The correlational study between self esteem and English speaking ability of the tenth grade students of SMK N 5 Yogyakarta

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE CORRELATIONAL STUDY BETWEEN SELF-ESTEEM
AND ENGLISH SPEAKING ABILITY OF THE TENTH
GRADE STUDENTS OF SMK N 5 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Matrianofa Gadau
Student Number: 081214134

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE CORRELATIONAL STUDY BETWEEN SELF-ESTEEM
AND ENGLISH SPEAKING ABILITY OF THE TENTH
GRADE STUDENTS OF SMK N 5 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Matrianofa Gadau
Student Number: 081214134

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY

YOGYAKARTA
2013
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“You must make a decision that you are going to
move on. It won’t happen automatically. You will
have to rise up and say, ‘I don’t care how hard
this is, I don’t care how disappointed I am, I’m
not going to let this get the best of me. I’m
moving on with my life.”

Joel Osteen

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work
or parts of work of other people, except those cited in the quotations and the
references, as a scientific paper should.

Yogyakarta, February 5, 2013
The Writer,

Matrianofa Gadau
081214134

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN
AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas sanata Dharma
Nama

: Matrianofa Gadau

Nomor Mahasiswa

: 0812141 34

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE CORRELATIONAL STUDY BETWEEN SELF-ESTEEM
AND ENGLISH SPEAKING ABILITY OF THE TENTH

GRADE STUDENTS OF SMK N 5 YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, dan mendistribusikan secara terbatas, dan mempublikasikannya di Internet
atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun maupun memberikan royalty kepada saya selama tetap mencantumkan
nama saya sebagai penulis.
Demikianlah pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 5 Februari 2013
Yang menyatakan

Matrianofa Gadau
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ABSTRACT
Matrianofa Gadau. 2013. The Correlational Study Between Self-esteem and

English Speaking Ability of the Tenth Grade Students of SMK N 5 Yogyakarta.
Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
Speaking is an important aspect in language learning, especially in learning
English. There are many factors that influence English speaking in teaching and
learning process. One of them is self-esteem. This research is aimed to find out
whether there is a positive and significant relationship between self-esteem of the
tenth grade students of SMK Negeri 5 Yogyakarta and their English speaking
ability. The hypothesis is “is there a significant correlation between self-esteem
and English speaking ability of tenth grade students of SMK Negeri 5
Yogyakarta?”
This research applied a correlational study. There were three problems
formulated in this research. They were (1) How the self-esteem of the tenth grade
students of SMK Negeri 5 Yogyakarta is; (2) How the English speaking ability of
the tenth grade students of SMK Negeri 5 Yogyakarta is; (3) Whether there is
significant correlation between self-esteem of the tenth grade students of SMK
Negeri 5 Yogyakarta and their English speaking ability. The subjects of the study
were 71 students who were 36 students of X DKV A and 35 students of X
Animasi B of SMK Negeri 5, Yogyakrta. The research sample was drawn from
these 71 students by using random technique sampling. There were two kinds of

variables in this research. The first one was the students’ self-esteem, which was
independent variable. The second one was the students’ English speaking ability,
which was dependent variable.
To analyze the data obtained, this research used Pearson’s Product-moment
Simple Correlation. Students’ self-esteem was measured using questionnaire
method. The questionnaire was adapted from Self-esteem Inventory made by
Coopersmith as cited in Cohen (1976: 108) which consists of 23 statements.
English speaking ability test was oral test. The data was gathered by giving an
English speaking test to the students. English speaking test was given by asking
students to describe the picture that researcher has prepared.
The research found that the correlation coefficient (r) was 0.363 with 0.002
of significant level and rtable= 0.235. Because the correlation coefficient (r) value
was larger than rtable , it shows that there was a significant correlation between
self-esteem and English speaking ability of tenth grade students of SMK Negeri 5
Yogyakarta. It means that the higher the self-esteem, the higher the English
speaking ability would be. Thereby, teachers have to pay more attention on
students’ personality characteristic, especially on students’ self-esteem, so it can
motivate their students in learning English, especially in speaking.
Keywords: students’ self-esteem, students’ English speaking ability, correlational
research

