The Use of the Strategies in Relation to the Students’ Self-efficacy

45 individuals do not feel confident in their ability, feel embarrassed and feel confused that they make a mistake when performing challenging task. Therefore, learners have to be able to control their beliefs in order to achieve the expected outcome and prevent the unexpected ones because it makes them can do their task well to reach their goals. Based on the questionnaire result number 18 as can bee seen in Appendix 4, 100 of 22 students believed that they would be able to achieve their targets and goals although there were many obstacles facing and they had to work hard to remove those obstacles. It shows that all of the students had high self-confidence that they could achieve their targets or goals. Two students who were interviewed agreed that they were really confident that they could achieve their goals. In the interview, student B explained that she could keep her belief, so she could control the negative feelings. Student B said: “I believe that I can speak English fluently because I use English when being lectured every day. I also believe that the strategies I do for practicing will make me more fluent in speaking English because the most important thing is keep trying. However, sometimes I feel anxious and fearful when I find many people whose speaking ability is much better than me in campus. Besides, when I get bad score in Speaking class, I want to cry and move to another study program. Nonetheless, I still can control my anxiety, fear and stress because what I have chosen was my responsibility. I keep trying and believing in my ability.” Nevertheless, the interview results that can be seen in Appendix 6 show that there was one student whose self-confidence was low. She was student A. She agreed to the statement in the questionnaire but explained the opposite when she was interviewed. She said: “For now, I am not sure that I can speak English fluently someday because I do not believe in my own ability. I am very afraid that I cannot achieve PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 46 my goals because of my ability. I still need to practice a lot, increase my spirit not to give up when there are many obstacles, change my fear into self- confidence in order to achieve the goals that I want.” Bandura 1986 states that high self-efficacy individuals will have higher performance than low self-efficacy individuals with the same ability and under particular condition. It means that low self-efficacy individuals will have lower performance than high self-efficacy individuals. Based on the questionnaire and interview results, student B and student C performed their speaking better than student A even though all of them did some language learning strategies. It shows that student B and student C had high self-efficacy while student A had low self- efficacy. Therefore, it can be concluded that the higher speaking performance they had, the higher students’ self-efficacy. The analysis of the use of strategies and factors influencing it were used to determine students’ self-efficacy. The researcher used the analysis of targets and goals set by the students to analyze task orientation and the analysis of language learning strategies were applied by the students to analyze strategy use. Moreover, the researcher used the analysis of factors that influence the use of language learning strategies, namely motivation to analyze effort persistence and personality trait to analyze beliefs. Table 4.2 below shows aspects influenced by self-efficacy which determined students’ self-efficacy. From the table, it can be concluded that student A had low self-efficacy while student B and student C had high self-efficacy. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47 Table 4.2 The Influence of Self- efficacy on Students’ Learning Strategies Interviewee Task Orientation Effort Persistence Strategy Use Beliefs Performance A      B      C      Bandura 1986 states the higher targets and goals they set and the more useful strategies individuals do, the higher their self-efficacy. Not only having high targets or goals, they also do some things to achieve their targets and goals. Those things are some useful strategies. Therefore, high self-efficacy individuals are likely to do some useful strategies which show their commitment to achieve their targets and goals. However, low self-efficacy individuals have low targets or goals. Some of them may have high targets and goals, but they will do fewer strategies or even nothing to achieve them because they have low estimations of their capabilities to perform something. It shows that their commitment to achieve their targets and goals are low because they are not likely to do some useful strategies. All students who became the interviewees demonstrated as high self- efficacy individuals as seen from two aspects, namely task orientation and strategy use. The first reason was because they set high goals which were having better speaking ability, being able to speak English as fluent as native speakers and the other goals even though they had different beliefs in their speaking ability. The second reason was because not only setting high goals, all of them did some language learning strategies which were divided into direct strategies and indirect 48 strategies to achieve their goals. The data of those strategies which was obtained by distributing questionnaire was explained before. The more effort they put when facing obstacles, the higher students’ self- efficacy. According to Bandura 1986, the individuals who have high self- efficacy will put more effort and not easily give up when facing obstacles while those who have low self-efficacy will easily give up and lose their spirit to keep trying when facing obstacles because they have doubt about their capabilities to perform something. Student B and student C were individuals who had high self- efficacy because they never gave up when facing obstacles. They even put more effort to remove the obstacles to achieve their goals such as forcing themselves to keep speaking English even though their speaking ability was not perfect, gaining more confidence and strengthening their belief in their speaking ability. On the other hand, student A was someone who could not continue doing the strategies when the obstacles appeared. She easily gave up because she doubted her speaking ability. It means that student A’s self-efficacy was low. Another aspect that was influenced by self-efficacy which also determined students’ self-efficacy was beliefs. According to Bandura 1986, high self- efficacy individuals have high self-confidence that they will be able to achieve their targets or goals. They can also control their fear, stress and anxiety when they cannot achieve their targets and goals yet. However, low self-efficacy individuals have low self-confidence that they will be able to achieve their targets or goals. They also cannot control their feeling, so they will feel anxious and depressed when they cannot achieve their targets and goals yet. Student B and 49 student C were those who had high self-confidence that they would be able to have better speaking ability, speak as fluent as native speakers, and achieve other goals they set. Moreover, student B could control her anxiety, fear and stress in certain condition which made her choose to be a responsible person who kept trying and believing in her ability. Nevertheless, student A was the one who was not sure that she could achieve her goals because she was not confident in her ability. Besides, she said that she was afraid that she could not achieve her goals because of her ability. From the analysis of beliefs, it is concluded that student B and student C had high self-efficacy while student A had low self-efficacy. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 50

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions of the research and recommendations. There are two major sections of discussion in this part. The first section discusses the conclusions after the research was conducted. The second section discusses some recommendations for ELESP students, English teachers and future researchers.

