as the process of building and sharing meaning
through the use of verbal or oral form. Moreover, Nunan (2003:48) defines that
speaking consist of producing systematic verbal utterances to convey meaning.
Not only that, Nunan also differentiates speaking from the writing. First, in
spoken language, speaking must be listened by others because it has temporary
and immediate reception. In addition speaking activity must be there is an

10

intermediate feedback for communication directly. Whereas the second, writing or
written language is done as a visual term and the time for doing it, is permanent
and it is delayed reception.

Brown (1994: 103) states that speaking is a skill in producing oral language. It is
not only an utterance but also a tool of communication. It occurs when two or
more people interact with each other aiming at maintaining social relationship
between them. Speaking is also defined as two ways process between speaker and
listener and it involves productive and receptive skill of understanding (Byrne,
1984:9). This definition refers that speaking is process of productive skill of the
speaker in conveying or sending out a message to the listener as the receptor. In
this case, the communication needs at least two people, a speaker who produces
the message and a listener who receive the message.

Based on the explanation above, it can be concluded that speaking is process of
delivering message or convey thinking, feeling, and idea from the speaker to the
listener in oral form in order to get immediate feedback. In speaking there are five
competences to measure the students‘ speaking ability. Brown (1997:4) mentions
the five components of testing speaking skill as follows.
1. Fluency
Fluency can be defined as the ability to speak fluently and accurately.
Fluency in speaking is the aim of many language learners. Sign of fluency
include a reasonably fast speed of speaking and there only a small number
of pauses; ―ums‖ or ―ehm‖. These signs indicate the quality of fluency of

11

one‘ speech is good or not. Someone can speak fluently and accurately
depend on many aspects; they are relevant vocabulary, correct
pronunciation, and grammar. Someone can speak fluently and accurately
when they have many vocabularies and know how the word is
pronounced. Then, their ability in using grammar in target language will
help those two aspects to make good speaking.
2. Pronunciation
Hornby (1974:669) defines pronunciation as the way in which a language
is spoken; way in which a word is pronounced. Thus, pronunciation is the
way for the students to produce clearer language when someone speaks. It
deals with phonological aspect that determines how words are sound in a
language. Stress and intonation also include in pronunciation aspect. In
English, different the way pronounce will lead to different meaning. For
example: ―pen‖ and ―pan‖. There is a little bit different pronunciation
between those two words.
pen

/pɛn/

pan

/pæn/

Stress is the relative emphasis that may be given to certain syllables in a
word, or to certain words in a phrase or sentence. For example: ‗enter‘ this
word has stress in the first syllables ′entə. Afterwards, intonation is
variation of spoken pitch that is not used to distinguish words. For
example:
He found it on the street?
[ hiː ˈfaʊnd ɪt | ɒn ðə ↗ˈˈstɹiːt ‖ ]

12

3. Vocabulary
Vocabulary is the most important aspect of language because someone
cannot communicate effectively or express her/his ideas both oral and
written form if he/she does not know several vocabulary. Hornby
(1974:979) defines vocabulary is range of words known or used by
someone. Someone will be easier to express their ideas when they have
many vocabularies. For example: if someone wants to talk about weather,
they should know some words related to weather; winter, summer, wind,
climate, etc. So, they can use relevant English vocabulary.
4. Grammar
Heaton (1978:5) defines grammar as the student‘s ability to manipulate
structure and to distinguish appropriate grammatical form in inappropriate
ones. Grammar gives insight about word order, inflection, and derivation
into other meaningful feature in language. It is also needed for students to
arrange a correct sentence in conversation. Besides that, grammar will help
students to speak fluently. For example:


Incorrect: The recipes is good for beginning chefs.
 Correct: The recipes are good for beginning chefs.

5. Comprehension
For oral communication certainly requires a subject to respond to speech
as well as to initiate it. Thus, comprehensibility denotes the ability of
understanding the speaker intension and general meaning (Heaton,

13

1991:35). It means that if a person can answer or give respond well and
correctly, it shows that the listener comprehend or understand well.

The score of these five aspects will describe the quality of student‘s speaking
ability because many teachers use these five aspects in assessing their students‘
speaking quality. SMA Sugar Group‘s teachers had assessed their students‘
speaking ability and the score show that they have very good speaking ability.
So in brief, speaking is an ability to express, share, or deliver idea or message to
other person in order to make the listener understand and interact with others. In
this case, the students have shown good ability in speaking by mastering those
five elements in their speech. It is proven by the students‘ score given by the
teacher show that the students have good competence in speaking. The scores
given the teacher show that the sample of this research or the student speak
fluently, accurately both in grammar and pronunciation, and comprehend what
they say.