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ABSTRAK
Matrianofa Gadau. 2013. The Correlational Study Between Self-esteem and
English Speaking Ability of the Tenth Grade Students of SMK N 5 Yogyakarta.
Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Berbicara merupakan salah satu aspek penting dalam belajar bahasa,
terutama dalam belajar Bahasa Inggris. Ada beberapa factor yang
mempengaruhi kemampuan berbicara bahasa Inggris dalam proses belajar dan
mengajar, salah satunya adalah self-esteem. Penelitian ini bertujuan untuk
mengetahui apakah ada hubungan positif dan signifikan antara self-esteem siswa
kelas X SMK Negeri 5 Yogyakarta dengan kemampuan berbahasa Inggris mereka.
Hipotesisnya adalah “apakah ada hubungan yang significant antara self-esteem
dengan kemampuan berbicara bahasa inggris siswa kelas X SMK Negeri 5
Yogyakarta?”
Penelitian ini menerapkan suatu studi korelasi. Ada tiga masalah yang
dirumuskan dalam penelitian ini. Rumusan masalah tersebut adalah (1)
bagaimana tinggkat self-esteem siswa kelas X SMK Negeri 5 Yogyakarta; (2)

bagaimana tingkat kemampuan berbicara bahasa Inggris siswa kelas X SMK
Negeri 5; (3) apakah ada hubungan yang signifikan antara self-esteem siswa
kelas X SMK Negeri 5 Yogyakarta dengan kemampuan berbahasa Inggris mereka.
Subyek dari penelitian ini adalah 71 siswa yang terdiri dari 36 siswa kelas X
DKV A dan 35 siswa kelas X Animasi B di SMK Negeri 5 Yogyakarta. Sample
penelitian ini diambil dari 71 siswa dengan menggunakan teknik random
sampling. Terdapat dua macam variabel dalam penelitian ini, yaitu variabel
bebas (self-esteem) dan varialel terikat (kemampuan berbicara).
Untuk menganalisa data yang diperoleh, penelitian ini menggunakan teknik
koralasi Product moment dari Pearson. Self-esteem siswa diukur dengan
menggunakan angket. Angket tersebut diambil dari Self-Esteem Inventory yang
disusun oleh Coopersmith (Cohen 1976: 108) yang terdiri dari 23 pernyataan.
Sementara itu tes kemampuan berbicara merupakan tes lisan. Data diperoleh
dengan melakukan tes kemampuan berbicara kepada siswa. Tes kemampuan
berbicara dilakukan dengan meminta siswa untuk mendeskripsikan gambar yang
telah disiapkan oleh peneliti.
Dalam penelitian ini diperoleh koefisien korelasi (r) sebesar 0.363 dengan
0.002 taraf signifikan dan rtable= 0.235. Hal ini menujukkan bahwa ada hubungan
yang signifikan antara self-esteem dengan kemampuan berbicara bahasa Inggris
siswa kelas X Negeri 5 Yogyakarta. Ini berarti bahwa semakin tinggi self-esteem,

maka akan semakin tinggi pula kemampuan berbahasa Inggris. Dengan demikian,
guru-guru harus lebih memperhatikan karaktristik kepribadian siswa, terutama
self-esteem, sehingga dapat membantu memotivasi siswa dalam belajar bahasa
Inggris, terutama dalam berbicara.
Kata kunci: students’ self-esteem, students’ English speaking ability, correlational
research
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ACKNOWLEDGEMENTS
First of all I would like to thank my dear God, Jesus Christ for giving me
love, blessings, strength, courage, and compassion so that I could finish this thesis
well. His guidance gave strength and light even in the hardest moments of my life,
especially during writing this thesis. I thank Him for being my Lord, Father, and
my best friend.
My great gratitude goes to my major sponsor, Carla Sih Prabandari,
S.Pd., M.Hum., for her guidance, correction, suggestions, attention during the
finishing of this thesis. She gave me her valuable time, energy, suggestions, and
understanding in the middle of her busy days so that I could finish my thesis. I

would also like to show my thankfulness to all PBI lecturers for their lectures
and guidance.
I would like to thank all the teachers of SMK Negeri 5 Yogyakarta,
especially Tutik Martiwi, S.Pd and Rima Wardiana M.Pd. B.I., who always
give me support and suggestions in conducting this research. My sincere gratitude
also goes to all the students of X DKV A and X Animasi B for their participation,
corporation, and attention in completing my research and data collection.
I would like to express my deepest gratefulness to my beloved family: my
father, Markus Umbu, my mother, Riti, my brothers, Matias Gadau and One
Simus Gadau, and my sister, Lois Sabnovi Fitri Gadau (Ouise), who always
show their sincere love, prayer, attention, and motivation for me. I would also like
to thank all my beloved friends of PBI 2008, especially Tika, Lucky, Ika, and
Yenny, for their support and sharing the precious moments with me.
My special thanks go to my lovely friends of “Depend on God” cell group:
Cik Eliz, Mariana, Novi, Mauryn, Joice, Jenny, Icy, Nia, Claudia, and Fangfang for their prayer, support and courage. I would like to thank all my best
friends in “Ampari” boarding house: Laras, Retno, K Lena, Iqoh, Wiwi,
Dadek, Maya, Fat, Mar, Tari Kuntum, and Kiki for the beautiful friendship. I
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would also like to express my special gratitude to Kids Impact, especially Musik
Pujian Kids Impact. I love them so much.

