THE RELATIONSHIP BETWEEN OPTIMISM AND STUDENTS' SPEAKING ACHIEVEMENT AT THE FIRST-YEAR OF ENGLISH EDUCATION DEPARTMENT UIN SUNAN AMPEL SURABAYA ACADEMIC YEAR 2015-2016.

THE RELATIONSHIP BETWEEN OPTIMISM AND

STUDEN

TS’ SPEAKING ACHIEVEMENT AT THE

FIRST-YEAR OF ENGLISH EDUCATION

DEPARTMENT UIN SUNAN AMPEL SURABAYA

ACADEMIC YEAR 2015-2016

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd) in Teaching English

By

:

Diyah Purnasari

D95212081

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

2016

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Sebagai civitas akademika UIN SunanAmpel Surabaya, yang bertandatangan di bawah ini, saya: Nama : Diyah Purnasari

NIM : D95212081

Fakultas/Jurusan : Tarbiyah dan Keguruan/ Pendidikan Bahasa Inggris E-mail address : diyahpurnama@gmail.com

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yangberjudul : The Relationship between Optimism and Students’ Speaking Achievement

Surabaya Academic Year 2015-2016

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Demikian pernyataan ini yang saya buat dengan sebenarnya.

Surabaya, 23 Agustus 2016 Penulis

(Diyah Purnasari)

KEMENTERIAN AGAMA

UNIVERSITAS ISLAM NEGERI SUNAN AMPEL SURABAYA

PERPUSTAKAAN

Jl. Jend. A. Yani 117 Surabaya 60237 Telp. 031-8431972 Fax.031-8413300 E-Mail: perpus@uinsby.ac.id

ABSTRACT

Purnasari, Diyah. (2016). The Relationship between Optimism and Students’ Speaking Achievement at The First-year of English Education

Department UIN Sunan Ampel Surabaya Academic Year 2015-2016. A

Thesis. English Education Department, Faculty of Tarbiyah and Teacher Training, Sunan Ampel State Islamic University, Surabaya, Advisors: M. Salik

Key Words:Optimism, Students’ Speaking Achievement, First-year student

Students of English education department were aimed to be the competence future English teacher. The students of English education department demanded to master all English aspect, including the integrated skill. One of them is speaking, which assume by many people as the measuring ability of English learner. However, not all students of English education department were familiar with English before. On the other hand there are some factors that affecting language learning, some of them are anxiety. In line with the different life of high school and university environment, it is assume new students were often got pressure and claim in the university environment. The first-year students in this research are the second students of English education department UIN Sunan Ampel Surabaya. In this research, the researcher took the positive emotion that is optimism to join its relationship with the language achievement. Thus, in this study the researcher will examine the relationship between optimism and students’ speaking achievement at the first-year of English education department. The optimism refers to how the students face the problem in speaking class and how they overcome the problem and try to still challenge another try when they failed again. Whereas, students’ speaking achievement is the speaking result that gained in the end of second semester. This study employed Pearson Product moment correlation and showed that the coefficient correlation was 0.153, while r table was 0.271. Which mean there was very low correlation and it not significant since r statistic was lower than r table. So it meant the correlation cannot be generalized to all population. Since, the optimism cannot stand alone to affect achievement. It needs commitment to study. It meant the optimism person not necessarily got a good achievement without study.

TABLE OF CONTENTS

TITLE SHEET ... i

ADVISOR APPROVAL SHEET ... ii

APPROVAL SHEET ... iii

MOTTO ... iv

DEDICATION SHEET... v

ABSTRACT... vi

ACKNOWLEDGEMENT ... vii

PERNYATAAN KEASLIAN TULISAN ... x

TABLE OF CONTENT ... xi

LIST OF TABLE ... xiii

LIST OF APPENDICES ... xv

CHAPTER 1: INTRODUCTION A. Research Background ... 1

B. Research Question ... 5

C. Objectives of The Study... 5

D. Hypothesis... 6

E. Significances of The Study ... 6

F. Scope and Limit of The Study ... 7

G. Definition of Key Terms ... 7

CHAPTER 11: REVIEW OF RELATED LITERATURE A. Review of Related Literature ... 10

1. Optimism... 10

a. Definition of Optimism... 10

b. The Characteristic of Optimist Person ... 12

c. The advantages of optimism ... 16

d. The Aspects of Optimism ... 18

e. The factor influence optimism ... 20

2. Students Speaking Achievement... 21

a. Definition of speaking... 22

b. The Achievement of Speaking ... 20

3. The First-year student ... 25

4. Factors affecting adult EFL learners' oral communication ... 26

5. The relationship between optimism and anxiety ... 28

6. The relationship between optimism and students’ achievement... 28

B. Review of Previous Study... 29

CHAPTER III: RESEARCH METHOD A. Research Design... 33

B. Population and Sample ... 35

C. Research Setting... 38

D. Research Variable ... 38

E. Research Instrument... 39

F. Data Collection Technique... 40

G. Data Analysis Technique ... 44

CHAPTER IV: FINDINGS AND DISCUSION A. Research Findings 1. The Optimism of Second Semester Students in Speaking Class of English Education Department UIN Sunan Ampel Surabaya ... 47