2.2. Concept of Self Efficacy
In conducting the research, the research uses some theories concerning with self
efficacy and engagement. The theories are used in this research is theory which
has correlation with self efficacy and students engagement. Self efficacy is one of
physiological aspect that affect someone‘s successfulness because self efficacy
gives impact on someone‘s choice, problem solving, and one‘s presistence in
achieving the goal.

14

Many experts make definition of self efficacy. Based on Bandura (1986:391,
1997:3) self efficacy refers to the belief about capabilities to perform behavior at
some level and is said self efficacy also a measure of control over individual‘s
thought, feelings and actions. In line with Bandura, Pintrich and Schunk (1996)
said that self efficacy is similar to people‘s perception or cognitive judgment of
their competence and self concept. It can be said that self efficacy is someone‘s
perception about their self or level of belief concerning their ability in finishing a
task to achieve their goal.

From the explanation above, that can be said that self efficacy is a someone‘s
judgment or system of self-beliefs about her/his ability that enables someone to
control over their thoughts, feelings, and actions. Therefore, it will be aimed at
someone‘ perception about what they think, believe, and feel which affect how
they behave in facing a problem and finishing a task.

Many literatures state that sense of belief or self efficacy might obtain from some
processes. Bandura (1996:122-161), Wood and Bandura (1989:408) note people‘s
belief about their efficacy can be developed by four main sources of influence or
processes. They are:
a. Mastery experiences
Mastery experience,

also

called

enactive

mastery,

enactive

attainment, or performance attainment, is the most effective way or
the most powerful source in creating a strong sense of efficacy. Smith
(2002:2) states two reasons for this; first, enactive mastery is based

15

on direct and personal experience and second, mastery is usually
attributed to one‘s effort and skill. Successes construct a strong belief
in one‘s self efficacy and on the contrary failures tore down it,
especially occur before a sense of efficacy is strongly established.
b. Vicarious experience
The vicarious experience is provided by social models. Seeing
someone with same ability succeed by effort raises the observers‘
beliefs that they have same capabilities to succeed. Otherwise,
observing someone failed lowers observer‘s judgment of their own
efficacy. Getting someone felt similar to model, then the successes
and failures‘ model will be more affect self efficacy. Otherwise if
they felt their self different from model, then self efficacy becomes
less influenced by model‘s behavior.
c. Social persuasion
People who are verbally persuaded that they have the capabilities to
master given activities are possible to mobilize greater effort than if
they have self doubts when problems arise. Persuasive boosts in
perceived self efficacy lead people to try hard enough to succeed;
they raise development of skills and sense of self efficacy.
d. Emotional state
Physiology state of someone can give information in grading one‘s
ability. If one‘s physiology condition is good or free from any kind of
stress or others somatic problem, someone will tend to have high
hope of being success comparing to the one in stress condition as the

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result of some problems in her/his self. People who have high sense
of efficacy are possible to view their state of affective arousal as an
energizing facilitator of performance, whereas those who are
surrounded by self doubts regard their arousal as a debilitator.

In brief, self efficacy is developed by four source of influence; mastery
experience, vicarious experience, social percuation, and emotional state. Someone
can increase their own or other‘s sense of self efficacy by providing or using one
of these sources of self efficacy.

2.3. Concept of Students’ Engagement
In now days, teacher give more attention not only on students performance or
students achievement but also students‘ participation or students‘ involvement in
learning process. Student‘s engagement is fundamentally important in promoting
achievement and retaining students within education. Engagement is more than
involvement and participation – it requires feeling and sense – making as well as
activity. Acting without feeling engaged is just involvement and feeling engaged
without acting is dissociaation.