Matrianofa Gadau

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TABLE OF CONTENTS
Page
TITLE PAGE ................................................................................................................. i
APPROVAL PAGES ..................................................................................................... ii
DEDICATION PAGE .........................................................................................iv

STATEMENT OF WORK’S ORIGINALITY ...................................................v
PERNYATAAN PERSETUJUAN PUBLIKASI ....................................................vi
ABSTRACT ........................................................................................................vii
ABSTRAK ............................................................................................................viii
ACKNOWLEDGEMENTS ................................................................................ix
TABLE OF CONTENTS ....................................................................................xi
LIST OF TABLES ..............................................................................................xiv
LIST OF FIGURES ...........................................................................................xv
LIST OF APPENDICES .....................................................................................xvi
CHAPTER I. INTRODUCTION .......................................................................... 1
A. Research Background .......................................................................... 1
B. Research Problem ................................................................................ 4
C. Problem Limitation ............................................................................. 4
D. Research Objectives ............................................................................ 4
E. Research Benefits ................................................................................ 5
F. Definitions of Terms ........................................................................... 6
CHAPTER II. REVIEW OF LITERATURE........................................................ 8
A. Theoretical Description ........................................................................ 8
1. Self-esteem....................................................................................... 8
a. The Definition of Self-Esteem .................................................... 8
b. Self-Esteem Development........................................................... 10
c. Factors that Influence Self-Esteem ............................................. 12
d. The Characteristics of High and Low Self-Esteem ..................... 15
2. English Speaking Ability ................................................................. 17
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B. Theoretical Framework......................................................................... 19
C. Hypothesis ............................................................................................ 20
CHAPTER III. RESEARCH METHODOLOGY ................................................ 21
A. Research Method .................................................................................. 21
B. Research Setting ................................................................................... 22
C. Research Participants............................................................................ 22
1. Population ........................................................................................ 22
2. Sample ............................................................................................. 23
D. Instruments and Data Gathering Technique ......................................... 24
1. Instruments....................................................................................... 24
a. Self-esteem questionnaire ........................................................... 25
b. English speaking test ................................................................... 25
2. Data Gathering Technique ............................................................... 26
3. Validity and Reliability of Self-Esteem Questionnaire ................... 28
a. Validity........................................................................................ 29
b. Reliability .................................................................................... 31
E. Data Analysis Technique ...................................................................... 32
1. Normality Test ................................................................................. 33
2. Linearity Test ................................................................................... 34
F. Research Procedure .............................................................................. 34
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ............................ 35
A. Data Presentation .................................................................................. 35
1. Students’ Self-Esteem Scores .......................................................... 36
2. English Speaking Test Results......................................................... 38
B. Data Analysis ...................................................................................... 40
1. The Testing of Statistical Assumptions ........................................... 40
a. Normality Test ............................................................................ 41
b. Linearity Test .............................................................................. 42
2. Hypothesis Test................................................................................ 42
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C. Discussion .......................................................................................... 44
CHAPTER V. CONCLUSION AND SUGGESTIONS ....................................... 46
A. Conclusions .......................................................................................... 46
B. Suggestions ........................................................................................... 47
REFERENCES...................................................................................................... 49

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LIST OF TABLES
Table

Page

3.1 The Number of the Tenth Grade Students of SMK N 5 Yogyakarta .............. 21
3.2 Research Sample ............................................................................................ 24
3.3 The Indicators and the Item Distributions of the Self-esteem Questionnaire . 25
3.4 The Rubric of the Speaking Ability ................................................................ 27
3.5 The Valid Item Distributions of the Self-esteem Questionnaire ..................... 31
4.1 The Classification of the Students’ Scores ..................................................... 36
4.2 Students’ Self-Esteem Score Frequency Distributions .................................. 37
4.3 The Classification of the Students’ Self-Esteem............................................. 38
4.4 Students’ English Speaking Ability Score Frequency Distributions .............. 39
4.5 The Classification of the Students’ English Speaking Ability ........................ 40
4.6 The Results of Normality Test ........................................................................ 41
4.7 The Results of Linearity Test .......................................................................... 42
4.8 The Summarized Results of the Pearson’s Product-moment Simple
Correlation (r) Analysis to Test the Hypothesis............................................ 43

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LIST OF FIGURES
Figure

Page

3.1 Research Design .............................................................................................. 22
4.2 Students’ Self-Esteem Score Frequency Distributions ................................... 37
4.4 Students’ English Speaking Ability Score Frequency Distributions .............. 39