2. The Relationship between Optimism and Students’ Speaking Achievement at The First-year of English Education Department UIN Sunan Ampel Surabaya... 66

B. Discusion... 69

CHAPTER V: CONCLUSION A. Conclusion ... 72

B. Suggestion... 73 BIBLIOGRAPHY

LIST OF TABLES

Table Page

2.1 The Speaking Assessment Rubric of Brown... 23

3.1. Blue Print of Optimism Questionnaire Indicator ... 41

3.2. The Form of Optimism Categorization ... 43

4.1. The Descriptive Statistics of Optimism ... 50

4.2. The Categorization of Optimism... 51

4.3. Table of SPSS Computation of Optimism Category... 52

4.4. The Component of permanence (favorable) No. 1, 14, 17... 52

4.5. The Component of Temporary (favorable) No. 13, 22 ... 54

4.6. The Component of Universal (favorable) No. 13, 22 ... 55

4.7. The component of Specific (favorable) No. 8, 9, 15... 56

4.8. The Component of Internal (favorable) No. 7 ... 57

4.9. The Component of Permanence (unfavorable) No. 4, 18, 19 ... 58

4.10. The Component of Temporary (unfavorable) No. 16 ... 59

4.11. The Component of Universal (unfavorable) No. 11 ... 60

4.12. The Component of Specific (unfavorable) No. 5, 10... 60

4.13. The Component of Internal (unfavorable) No. 6, 12 ... 61

4.14. The Component of External (unfavorable) No. 20, 21 ... 62

4.15. The Descriptive Statistics of Students’ Speaking Achievement... 65

4.16. Normality test... 65

4.18. The SPSS Computation of Correlation between Optimism and Students’ Speaking Achievement ... 67 4.19. Table Correlation Product Moment ... 68

CHAPTER I INTRODUCTION A. Research Background

Studying English is something fun and challenging. As the international language English is being the thing very important to learn. English language pay predominant and special role in communication sphere around the world. So that many people studying English as the preparation to face the globalization era which English language as the instrument of language. English can serve as the language of instruction in higher education or as a lingua franca among those whose native is not English1

. Since the important of English, the education in Indonesia makes English as a compulsory subject from elementary level to university level. To come up with these issues, the government effort to improve the quality of English teaching by improving the quality of teachers and others component in English learning process.

Because of this condition, many students take English teaching education for the preparation to teach English when they graduated. English Education Department is one of the favorite departments at Islamic State University of Sunan Ampel Surabaya which aims to create and to produce a

1

Ramelan.1980.Linguistics and Its Contribution to Language Teachers. (Semarang: IKIP Semarang Press),14.

2

professional English teacher who has a good ability in teaching English. In related to that, the student in English Education Department demanded to master many aspect of English learning, as the future teacher. In language teaching and learning, there are four skills which have to be mastered by students. They are writing, speaking, listening, and reading skills. More, the students also have to be master the language aspect, such as grammar, pronunciation, and vocabulary as well.

The candidate of English teacher, student of English education department must master English speaking, because the first impression for English teacher is their ability in speaking English. As language learners, students should listen, talk, and negotiate meaning, focused on meaning, high motivation to speak up, and communication competence.2

Many people assume that speaking competence is the measuring ability of language learner. In other hand, according to Scumin, there are some factors that affecting language learning. Some of them are from affective factor. One of affective side is anxiety, this can affect on the language learning. The students who undergo this anxiety would probably feel uneasiness, frustration, self-doubt, and apprehension when learning English, in the high level of anxiety EFL

2

H. Douglas Brown, brown,principles of language learning and teaching(Longman, 4thedition,2002) p.246.

3

learners become tongue-tied or lost for words in an unexpected situation and this also leads to discouragement and a general sense of failure.3

As we know, the first-year students of English education department come from various background of study. Many of them have familiarized with English before, but many of them come from different background of study such as traditional cottage, boarding school and many others who come from different major of English study. In other hand it is stated On the journal of educational psychology written by Martin M. Chemers said that Tinto states that young adult would undergo the significant requirement in the transition of high school to the university level. Moreover, Noel and Bryde said that the new students were often got pressure and claim in the university environment. So, the higher degree of independence, initiative, and self-regulation are necessary.4 With the result that, in the first-year student of English education department is assumed having these stressful condition due to the many of subjects they have to learn and the various background of them especially who had no English background before.

