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reduce anxiety.
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As the theory stated and the strategy given by the tecaher, it can be seen that the teacher
implemented cooperation and cooperation is one of social strategy and it gives the positive outcome to the learners.
e. Other Strategy
The new finding from this study is that the researcher found another strategy which was used by the
teacher in teaching public speaking. Teaching by chunks of paragraph which lead the students have fun activity in
learning.
Four strategies have been done by the teacher, but there are also some students in moderate level of self-efficacy
and low level of self-efficacy. It happened since the students do not come to the class continually since they have other
activity at school or they get internship program. Thus, the strategy cannot directly reinforce to the students since they
might not get the reinforcement when they do not come to the class.
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Oxford, R. Language Learning Strategie, What Every Teacher Should Know. Boston: Heinle Heinle Publishers 1990
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter contains of conclusion of the study and the recommendations for further studies. The first part of this chapter is
aimed at giving concluding remark on the present study about students’ self-efficacy in prepared speech at SMKN 1 Lamongan. Due to the
limitations and the weaknesses of the present study, the second part of this chapter presents several recommendations for further studies.
A. Conclusions
This paper has given an account of the investigation of students’ self-efficacy in prepared speech. The aims were to
figure out: 1 the level of students’ self-efficacy in public speaking, 2 the factors which affect students’ self-efficacy and
3 teacher’s strategy to improve students’ self-efficacy in public speaking.
For the first research question, the finding has shown that there are eight students who have high self-efficacy. There are six
students who have moderate self-efficacy and there are five students who have low level self-efficacy.
For the second research question, the finding has shown that there are eight factors which influence students’ self-efficacy
in prepared speech. First is mastery experience. By having experience, it leads the students master from their experience.
Thus, it leads them to improve their skill by the mistakes. Second is vicarious experience. Some students are inspired by people
which lead them to imitate the goodness of them. Thus, it leads the students believe to accomplish speech. Third is verbal
persuasion. Some students are influenced by someone’s support and
some students are also influenced by someone’s who do not support them. It leads the students to not believe that they can
accomplish speech performance. Fourth is emotional state. Emotional state is someone’s feeling, such as: depressed, stress,
nervous, anxiety. Some students are influenced by this factor since it makes them to not perform well on their speech, but some
students who feel same feeling, they believe that it does not influence to their believe that they still can accomplish speech.
Other fac
tors which are being students’ initial belief at first are
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confidence, ability, doubt and not experienced. Confidence leads the students believe actually that they will perform speech well.
Some students also believe that by having ability about speech, it makes them believe that they can perform speech the best. Some
students also believe that their doubt influence their beliefs in performing speech. Last, not experienced leads them to not
believe that they can perform speech since they do not know the real condition in performing speech.
For the third research question, the finding has shown that plan moderately challenging tasks, use peer models, affective
strategy, social strategy and arrangement of chunks paragraph are used by the teacher. By those strategies, it can improve students’
self-efficacy. In fact, only eight students get high self-efficacy. As interview with the teacher, it can be influenced by the total
meetings that they join they class.
B. Suggestions
In addition to the conclusion before, this study also ends up with the following suggestions for teacher, students and
further researchers. First, for public speaking teacher, it is recommended that the learning material is based on the low self-
efficacy aspect to the high self-efficacy. The low self-efficacy aspect need to be focused more, in order to it reinforce the
students’ ability in speech. Second, for students, it is recommended that the students
who join this program is only focused on this public speaking program. In order to, the students can improve their ability in
public speaking. In addition, they may practice more in public speaking. If the students are divided into some other activities, it
will influence the students’ ability in public speaking. Third, for further researchers, this study can be one of
their sources to conduct a research in academic self-efficacy context, especially in public speaking context. This study needs
further research on strategies that the teacher can use to improve students’ self-efficacy and its influence to the students’ self –
efficacy and on the impact of factors influencing students’ self- efficacy.