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LIST OF APPENDICES
Page
Appendix A. Research Instruments....................................................................... 52
Appendix B. The Tryout Results Tabulation of Self-Esteem Questionnaire ........ 59
Appendix C. The Validity and Reliability Analyses of Self-Esteem
Questionnaire .................................................................................. 61
Appendix D. The Tabulation of Research Results ................................................ 63
Appendix E. The Result Compultation of Interval Class...................................... 68
Appendix F. The Statistical Assumptions Test ..................................................... 72
Appendix G. The Descriptive Statistics of the Variables ..................................... 74
Appendix H. The Correlational Analysis .............................................................. 77
Appendix I. The Research Permit ......................................................................... 79

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CHAPTER I
INTRODUCTION

This research was intended to investigate the correlation between selfesteem and English speaking ability of the tenth grade students of SMK N 5
Yogyakarta. For the purpose of research, this chapter presents research
background, problem formulation, problem limitation, research objectives,
research benefits, and definition of terms.

A. Research Background
English is one of the foreign languages that is important and is an
international language. In Indonesia, as we know, one of the foreign languages
that have to be learnt in schools is English. Moreover, English is learnt as a
compulsory subject in school since Junior High School, Senior High School,
Vocational High School, University, and even some Play Groups and Elementary
School also learn English. So, every student has to learn English. Mastering
English enables us to communicate with people in the world. Students also have
to learn English to improve their abilities and help them to get more knowledge
and information.
In learning English in schools, there are four abilities that the students are
expected to master which are reading, writing, listening, and speaking. These four
abilities should balance each other. It is because if those are not balanced, the
mastering of English will not be maximized. Meanwhile, in reality speaking
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2

ability gets less attention. It is shown that the speaking ability is not tested in
Semester Exam and National Exam. It is because having speaking ability test
needs more time. So, the students rarely get teaching speaking ability, so their
speaking ability is not well enough.
Speaking is an important aspect in language learning. By speaking, the
students can convey information and ideas, and maintain social relationship by
communicating with others. The students’ English speaking ability is affected by
some factors. These factors are categorized into external factors and internal
factors. Students’ external factors include environment, facilities, methods,
teaching materials, etc. Based on the experiences during teaching practice at SMK
N 5 Yogyakarta, the researcher found that many students of SMK N 5 Yogyakarta
tend to be shy and afraid to speak English. They like to speak Indonesian rather
than English. Although the teachers ask them to speak in English, many of them
still speak in Indonesian. It may happen because they are shy or not brave to
produce English. So, it is important for the teachers to help them by giving
interesting methods or materials in teaching and learning process. Besides,
internal factors also affect students’ speaking ability. Students’ internal factors
include interest, motivation, intelligence, and students’ personalities. It is also
important for a teacher to give attention to their students’ personalities. By
knowing each student’ personality, the teachers can make students feel that they
get attention and appreciation. It can make the students appreciate and pay
attention to teaching and learning process.

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In teaching and learning process, the students are the major actors. So,
their success depends on their own personalities. Those personalities are affective
components which include inhibition, risk-taking, interest, anxiety, empathy, and
self-esteem, etc.
The self-esteem is needed by everyone, especially students who learn a
foreign language, even more in speaking English. It is because the self-esteem is
one of the personalities that include optimist, self-confidence, easy to socialize
and realist. According to Schunk (2008), self-esteem is one’s perceived sense of
self-worth. Students with high self-esteem are full of self-confidence and brave.
So, students can be more active in speaking. Although sometimes they may make
grammar mistakes in their speaking, they can get success if they have high selfesteem. They also are not shy or afraid to fail or speak incorrectly. If the students
do not have high self-esteem, the students seem shy and afraid when they are
asked by their teacher to speak in front of the class. They also feel afraid when the
teacher asks them some questions. Sometimes, the students are not sure with their
answers. Although they know the correct answers, they are afraid to say them.
Based on the situation above, the students’ speaking ability is influenced
by external and internal factors. Both external and internal factors are important
for students to optimize their speaking ability. In this research, the researcher is
interested to research about self-esteem‘s effect as internal factor through the
students’ English speaking ability.

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B. Research Problems
This research has three problems which can be formulated as follows:
1. How is the self-esteem of the tenth grade students of SMK Negeri 5
Yogyakarta?
2. How is the English speaking ability of the tenth grade students of SMK Negeri
5 Yogyakarta?
3. Is there any correlation between self-esteem of the tenth grade students of
SMK Negeri 5 Yogyakarta and their English speaking ability?

C. Problem Limitation
The researcher limited this research into the correlation between selfesteem and English speaking ability of the tenth grade students of SMK N 5
Yogyakarta. The participants of this research are 71 students of X DKV A and X
Animasi B of SMK Negeri 5 Yogyakarta.