There are many things that supported student in language teaching and learning. Instead of cognitive area, the affective aspect also plays a big role in gaining language learning achievement. The affective side of the learner is

3

Seyed Mahdi Araghi, Roya Jafari Amineh,Review of problems of Adult EFL Learners’ (EFL)

Speaking. 4

Martin M. Chemers, Li-tze Hu, and Ben F. Garcia, “Academic self-efficacy and first year college student performance and adjustment”,Journal of Educational Psychology, vol. 93, no. 1 (2001), pp. 55–64.

4

probably one of the most “important influences on language learning success or failure”.5 In the study conducted by Gardner and Lambert it is states that affective aspects in language learning success is considered as important as language aptitude.6 Emotion as one of affective aspects influences the students’ motivation in English learning. The researcher found that emotions, both negative and positive, contribute to enhancing and diminishing motivation.7 In this study the researcher took the positive emotion that is optimism to join its relationship with the language achievement.

The optimism of student can help them to face the depression on the pressure situation. Optimism is a feeling or belief that good things will happen in the future or feeling that what in the hope will happen. Study by Darvill and Johnson on college students revealed that the positive incident were more possible to happen and negative incident were less possible to happen by the subject who believe that they were able to manage over even occurrence.8In a study conducted by Buchanan and Seligman learned optimism techniques were found to significantly reduce depression in a class of college freshmen.9 The first-year student often did not know about how they will do in the

5

Seyed Mahdi Araghi, Roya Jafari Amineh,Review of problems of Adult EFL Learners’ (EFL)

Speaking. ((Oxford, 1990, 140)) 6

Aguilar, A Pena, Mariza G. Mendez.Emotion as Learning Enhancers of Foreign Language Learning Motivation

7 Ibid 8

Indoo Singh - Ajeya Jha.Anxiety, Optimism and Academic Achievement among Students of Private Medical and Engineering Colleges: A Comparative Study. 2013. Canadian Center of Science and Education

9 Ibid

5

college, what will they face in the future study and this problem is near with the anxiety that will impact to depression.

In this study the researcher will examine the relationship between optimism and the students’ speaking achievement in the first-year student of English education department of UIN Sunan Ampel Surabaya. Since the other researchers examine the correlation on academic achievement the writer interested in examine the effect of optimism on speaking achievement on the first-year student. Hopefully this research will give new contribution in education especially for English education department in speaking field.

B. Research Question

In this study, the researcher addresses some specific problems dealing with the relationship between optimism and students speaking achievement at the first-year student as follows:

1. How is the optimism of second semester student in speaking class? 2. Is there any significant relationship between optimism and students

speaking achievement at the first-year student of English education department UIN Sunan Ampel Surabaya?

C. Objectives of The Study

This study conducted by the researcher has certain objectives as follows: 1. To know how is the optimism of students in speaking class.

6

2. To investigate the relationship between optimism and students speaking achievement at the first-year student at UIN Sunan Ampel Surabaya

D. Hypothesis

The general hypotheses of this study are;

1. Ho : There is no significant relationship between optimism and students’ speaking achievement at the first-year of English education department UIN Sunan Ampel Surabaya Academic year 2015-2016 2. Ha : There is significant relationship between optimism and

students’ speaking achievement at the first-year of english education department UIN Sunan Ampel Surabaya Academic year 2015-2016

E. Significances of The Study

By conducting this study, the researcher hopes it can give the big contribution as the practical implication of the study to the lecturer, students, and other researchers as follows:

1. Lecturer

This result of study will significantly serve the lecturer to have strategies in improving optimism among the first-year students to create supporting environment in class to increase the student confident and support the student to get the good achievement in English speaking.

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2. Student

It is expected that the result of this study can inspire, motivate, and engage the student to be more optimistic in their study. And also reduce students’ anxiety in speaking class. So that they can get the good achievements in English speaking.

3. Further researches

Indeed, the researcher also hopes that the result of this study will be useful for the further researcher as the comparator or even the basic information to conduct the further research dealing with the relationship between optimism and the speaking achievement.

F. Scope and Limit of the Study

The study overviews the relationship between optimism and students’ speaking achievement at the first-year of English education department Islamic University Sunan Ampel Surabaya. The optimism in this research did not consider about the difference gender of the student. The speaking achievement is taken from the final result of speaking class on second semester in academic year 2015-2016 as the first-year student.

G. Definition of Key Terms

In light of perspective of readers are different, the researcher tried to list some important terms in relation to this study as these details:

8

a. Optimism is an overall view, see a good thing, think positively and easy to give meaning to themselves. Optimists are able to produce something better than past, not afraid of failure, and trying to still rise another try when failed again10. In this study, the optimism studied is about academic optimism, the academic optimism is the general tendency to expect positive outcomes in terms of personal, current and future academic experiences11. The researcher examined the students’ optimism in speaking class, how the optimism influences them in speaking achievement.

b. Students’ Speaking achievement was an indexed the grade point average that stabilized based on school policy12. More, achievement is to do one’s best, to be successful, to accomplish tasks requiring skill and effort and to be recognized by authority.13 In this research students’ speaking achievement is the secondary data which contain of the student speaking score which collected from students’ academic report from the lecturer document. In this research, the students’ speaking achievement was mostly good.