More recently, at least two distinct definitions of engagement have appeared in
the literature. The first, student‘s engagement has been used to depict students‘
willingness to participate in routine school activities, such as attending classes,
submitting required work, and following teachers‘ directions in class. For

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example, Natriello (1984:14) defined student engagement as ―participating in the
activities offered as part of the school program‖

On the other hands, negative indicators of engagement in this study included
unexcused absences from classes, cheating on tests, and damaging school
property. In this overview, this form of engagement is referred to as ―school
process engagement‖. The second definition is to focus on more subtle cognitive,
behavioral, and affective indicators of student‘s engagement in specific learning
tasks. This orientation is reflected well in the definition offered by Skinner and
Belmont (1993:572):
Engagement versus disaffection in school refers to the intensity
and emotional quality of children’s involvement in initiating and
carrying out learning activities…Children who are engaged show
sustained behavioral involvement in learning activities
accompanied by a positive emotional tone. They select tasks at
the border of their competencies, initiate action when given the
opportunity, and exert intense effort and concentration in the
implementation of learning tasks; they show generally positive
emotions during ongoing action, including enthusiasm, optimism,
curiosity, and interest. The opposite of engagement is
disaffection. Disaffected children are passive, do not try hard,
and give up easily in the face of challenges…[they can] be bored,
depressed, anxious, or even angry about their presence in the
classroom; they can be withdrawn from learning opportunities or
even rebellious towards teachers and classmates.
Similarly, Hu and Kuh (2001:3) define engagement as ―the quality of effort
students themselves devote to educationally purposeful activities that contribute
directly to desired outcomes‖. It means that the quality of someone‘s engagement
in education activities contributes to their own achievement of those activities. In
this case, the researcher only focuses on students‘ classroom engagement rather
than focuses on school engagement.

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There are many aspects which affect student‘s engagement in the classroom.
Based on Gibbs and Poskitt (2010:15-20) there are some factor affected students
engagement.
1. Relationships with teachers and pairs.
In general, the learning environment including relationships and
connectedness to peers, teachers and schools is strongly linked to
educational motivation, engagement and attendance that in turn lead to
higher academic achievement (Joselowsky, 2007:267). Because through
relationships students learn about their beliefs, their orientations to
learning and the values they need to operate in an academic environment.
They also receive help and emotional support in their learning. In
speaking, the relationship students will lead them to have good interaction
to the other students and teacher. It will help them when they need some
help from teacher or friend, so that they will not hesitate or afraid in
seeking help. For example the one who has good relationship with the
other students; if one student hasn‘t understood yet what topic the class is
discussed, he/she will directly ask to their friends. On contrary, the one,
who has bad relationship with other students, will keep quite instead of
making interaction with other students.
2. Relational Learning
Basically, relational learning relates to peer group and practice that invite
both students and teachers to enter into a dialogue about learning. The peer
group is an important context for adolescents to develop their beliefs and

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behaviours and that peer groups are often comprised of, and socialize each
other to have, similar characteristics. When students have opportunities to
interact and exchange ideas with each other during lessons and to give and
receive help‖ (Patrick et al., 2007:85).
3. Dispositions to be a learner
Naturally, dispositions are attitudes acquired through experience that
incline individuals to behave in certain ways. Disposition also refer to the
way we would naturally respond to a situation or experience. Dispositions
are created in much the same way that skills are learned, they are able to
be influenced or fostered by the learning opportunities teachers and others
(peers and family) provide for students combined with the success students
experience.
4. Motivation and interest
Theoretically, motivation is a term frequently used synonymously for
engagement although in this report we draw a distinction between
engagement and motivation. Motivation is a construct that describes what
compels learners to invest time and effort. Students form beliefs that are
subject-matter specific and often based on the perceived usefulness of a
subject. Where the subject, or topic, is perceived to be useful or relevant,
students will show greater desire to deal with challenge and put more
effort into improving in that subject.

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5. Personal agency/cognitive autonomy
Personal agency literally refers to the perceived and actual control one has
over the circumstance of learning. The presence of agency is important in
fostering student interest and self-reliance.
6. Self-efficacy
Owing to the idea of competence, literature suggests that students who are
cognitively engaged possess a sense of confidence about themselves as
capable learners. This notion is captured in the writing on self-efficacy.
Self-efficacy is defined as the ―perceived ability to learn and carry out a
task or set of behaviors at an identified, optimal level of performance‖.
Those who have high academic self-efficacy participate more actively in
learning, are more diligent, persist more, and complete tasks more
successfully than those who have lower self-efficacy. So, self efficacy hold
important role in how much student spend their effort in understanding
lesson.
7. Goal orientation
Preferably, the most potent ways to encourage students to become
academically self-regulated is to involve them in planning and assessment
related to their own learning. Goals influence the effort students put into
learning tasks and direct the focus of future action. They should also be:
specific in that they ―direct student‘s attention to relevant behaviors or
outcomes‖ and challenging in so far as they ―motivate students to exert
effort‖ but are not too unattainable that they impact on self confidence and
self-efficacy (Hattie, 2009:164).