D. Research Objectives
In this research, the researcher has three objectives which are stated below:
1.

To find out the self-esteem of the tenth grade students of SMK N 5
Yogyakarta.

2.

To find out the English speaking ability of the tenth grade students of SMK N
5 Yogyakarta.

3.

To find out whether there is a correlation between self-esteem of the tenth
grade students of SMK N 5 Yogyakarta and their English speaking ability.

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E. Research Benefits
This research is expected to be able to give several benefits to the students,
the teachers of SMK Negeri 5 Yogyakarta, and the future researchers.
1.

The students of SMK Negeri 5 Yogyakarta
This research is aimed to give students understanding and knowledge to

evaluate themselves. After they know the students’ self-esteem and its correlation
with students’ speaking ability; it is important for the students to have high selfesteem. Although some of them cannot speak English well, they can try to speak
English and do not give up speaking in English.
2.

The teachers of SMK Negeri 5 Yogyakarta
This research is aimed to give the teachers understanding and knowledge

about the important role of self-esteem in learning English speaking. After they
know the students’ self-esteem and its correlation with students’ speaking ability;
it is important for the teachers to motivate their students to speak English and
have good methods and strategies in teaching English so that the students can
enjoy the class well, feel free to speak English, and are not shy to speak in
English.
3.

Future researchers
This research aim is also to give understanding and knowledge to the

people in common, especially for the next researchers. After they know the
students’ self-esteem and its correlation with students’ speaking ability, it is
expected that they can conduct further research in relation with this topic. It is

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also expected that they can design good materials and good strategies for teaching
learning English, especially for speaking ability.

F. Definition Of Terms
These are the definitions of terms which need to be defined:
1.

Students’ self-esteem
The self-esteem is the sense of self love and worth. According to Schunk

(2008), self-esteem is one’s perceived sense of self-worth. It is how somebody
accepts and respects himself. “The self is an abstraction that an individual
develops about the attributes, capacities, objects, and activities which he possesses
and pursues. This abstraction is represented by the symbol “me”, which is a
person’s idea of himself to himself.” Coopersmith (1967, p. 115). In this research,
students’ self-esteem is measured by giving self-esteem questionnaire which
involves some aspects. Those aspects include friends, parents, school, and selfinterest.
2.

Students’ speaking ability
The students’ speaking ability is the students’ ability in producing words,

phrases, or sentences in verbal and expresses their ideas to others. Nunan (2003,
p. 48) states speaking as “the productive aural/oral skill.” This skill consists of
producing systematic verbal to convey meaning. ” Speaking ability is the ability
to practice language as a system to convey meaning (Gastain, 1988, p. 292). In
this research, speaking ability is measured by giving a test which is in this test the
students are asked to describe a picture by uttering words, phrases, or sentences

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which convey certain meaning and the students can transfer the information they
got from that picture orally.
3.

Correlation
A correlation is a degree to measure a relationship between two variables.

There are two possible correlations range. (Fraenkel & Wallen, 2008). Fraenkel
and Wallen (2008, p. 328) also state that “When a correlation is found to exist
between two variables, it means that scores within a certain range on one variable
are associated with scores within a certain range on the other variable”. In this
research, the correlation refers to the relationship between two variables which
consist of the dependent variable and the independent variable. In this research,
the dependent variable is English speaking ability and the dependent variable is
students’ self-esteem.
4.

The tenth grade students of SMK N 5 Yogyakarta
The tenth grade students of SMK N 5 Yogyakarta are the students who

study in SMK N 5 Yogyakarta. SMK N 5 Yogyakarta is one of the Vocational
School which is located on Kenari Street 71 Yogyakarta. Their grade is tenth
which consists of 14 classes and 7 majors. Most of them have learnt English since
Elementary School. Therefore, the researcher wants to know their ability in
speaking English and conduct the research in SMK N 5 Yogyakarta.

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CHAPTER II
REVIEW OF LITERATURE

In this chapter, the researcher would like to discuss theories related to the
study. This chapter includes the theoretical description and theoretical framework.
The theoretical description presents the discussion of any literature related to selfesteem and English speaking ability. The theoretical framework summaries all
relevant theories, which help the researcher solves the research problems.
A. Theoretical Description
In this theoretical description, the researcher would like to discuss the
theories which include the self-esteem and the English speaking ability.
1. Self-esteem
a. The Definition of Self-Esteem
According to Schunk (2008), self-esteem is one’s perceived sense of selfworth. It is when one accepts and respects one self. Robinson and Shaver (1991)
add that self-esteem is one’s perceived and worth sense to realistic things.
Someone will love and respect himself if he can accept himself well, so the selfesteem is related to the self acceptance, while Azwar (1979) states that the selfesteem is the base figure of the self-concept. It is because self-concept consists of
two aspects, which are the self-image and the self-esteem. The self-image is
described in a simple way, while the self-esteem is the the self description more
deeply because it is as to the personal perceived sense.