10

Gufron , M. Nur, and Rini Risnawati S,Teori- Teori Psikologi (Yogyakarta: Ar-Ruaa Media, 2010), 96

11

Salmaan F. Toor. Doctoral dissertation:“Optimism and achievement: A domain-specific and within-construct investigation” (university of Tennessee-Knoxville, 12-2009)

12

Thelma Young Monk, “Variable Associated with Academic Achievement of Africa–American Male in four-yearUndergraduate Educational Institution; A synthesis of the Study”, Virginia Polytechnic Institute and State University: Virginia, 7.

13

Smith, Louis. M., and Hudgins, Bryce. B. Educational Psychology.An Application of Social and Behavioral Theory. New York: Alfred . A. Knopt. 1964

9

c. First-year student is the students who study in the first and second semester of the academic year period. In this research, the first-year students are from the second semester of English Education Department academic year 2015-2016.

CHAPTER II

REVIEW OF RELATED LITERATURES A. Review of Related Literature

In this chapter, the researcher will explicate several theories through reviewing some literatures related to this study. This theoretical construct deals with three main areas: Optimism, students speaking achievement, and the first-year student.

1. Optimism

a. Definition of Optimism

Optimists are people that hope the good things are happen to them. Optimism is the opposite of pessimism, while pessimism is a feeling of helplessness. In the Oxford dictionary optimism is believe that good things will happen.14 The optimist students hope to be able to face their difficulties of study and find the best solution for them. According to Seligman in Gufron and Rini, states that optimism is an overall view, see a good thing, think positively and easy to give meaning to themselves. Individual who are optimistic are be able to produce something better than the past, not afraid of failure, and trying to still challenge another try when failed again.15

14

Oxford Dictionary 15

11

Scheier and Carver have defined optimism as a generalized expectancy that good as opposed to bad outcomes will generally occur when confronted with problems across important life domains. It is a strong expectation that despite the inevitable setbacks and frustrations, events and experiences will eventually turn out all right. In general optimism is used to denote a positive attitude and is a part of positive psychology. Optimism can be temperamental, that is, some people by nature are more positive about life, but at the same time it can also be learned with the right type of experiences. According to the concept of learned optimism, proposed by Seligman, optimism can be enhanced by selecting achievable goals. Optimistic statements are usually based on logical and concrete facts and depend upon the explanatory styles of a person. Attributions to temporary, unstable, controllable and specific causes vis-a-vise permanent, stable, uncontrollable and universal causes for setbacks and failures relate to optimism and pessimism respectively.16

According to Golemen that cited by Ghufron and Rini saw the optimism through the view of emotional quotient, that is someone’s self defense in order to not fall to the foolishness, desperation, and depression

16

Indoo Singh, Ajeya Jha, Anxiety,Optimism and Academic Achievement among Students of Private Medical and Engineering Colleges: A Comparative Study, Department of Management Studies, Sikkim Manipal Institute of Technology, Sikkim Manipal University, Sikkim, India, vol. Vol. 3, No. 1; 2013, no. Journal of Educational and Developmental Psychology.

12

when they face any difficulties.17 So that, the optimists students do not easily give up and be able to survive in a difficult situation in their learning process. The smart and healthy students tend to be who have an optimistic attitude in themselves.

b. The Characteristic of Optimist Person

In 1995, Henry Givray, the president & CEO SmithBucklin Corporation, found the document written by Alan Loy McGinnis’s which published in 1993 by the title The Power of Optimism. This text reinforced some of him own beliefs. As importantly, it gave him some insight regarding principles to be practiced and values to be lived. Below are those 12 traits of some Henry’s own thoughts and interpretations. Below are the characteristic of optimists18:

1. Are seldom surprised by trouble

Tough-minded optimists recognize that problems are part of life. However, they see themselves as able and willing to be problem solvers, by developing and presenting ideas and options. Tough-minded optimists know what they have to go even in the difficult ways.

17

M. Nur Ghufron, Rini Risnawati,Teori-Teori Psikologi, p. 96.

18

Henry Givray. “12 characteristic of tough-minded

Optimists”http://leadersforum2011.smithbucklin.com/Portals/4/content/2011/12_Characteristics_of_T ough_Minded_Optimists.pdf. accessed on Friday , April 29, 2016, 12:43 PM

13

2. Look for partial solutions

Tough-minded optimists don’t wait until everything is perfectly in order or known before they take action. They know that beginning is

half the doing. They aren’t crippled by a need for perfection. Instead

they are willing to take small steps toward eventual success. Tough-minded optimists inherently understand that thoughtful action is far better than inaction oranalysis paralysis, which solves nothing.