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8. Academic self-regulated
Academic self regulation relates to the degree to which students are
motivated to learn, think about their own learning (use meta-cognitive
processes), and proactively make use of self–regulatory processes
(strategies and tools) to improve their learning. It is a conscious process
and involves selecting from a group of available strategies that include,
among others; goal setting refers to a powerful process for thinking about
your ideal future, and for motivating yourself to turn your vision of this
future into reality, time management refers to the act of taking conscious
control over the amount of time spent on specific activities, organizational
strategies dealing with organizational studies, an academic field that
analyzes organizations and what makes them succeed or fail and also the
self-motivational beliefs of self efficacy and intrinsic motivation.
Figure 1. The factors that influence student engagement

From all aspects above, self efficacy is not the only one factor in affecting
students‘ engagement in learning process. In this research, the researcher focuses

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on how far self efficacy factor affect students‘ engagement besides other seven
factors.

Meanwhile, there many literatures mention some types of students‘ engagement.
Fredricks, Blumenfeld, and Paris (2004:62-64) usefully identify three dimensions
to student engagement, as discussed below:
1.

Behavioural engagement
Theoretically, behavioral engagement concerns with involvement in
learning and academic tasks and includes behaviors such as effort,
persistence, asking questions, and contribution to class discussion
(Skinner and Belmont, 1993:572). Students who are behaviourally
engaged would typically comply with behavioural norms, such as
attendance and involvement, and would demonstrate the absence of
disruptive or negative behaviour. Besides that, behavioral engagement
refers to social form of engagement including participation with peers
and social interaction to the teacher. Participation with peers as well as
social interaction to the teacher may facilitate learning. The social
interaction in the classroom very possible happen asking, answering,
giving comment, and stating opinion about teaching material. Then at
the end, it may bring knowledge for all of them.

2.

Emotional engagement
Skinner and Belmont (1993:572) say emotional engagement refers to
students‘ affective reactions in the classroom including; interest,
boredom, happiness, sadness, and anxiety. Students who engage

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emotionally would experience affective reactions such as interest,
enjoyment, or a sense of belonging.
3.

Cognitive engagement
Basically, cognitive engagement can be defined as the quality of
students‘ psychological engagement in academic tasks, including their
interest, ownership and strategies for learning. Metallidou and Viachou
(2007:13) define cognitive engagement as a matter of students‘ will—
that is, how students feel about themselves and their work, their skill,
and the strategies they employ to master their work. Cognitively
engaged students would be invested in their learning, would seek to go
beyond the requirements, and would relish challenge.

The following table is the example of positive and negative engagement.

Anderson, Christenson, Sinclair, and Lehr (200:110) divide engagement into four
types: behavioural, academic, cognitive, and psychological. While their categories
are similar to those described by Fredricks, Blumenfeld, and Paris above. In their

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model, psychological engagement encompasses similar aspects to Fredricks et
al.‘s (2004:62-64) emotional engagement.

It can be concluded that there are three types of engagement; cognitive,
behavioral, and emotional or psychological engagement. Therefore engagement is
more than just participate, because participation is judt take or have a part while
engagement is occupy the attention or efforts of. By engaging in activity, someone
will show three kinds of engagement dimension. In contrast participation is only
involve in one dimesion. This research wants to see those three dimensions of
engagement whether positive or negative.

2.4. Student Engagement in Speaking English Class
In many of classes, especially seminars and tutorials, the listener will be expected
not just to listen to the lecturer or tutor, but to do quite a lot of talking as well.
They need to be ready to:
1. asking and answering questions from or to the teacher;
Asking and answering question is one of active learning form that has a
place within any classroom format. Question asked by the teacher can
involve students more fully in a teacher and leading to deeper
understanding of course material. While, questions asked by students are
also important in offering opportunity to clarify material and also
providing feedback for the teacher. When students answer or try to
explain, teachers can see the extent of their understanding. They can
correct (or help the students correct) what the students haven‘t got right

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or do not see quite clearly. However, the problem today is not that the
students do not have the answers, but that they do not have the questions
because they want to avoid having interaction to the teacher or other
students. Many of them are avoiding asking what they have not
understood. Psychologically, the students are afraid of making mistakes
in their utterance.
2. asking and answering questions from or to other students;
Asking and answering question among students are also important.
When students asking and answering question among student, there will
be an interaction among students moreover a