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It is supported by Coopersmith (1967, p. 115), who states that “The self is
an abstraction that an individual develops about the attributes, capacities, objects,
and activities which he possesses and pursues. This abstraction is represented by
the symbol “me”, which is a person’s idea of himself to himself.” It means that
the self-esteem itself is shaped by experiences in the same process in abstraction
followed by the other experiences which are individual observation from his
attitudes and the way people respond to his attitudes, appearances, and actions.
Coopersmith (1967) also states that by self-esteem person can evaluate
himself to value himself, so it makes an attitude that is liked or unliked and
indicates self believed extension to his ability, success, and braveness. So, the
self-esteem is a personal view or opinion expressed in personal attitudes through
himself.
Those statements are supported by Lindgren and Harvey (1981), who state
that the self-esteem is the outcome of the self evaluation and assessment that is
made and held by individual. That process is acquired as the outcome of
interaction with his environments with acceptance, appreciation, and people
treatment to that person.
Matthews (2007, p. 2) defines that “Self-esteem is the value you place on
what you believe to be true about yourself. How you see yourself and feel about
yourself determines how much value you place on yourself as a person. Selfesteem means appreciating your own worth and importance and having the
character to be accountable for yourself and to act responsibly toward others.”

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From those definitions, it can be concluded that the self-esteem is the
sense of self love and worth. It also means self evaluation done by individual that
comes from interaction with each other and acceptance of him/herself.

b. Self-Esteem Development
The self-esteem development grows step by step along with individual
life experiences. Hurlock (1990, p. 20) defines that “self-esteem is shaped from
our childhood and in our teen-age it will be established”. It is supported by
Koentjoro (1989), who states that self-esteem is not a factor that is brought since
we was born, but it is a factor that is studied, and constructed along with
individual life experiences in the realization with one’s own or other people.
Branden (2001, p. 133) adds that “self-esteem is formed gradually across time.”
Utexas (2007, p. 2) also defines “Experiences during our childhood play a
particularly large role in the shaping of our basic self-esteem”.
Koentjoro (1989) insists that with increasing age, the children begin to
direct social contact with the environment outside the home. From the experience
of hanging out with his friends, then it will construct his self-concept. These
socializing experiences can develop a picture of himself in terms of both physical
(appearance) and psychological (trait and attitude held), through the response
attitudes of others towards him, such as how other people treat him and what
others have to say about his life. The response of others to him was later led to
depressed individuals to think and act about himself, which is a reflection of the
feelings and attitudes of others were addressed to him.

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Nusirwan (1979) concludes that the self-esteem is the development of the
affective aspects of a person is as follows:
x The acceptance is individual’s feeling that he is a part of a group, accepted and
regarded by other group members.
x The self treatment is individual appraisal about himself based on his ability to
do and reach what he wants. If he reaches it efficiently, he will value himself
positively.
x The appreciation is a feeling that he is worth, has a sense and value. That
opinion is based on what is known about him, and also based on the appraisal
of others to himself.
Buss (1973) defines that self-esteem consists of two parts, which are
internal self-esteem and external self-esteem. Internal self-esteem comes from
carrier factor and affection which are the result of social interaction especially
between parent and child. This interaction is durable and it becomes the
foundation to the individual self development furthermore. The external selfesteem also consists of two, which are the affection in different ways and
achievement. The affection can come from parents, friends, surroundings, for
example, parents will give more affection if their child did something good and
the affection will decrease if their child did something wrong or disappointing,
while achievement includes beauty, handsomeness, popularity, etc. Besides, Buss
(1973) also said that there are two points of self-value. They are temporary and
permanent. The permanent self value represents the base experiences of individual
life, for example, treatment received in family, while the temporary self value is

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measured up by time and place, for example, other people treatment. Buss (1973)
also conveys that at the first child values his self from his parents’ attitudes to
him. Insecure and condescending feeling will appear to a child who is rejected
because he feels worthless or unloved by his parents. This worthless feeling can
cause him to dislike himself and will give low value to himself. Brown as cited in
Hurlock (1990, p. 433) states that “compliment or disapprobation received from
parents will influence child self-concept.”
Based on the statements above, it can be concluded that the self-esteem is
not an innate factor, but it is shaped since childhood and develop along with
individual life. At the first stage of its development, self-esteem is influenced by
the attitude and treatment of parents to their children. Yet, in the next stage selfesteem will be more influenced by social interaction even with friends including
schoolmates or other people.

c.