3. Believe they have control over their futures

Optimistic thinking inherently boosts self-confidence and encourages determination. Optimistic people don’t let others’ opinions solely determine how they view the current or future state of affairs. They know they have a say in both the path and the destination.

4. Allow for regular renewal

Henry interprets this as mental, social, and physical renewal. Mental renewal is about continuous learning, self-reflection and personal growth. Social renewal is about making a special effort to get acquainted with new people as well as nurturing existing relationships. Physical renewal is of course about being and staying healthy by eating right and exercising.

5. Interrupt their negative trains of thought

Human beings probably have negative thoughts or self-doubt no matter how naturally optimistic or positive we may be. The key is to

14

work at being self-aware while constantly monitoring our response to other people, circumstances, conditions on the ground, or new information. Negative thoughts often distort our understanding of problems or issues. Distortion impedes our ability to find solutions and plot action plans. Moreover, by blocking or shedding negative thoughts, prejudices, preconceptions and false judgments, we become more open to give trust and the benefit of doubt; this in turn builds trust with others.

6. Heighten their powers of appreciation

This is about possessing and demonstrating a genuine and heartfelt “thank you” approach, both in words and in actions. Optimists tend to see the good in people, the positives in situations and the beauty around them. This in turn fosters trust and invites a positive response from others. This is especially helpful during difficult and trying times. 7. Use their imaginations to rehearse success

Pessimists view the world through a prism of danger, angst and failure. Tough-minded optimists picture a desired state of the future and are confident to go about and make it happen. They develop positive images to minimize or replace the natural anxiety of uncertainty. But tough-minded optimists are also realistic in their visualizations. They are comfortably able to adjust downward, as needed, to make their “images” more achievable.

15

8. Are cheerful even when they can’t be happy

This is especially critical for anyone in a position of authority or responsibility who aspires to be an effective leader. In fact, during trying times a leader’s optimism lifts spirits, gives hope and builds strength in others. Following this principle doesn’t mean you should be artificial or adopt a what-me-worry, head-in-the-sand persona. It simply means that tough-minded optimists always have the “bigger picture” in mind. They recognize that their attitude can and will have a profound impact on the people around them, which can either enable or inhibit performance, results, and problem solving.

9. Believe they have an almost unlimited capacity for stretching

Tough-minded optimists believe that they are on a perpetual journey of learning, growth and self-discovery – and they act accordingly. Their attitude is “my personal best is yet to come.” They are constantly pushing, stretching, reflecting, leveraging to grow, finding new ways to do things and developing themselves. This is not about Pollyanna positive thinking but more about recognizing that the mind, heart and soul offer limitless opportunities and potential.

10. Build lots of love into their lives

Cynical or negative people knowingly or unknowingly isolate themselves and end up being alone much of the time. During times of great difficulty and challenge, personally or professionally,

16

minded optimists recognize the power of love and friendship to heal, nurture and renew. McGinnis wrote “love nurtures optimism.” The reverse is true–hostility leads to cynicism and pessimism.

11. Like to swap good news

How and what we talk about affects us mentally, emotionally and even physically. Sharing success stories generates excitement, builds confidence, spotlights desired outcomes, boosts morale, and helps others envision what is possible.

12. Accept what cannot be changed

Even the biggest optimist has to know when to let go. Perseverance is powerful, but not accepting what cannot be changed can be costly as other opportunities drift away. Simply stated, tough-minded optimists ask “is there anything I can do to change the situation?” If the answer is “no,” they let it go and move on.

c. The advantages of optimism

Positive psychology research has found many advantages of adopting an optimistic viewpoint. Below are some of them19:

1. Optimists experience less distress than pessimists when dealing with difficulties in their lives. For example, they suffer much less anxiety and depression.

19

Ilona Boniwell.“Optimism and hope”. http://positivepsychology.org.uk/pp-theory/optimism/32-optimism-and-hope.html Accessed on Tuesday, April 19, 2016, 11:24:03 PM

17

2. Optimists adapt better to negative events (including coronary artery bypass surgery, breast cancer, abortion, bone marrow transplantation and AIDS).

3. Optimism is conducive to problem-focused coping, humor, making plans, positive reframing (putting the situation in the best possible light) and, when the situation is uncontrollable, to accepting the situation's reality. Optimists are capable of learning lessons from negative situations. Thus optimists have a coping advantage over pessimists.

4. Perhaps surprisingly, optimists don't tend to use denial, whilst pessimists often attempt to distance themselves from the problem. Optimists are not simply people who stick their heads in the sand and ignore threats to their well-being. For example, they attend to health warnings and usually discover potentially serious problems earlier rather than later.