A. Conclusions

There were two problems formulated in this research. They were the language learning strategies were applied by the students to improve their speaking ability in Speaking I class of ELESP of Sanata Dharma University in academic year 20152016 and the use of those strategies in relation to the students’ self-efficacy. The first research problem was answered by distributing questionnaires and interviewing some students. According to the result of the questionnaire and interview, all students applied various language learning strategies in order to improve their speaking ability. Those strategies were divided into six groups, namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies. The most dominant strategy was setting speaking goal because 100 of the students applied that strategy. According to Oxford 1990, this strategy belongs to metacognitive PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 51 strategies. It was the most dominant strategy because all of them had at least one speaking target and goal to achieve such as being able to speak fluently like native speakers. The second research problem was answered through questionnaire and interview. The researcher found that 21 students or 95 agreed that their English speaking ability was improved after doing some strategies while one 1 student or 5 disagreed. It means that language learning strategies were useful for almost all students, as reflected in their speaking performance which was improved. The use of those strategies was influenced by some factors, namely motivation and anxiety. The higher motivation and the lower anxiety the students had, the more strategies were used and the more successful they were in learning foreign language. The success was reflected in their speaking performance after applying various strategies. Other aspects were influenced by self-efficacy also determined students’ self-efficacy. In short, the higher targets and goals set by students, the higher students’ self-efficacy; the more effort students put, the higher students’ self- efficacy; the more useful strategies they applied to achieve their goals, the higher students’ self-efficacy. Moreover, the more confident and more able to control their stress and anxiety , the higher students’ self-efficacy; the higher students’ speaking performance, the higher students’ self-efficacy. Based on the analysis of those aspects, it was found that student A had low self-efficacy while student B and student C had high self-efficacy. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 52

B. Recommendations

After conducting this research, the researcher proposed some recommendations for English teachers, ELESP students, and future researchers.

1. The English Teachers

This research shows that all students applied various language learning strategies to improve their speaking ability. This research also explains the use of the strategies in relation to their self-efficacy. From these findings, English teachers will gain a better understanding of students’ self-efficacy in relation to the use of the strategies. After having better understanding, the researcher recommends that English teachers find teaching methods which can develop students’ beliefs in their ability to accomplish tasks and achieve goals. 2. The ELESP Students Knowing the language learning strategies were applied by the students and the use of the strategies in relation to the students’ self-efficacy, the researcher recommends that ELESP students use the results of this research as sources of information to evaluate their self-efficacy. The evaluation of their self-efficacy can be used to enhance their self-efficacy. If their self-efficacy is enhanced, the students will have better speaking ability which is reflected in their speaking performance. 3. Future Researchers This research can be a reference for future researchers who are interested to conduct a study about self-efficacy. The future researchers are recommended to conduct a study about self-efficacy in different settings, for example in reading 53 classes, listening classes and writing classes. By conducting a study in other classes, future researchers will know what language learning strategies students apply to improve their reading ability, listening ability and writing ability. Besides, future researchers will gain a better understanding of students’ beliefs in other abilities to accomplish tasks and achieve goals in relation to the use of the strategies. 54 REFERENCES Ary, D., Jacobs, L. C., Razavieh, A. 2002. Introduction to research in education 6 th ed.. Belmont: Wadsworth Thompson Learning. Ary, D., Jacobs, L. C., Sorensen, C., Razavieh, A. 2010. Introduction to research in education 8 th ed.. Belmont: Wadsworth Cengage Learning. Bandura, A. 1986. Social foundation of thought and action: A social cognitive theory. Englewood Cliffts: Prentice-Hall. Bandura, A. 1997. Self-efficacy. The exercise of control. New York: W. H. Freeman and Company. Bygate, M. 1987. Speaking. Language teaching: A scheme for teacher education Oxford: Oxford University Press. Creswell, J. W. 2003. Research design: Qualitative, quantitative and mixed methods approaches 2 nd ed.. Thousand Oaks, CA: Sage Publication Ltd. Creswell, J.W., Clark, P. V. 2007. Designing and conducting mixed methods research. Thousand Oaks, CA: Sage Publication Ltd. Dornyei, Z. 2001. Motivational strategies in the language classroom. Cambridge: Cambridge University Press. Eggen, P., Kauchak, D. 1997. Educational psychology: Windows on classrooms. Englewood Cliffts: Prentice-Hall, Inc. Ersanli, C. Y. 2015. The relationship between students’ academic self-efficacy and language learning motivation: A study of 8 th graders, 472-478. Ferris, D., Tagg, T. 1996. Academic oral communication needs on EAP learners: What subject-matter instructors actually require. TESOL quarterly, 31-55. Gardner, R. C. 1985. Social psychological aspects of language learning: The role of attitudes and motivation. London: Edward Arnold. Hancock, D. R., Algozzine, B. 2006. Doing case study research. A practical guide for beginning researchers. New York: Teachers College Press. Horwitz, E. K. 2001. Language anxiety and achievement. Annual review of applied linguistics, 112-126.