Factors that Influence Self-esteem
There are some aspects that influence the self-esteem development;

Coopersmith (1967, p. 37) states some factors that influence the self-esteem in its
development.
1. The appraisal, acceptance and treatment that is gained by individual from other
people significantly in his life.
2. A success or achievement
3. The experience gained is interpreted and adapted to the norms and aspirations
of the individual

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4. The way individual responds to the evaluation

Then Coopersmith (1967) explains things that can raise a person's selfesteem are earned success during his interaction with the environment. That
success is as follows:
1. Power
The power is the capability to influence other people and how a person
can control or manage other people in addition to manage himself in social
environment. If a person can influence other people, control other people as
well as himself well, then it will motivate the construction of positive and high
self-esteem. Besides that, the self-esteem is also related to initiative. Usually,
people who have high power will have high initiative.
2. Significance
The significance is acceptance, respect, attention, and affection from
other people. If someone gets enough acceptance, respect, attention, and
affection from other people, his self-esteem can be better. But if there is a
rejection from other people, his self-esteem can be from bad to worst.
3. Virtue
The virtue is the loyalty of moral and ethics that apply in society. It is
usually about a good moral quality in a person, or the general quality of
goodness in people. It is about how a person can obey the rules and norms in
society so that he can socialize well with other people. If a person can apply

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moral and ethics value in his life and socialization well, so his self-esteem level
will be better.
4. Competence
The competence is a success in reaching his goal. It is the ability to do
something well. If a person can reach his goal, there is a pride in himself and
his self-esteem level will be better.
Then Coopersmith (1967, p. 4) also states that self-esteem is “the
evaluation that individual makes and customarily maintains with regard to
himself.” That value means the result of individual interaction with people around
him which are the appraisal, acceptance, and affection that he gets from other
people. Based on the statement above, there are some factors that can influence an
individual self-esteem.
1. Companion
This self-esteem comes from acceptance and appraisal that a person
gets from his friends.
2. Parents
An interaction with parents will deliver acceptance and appraisal to
individual that is a base of the shape of self-esteem.
3. School
Someone’s self-esteem that is related to school is got from acceptance
and appraisal which comes from school environment which includes
schoolmates, teachers, and the achievements in school.

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4. Self-interest
The self-interest is shaped from individual acceptance and appraisal to
what he has done based on his capability.
Utexas (2007, p. 2) defines that “When we were growing up, our
successes (and failure) and how we were treated by the members of our immediate
family, by our teachers, coaches, religious authorities, and by our peers, all
contributed to the creation of our basic self-esteem.” It showed that our
surroundings also determine our step to perceive our success or failure that we
have achieved. The role of surroundings is formed by giving motivation and
encouragement to us so that we are not buried when we face failure and still
modest when we get success. All of this can give contribution to formation of the
self-esteem that we have.
Based on the statements above, it can be concluded that someone’s selfesteem is influenced by interaction factor a person has with surrounding (people
around us), family, school, and companion. Besides, the base factor in someone’s
self-esteem is himself. It is because without self-interest, self-esteem cannot form
well. In other words, a person who is success in interaction with his surroundings
can increase his self-esteem, while the failure of interaction with his surroundings
can decrease his self-esteem.

d. The Characteristics of High and Low Self-esteem
Cohen (1978, p. 96) states that “people who have high self-esteem tend to
be more confident than people who have low self-esteem.” It means that people

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who have high self-esteem love himself, see and value his self well. “Those who
have high self-esteem are presumed to be psychologically happy and healthy”
(Branden, 1994; Taylor & Brown, 1988) as cited in Heartherton & Wyland (2001,
p. 219), “whereas those with low self-esteem are believed to be psychologically
distressed and perhaps even depressed” (Tennen & Affleck, 1993) as cited in
Heartherton & Wyland (2001, p. 219). Heartherton and Wyland (2001) also define
that most people with high self-esteem appear to lead happy and productive lives.
By contrast, people with low self-esteem see the world through a more negative
filter, and their general dislike for themselves colors their perceptions of
everything around them.
Buss (1973: 496) reveals that “someone’s low self-esteem is caused by
emotional failure experiences at all times, the lack of parents’ affection,
humiliation, and the refusal of companion,” while in Coopersmith’s research
(1967, p. 236) shows that the child with high self-esteem is related to his/her
parents. Then he also categorizes the self-esteem into three levels which are high,
fair, and low self-esteem. Someone with high self-esteem tend to be active,
expressive, success in his academic and social life, active in discussion, receive
other people’s opinion, have enough attention to what is around him, confidence
and optimist. Someone with fair self-esteem tend to be confused in valuating
himself so that it needs support from people around him, whereas someone with
low self-esteem tend to be modesty, afraid of other people’s opinion that is
contrast to him, depressive, feel unloved by people around him.