5. Optimists exert more continuous effort and tend not to give up, possibly assuming that the situation can be handled successfully in one way or another. Pessimists, on the other hand, are far more likely to anticipate disaster - and, as a result, are more likely to give up.

6. Optimists report more health-promoting behaviors (like eating a healthy diet or having regular medical check-ups) and enjoy better physical health than pessimists.

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7. Optimists seem to be more productive in the work place.

More over according to Brenda Schumacher’s journal, she wrote the benefits of optimism are as follows:

The positive effects of optimism are well documented. Wrosch and Scheier have studied the importance of optimism and goal adjustment and found that optimistic individuals manage difficult situations better than do pessimist. Optimists were more likely than pessimist to use more problems focused coping strategies as well as additional methods such as positive reframing, acceptance and humour. Study conducted by Dubow states that depression was highly correlated with the agreement of low scores on optimism levels.20That is, the higher optimism is assumed have the positive effect on students achievement.

d. The Aspects of Optimism

According to Seligman there are some aspects in the personal individual in viewing the problem based on explanatory style21. It's all about the way you interpret something that happens to you. How you think about a positive or negative event determines a lot. They are:

20

BrendaSchumacher. Assessing the relationship Between Optimism and Academic Success.

Athabasca, Alberta. 2006. 21

Martin E.P. Seligman,Learned Optimism(New York: Vintage Books A Division of Random House, Inc., 2006), p. 44.

19

1. Permanence (Permanencevs.Temporary)

Pessimists believe the causes of the bad events that happen to them are permanent: The bad events will persist, will always be there to affect their lives. People who resist helplessness believe the causes of bad events are temporary. While the optimistic style of explaining good

events is just the opposite of the optimistic style of explaining bad

events.

People who believe good events have permanent causes are more

optimistic than people who believe they have temporary causes.

Optimistic people explain good events to themselves in terms of

permanent causes: traits, abilities, always's. Pessimists name transient causes: moods, effort,sometimes's.22

2. Pervasive (Specificvs.Universal)

This explanatory style is related to the scope of the event, which

cover universal and specific. The optimists who experience the bad event will have specific explanation that the bad event is caused of the

specific cause and will never dilating to other event. While the

pessimists regard that the bad eventapplies to everything in our lives.

For the converse, the optimistic explanatory style for good events is

opposite that for bad events. The optimist believes that bad events have

specific causes, while good events will enhance everything he does; the 22_Ibid.

20

pessimist believes that bad events have universal causes and that good events are caused by specific factors.

3. Personalization (Internalvs.External)

When bad things happen, we can blame ourselves (internalize) or

we can blame other people or circumstances (externalize). People who

blame themselves when they fail have low self-esteem as a

consequence. They think they are worthless, talentless, and unlovable.

People who blame external events do not lose self-esteem when bad

events strike. On the whole, they like themselves better than people who

blame themselves do. Low self-esteem usually comes from an internal

style for bad events.

The optimistic style of explaining good events is the opposite of

that used for bad events: It's internal rather than external. People who

believe the cause good things tend to like themselves better than people

who believe good things come from other people or circumstances.23

e. The factor influence optimism

There are some factors that influence the optimism according to the expert. According to Idham that written in Faizah Noviana thesis mentioned as follows:24

23

Ibid., p. 49. 24

Faizah Noviana Thesis”Hubungan antara Dukungan Sosial dan Optimisme Orang Tua yang

Memiliki Anak Tunagrahita Di SLB (Sekolah Luar Biasa) Putra Jaya Malang”. UIN Maulana Malik Ibrahim. Malang. 2014

21

1. Pessimism, peoples are expected to be more positive, they condemned pessimism, and to change someone’s pessimism to the optimism they can plan themselves.

2. The consort experiences with other, the ability to admire and enjoy things from someone else is become the strong power, so it can help them in obtaining optimism (Clark in Mc Ginnis, 1995).

3. Prejudice,prejudice is only prejudice; it can be possibility true or not (Seligman, 2005)

2. Students Speaking Achievement a. Definition of speaking

Speaking is one of the language skills that learners should master. Speaking is the most important one, as we know that the goal of using a language is to communicate. Language is used in the society and speaking is crucial. Speaking is produced, oral skill. Speaking consists of producing systematic verbal, utterances to convey meaning. It is able to be the alternative process of construction meaning that involved the producing and receiving processing information.25

Everybody has learned their language since they were children, especially their mother tongue. The process occurs naturally and properly with a view to communicate in society. Speaking English is difficult to do.

25

Kathleen M Bailey,Practice English Language Teaching: Speaking(New York: San Francisco, 2005)

22

Talent and much motivation and desire are required to have a good ability in speaking English26.

b. The Achievement of Speaking

According to Travers achievement is the result of what an individual has learned from some educational experiences.27Additionally, De Cecco and Crawford state that achievement is the expectancy of finding satisfaction in mastering challenging and difficult performances.28 In addition to that, Smith and Hudgins say that achievement is to do one’s best, to be successful, to accomplish tasks requiring skill and effort and to be recognized by authority.29 Besides, Garrison, Kingston, and McDonald in H. M. Sofyan Isnian, S.Pd, affirm the definition of achievement as the progress pupils make towards the goals and objectives of the curriculum.30 They then assert further about the definition that achievement may be the one’s ability or extent of his/her knowledge in a specific content area. Based on the opinion above it can be conclude that achievement is the result, the successfulness, the extent or

26

Donald C. Bryant - Karl R. Wallace, 1976,Fundamentals of public speaking ,New Jersey: Prentice-hall,Inc.,P. 12.

27

Travers, Jhon P,“Fundamental of Educational Psychology”. Scrantom, Pensylvania: International textbook Company. 1970

28

De Cecco, Jhon P., and Crawford, William R.“The Psychology of Learning and Instruction. Educational Psychology”. New Jersey: Prentice-Hall, Inc., EnglewoodsCliffs. 1974

29

Smith, Louis. M., and Hudgins, Bryce. B. Educational Psychology.“An Application of Social and Behavioral Theory”. New York: Alfred . A. Knopt. 1964

30

H. M. Sofyan Isnian, S.Pd.The definition of Achievement.

(http://hmfofyanisnianspd.blogspot.in/2009/08/definition-of-achievement.html) accessed on June 21th, 2016.

23

ability, and the progress in learning educational indicate in relation with his/her educational learning.

Student speaking achievement which is gained by the first-year student is the result of the speaking study during the semester. The lecturers have their own criteria to value the students’ achievement. Generally, the achievement component is from performance aspect, affective, and assignment.

This is the performance assessment rubric from Brown31, some lecturer uses the criteria bellow, but some of them can omit the some categories and they sometimes also change the score these all criteria are apply to earn students’ speaking achievement based on curriculum policy.

Table 1.2 The Speaking Assessment Rubric of Brown Criteria Very good

5 Good 4 Fair 3 Poor 2 Very Poor 1 Fluency Has complete fluency in the

language such that his speech is fully

accepted by educated native speakers.

Fluently on all levels normally pertinent to professional needs, can participate

in any

conversatio n with a high degree of fluency

Can discuss the particular interest of competence with

reasonable ease. Rarely has to grope for words.

Can handle with

confidence but not with facility most social situations.

(No specific fluency description.

Refer to

other four language areas for implied

level of

fluency.

Vocabulary Speech on level fully

Can understand

Able to speak with Has speaking Speaking vocabulary 31

H. douglas brown.LANGUAGE ASSESEMENT: principle and classroom practices. 2011, pp. 212-213

24

accepted by educated native speaker including breadth of vocabulary and idiom, colloquialis m,

and participate with a high degree of precision of vocabulary.

sufficient vocabulary in formal and informal conversations .

vocabulary sufficient to express himself simply with some

circumlocut ions.

inadequate to express anything but the most elementary needs.

Grammar Equivalent

to that of an educated native speakers Use language accurately to professional needs, error in grammar are quite rare

Control of grammar is good. Speak structural accuracy to participate effectively in most formal and informal conversations .

Can usually handle elementary construction quite

accurately but does not have

thorough or confident control of the

grammar.

Errors in grammar are frequent, but speaker

can be

understood by native speakers.

Comprehen sion

Equivalent to that of an educated native speaker. Can understand any conversatio n within the range of his experience.

Comprehensi on is quite complete at a normal rate of speech.

Can get the gist of most conversatio n of non-technical subjects.

Within the scope of his very limited language experience, can understand simple question and statements if delivered slowly, by repetition, or paraphrase Pronunciati on Equivalent to and fully accepted by

Errors in pronunciati on are quite

Errors never interfere with understandin

Accent is intelligible though

Errors in pronunciati

25

educational native speakers.

rare. g and rarely

disturb the native

speaker. Accent may be obviously foreign.

often quite faulty.

frequent but

can be

understood by a native speaker.

c. Criteria of speaking assessment

Assessing speaking skills in the classroom has one clear advantage over assessing listening: speech is observable, recordable, and measurable. However once the criterion of your assessment move beyond the phonological level, this advantage quickly disappears as acceptable responses are more difficult to specify reliably.32

3. The First-year student

First-year students of university can categorized as adult learner according their age. In other hand, the first-year or young adult student according to the journal written by Martin M. Chemer said that the transition from high school to college can cause the stressful life.