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Utexas (2007) also has the same opinion that someone with high selfesteem tends to be confidence so that he is also trusted by other people and
whatever he says will be listened by other people. People around him will give
attention and more affection to him. In school, he tends to be successful in his
study. “People with high self-esteem feel good about themselves, they are able to
cope effectively with challenges and negative feedback, and they live in a social
world in which they believe that people value and respect them” (Heartherton &
Wyland, 2001, p. 219), whereas someone with low self-esteem tends to be
pessimist, not confidence, see his self from the negative way. “People with low
self-esteem see the world through a more negative filter and their general dislike
for themselves colors their perceptions of everything around them” (Heartherton
& Wyland, 2001, p. 220).
Based on the statements above, it can be concluded that someone with
high self-esteem tends to be optimist, confidence, easy to socialize, and realistic to
see his world. Meanwhile, someone with low self-esteem tends to be pessimist,
not confidence, and not easy to socialize.

2. English Speaking Ability
Many experts define speaking in different ways. Brown (2001, p. 26)
states “Speaking is to express the needs-request, information, service, etc.” It
means that the speaker says words or sentences to the partner of speaking or the
listeners not only to express what is in his/her mind but also to express what
he/she needs whether it is information or service, whereas Chaney (1998) defines

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that speaking as the process of building and sharing meaning through the use of
verbal and non verbal symbols, in a variety contexts.
Nunan (2003, p. 48) states that speaking as “the productive aural/oral
skill.” This skill consists of producing systematic verbal to convey meaning. ”
Speaking ability is the ability to practice language as a system to convey
meaning” (Gastain, 1988, p. 292). It means that language is the instrument of two
way communications that is important in our society everyday. Thronburry (2005,
p. 70) defines speaking as “an activity involving two or more people in whom
hearers and speakers have to react to what they hear and make their contributions
at speed of a high level”. So, in speaking each participant has a purpose that he
wants to attain. He has to be able to interpret what is said to him and reply with
the right answer to the speaker. There are four basic abilities in English, which are
listening, speaking, reading, and writing. The speaking is one of the most
important aspects in foreign language including English. Nunan (1991, p. 39)
affirms “Speaking is the single most important aspect of learning a second or
foreign language.”
Finochiaro and Brumfit (1983, p. 140) also state that “Speaking is more
complex skill than listening, for in addition to knowing the sound, structure
vocabulary, and culture subsystem of language.” Nunan (2003) explains that
speaking in a new language is harder than other skills which are reading, writing,
or listening. There are two reasons why speaking skill is harder than other skills.
First, the speaking happens in real time, here, and now. Second, usually the person
that we are talking to is waiting for us to speak right then.

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In speaking, people need to know how to articulate sounds appropriately,
need enough vocabulary and express the ideas fluently. “Speaking ability is
described as the ability to express oneself in life situations or the ability to report
acts or situations in precise words, or the ability to converse, or to express the
sequences of ideas fluently.” (Lado, 1961, p. 240). The accuracy of
communication is needed in speaking. Thronburry (2005) defines accuracy as “the
use of correct forms of grammar, vocabulary and pronunciation”. Miller (2003)
defines accuracy as the ability to produce correct sentences using correct grammar
and vocabulary. He said that accuracy is relative. As we can show that a child in
early primary is not capable of the same level of accuracy as an adult. Whenever
learners are involved in communication they are concerned with accuracy in that
they are making the best use of their language system to meet the communicative
demand on it. Harmer (2007) also states that if students want to be able to speak
English fluently, they need to be able to pronounce phoneme correctly, use an
appropriate stress and intonation pattern and speak in connected speech.
Harmer (2001, p. 87) defines speaking as “an activity or a task which asks
the students to have speaking ability to communicate, express thought, ideas or
feeling orally.” It means that speaking is the activity whether the students
communicate, express thought, ideas or feeling orally. Based on the statements
above, it can be concluded that speaking ability is the ability to express the ideas
to communicate with others.

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B. Theoretical Framework
The self-esteem is one of the aspects or factors that influence students’
bravery in speaking. It is because the self-esteem is one of the personalities that
include optimistic, self- confidence, easy to socialize and realistic. According to
Schunk (2008), the self-esteem is one’s perceived sense of self-worth. The
students with high self-esteem are full of self-confidence and brave. The selfesteem is defined as one’s subjective appraisal of himself as intrinsically positive
or negative to some degree. If the learner believes and regards himself, he may
have a good self-esteem