Students are divided into three types based on age: young, adolescent, and adult.33 In this study, the researcher took the object from the first-year students in which included to adult learners. Hurlock states that adult can be

32

H. Douglas Brown.Teaching by Principles: An Interactive Approach to Language Pedagogy(New York: Pearson Education, 2001)

33

Jeremy Harmer.The Practice of English Language Teaching. (England: Pearson Education Limited, 2001), 38

26

divided into three periods: Early Adulthood (18-40 years old), Middle Adulthood (40- 60 years old), and Aging (over 60 years old).34

4. Factors affecting adult EFL learners' oral communication

According to Scumin, all language skills is needed to be learned and practiced, including to speaking skill, so EFL learners need explicit instruction in speaking.35However, in practice, students assumed that they can develop speaking skill simply by giving them subject to be discussed. In this discussion, some factors are considered affect oral production, besides of the factors that facilitate the production of spoken language. The affects adult English Foreign Language learners’ oral communications to provide guidance in developing competent speakers of English are36:

a. Age or maturational constraints

Adult learners’ ability to pronounce the target language fluently with native-like pronunciation may affect or limit by age. Even if they can express words and sentences with ideal pronunciation, problems with prosodic features such as intonation, stress, and other phonological nuances still cause misunderstandings or lead to communication breakdown.

34

Respati, Winanti Siwi. Usia Dewasa: Tinjauan Psikologi Perkembangan.

(http://winanti5599.blog.esaunggul.ac.id/2010/08/23/usia-dewasa-tinjauan-psikologi-perkembangan/) accessed on April 24th,2016

35

Seyed Mahdi Araghi, Roya Jafari Amineh,Review of problems of Adult EFL Learners’ (EFL)

Speaking. 36_Ibid.

27

b. Aural medium

Usually, one person speaks, and the other people respond through attending by means of the listening process. In fact, during interaction, every speaker plays a double role-both as a listener and a speaker. If one cannot understand what is said, one is certainly unable to respond. So, speaking is closely related with listening.

c. Socio-cultural factors

One must know how the language is used in a social context to speak language. The student had not understood the nonverbal message, which illustrates that the socio-cultural factor is another aspect that affects oral communication greatly.

d. Affective factors

These related to second language or foreign language learning is emotions, self-esteem, empathy, anxiety, attitude, and motivation.

The affective side of the learner is probably one of the most “important influences on language learning success or failure”.37 One of affective side is anxiety, this can affect on the language learning. The students who undergo this anxiety would probably feel uneasiness, frustration, self-doubt, and apprehension when learning English, in the high level of anxiety EFL learners become tongue-tied or lost for words in

37_Ibid.

28

an unexpected situation and this also leads to discouragement and a general sense of failure.38

5. The relationship between optimism and anxiety

In a study conducted by Buchanan and Seligman learned optimism techniques were found to significantly reduce depression in a class of college freshmen.39 Moreover it is states by Darvill and Johnson on college students revealed that the positive incident were more possible to happen and negative incident were less possible to happen by the subject who believe that they were able to manage over even occurrence.40 From this explanation, it is assumed that the anxiety of students can be solved by optimism.

However, in the study by Isaacowitz and Seligman said if the optimism doesn’t do realistic it can be over-optimistic and may block the performance as an individual may overlook the negative outcomes thus may not be well prepared for unpleasant situations.41

6. The relationship between optimism and students’ achievement

According to Scheier and Carver in Owayed research said that optimism and pessimism play a considerable role in the lives of individuals in the area of educational, occupational, and psychological 38_Ibid.

39

Indoo Singh - Ajeya Jha.Anxiety, Optimism and Academic Achievement among Students of Private Medical and Engineering Colleges: A Comparative Study. 2013. Canadian Center of Science and Education

40 ibid 41

29

adjustment.42

So that the optimism is consider to give encouragement on academic achievement. Moreover, According to Seligman in his book “The Optimistic Child” which adapted by the researcher from the thesis by Muharnia Dewi said that they were pessimist did the worse occupation than they were optimist in three aspects: the first, they more often depressed. The second is their achievement was low in the school, in the occupational, and the playing field compared with their real talent. The third is their health is worse than an optimist.43

In the Cambridge dictionary it is defined academic is something relating to schools, colleges, and universities, or connected with studying and thinking, not with practical skills. In this research, speaking is including to academic aspect. In term of speaking is the subject that being studied by the student in the college.

B. Review of Previous Study

In this part, the researcher will explore the previous study conducted by other researchers that have similar focus with this study. There are some studies conducted by the previous researchers which inspired the researcher to take the study which examine the relationship between optimism with the 42

Freih Owayed El-Anzi,Academic Achievement and Its Relationship with Anxiety, Self-esteem, Optimism, and Pessimism in Kuwaiti Students, vol. 33(1), (2005), pp. 95–104.

43_{Muharnia Dewi A, Undergraduate Thesis: “Hubungan Self-esteem dengan Optimisme Meraih}

Kesuksesan Karir pada Mahasiwa Fakultas Psikologi UIN Syarif HidayatullahJakarta”(Jakarta: UIN Syarif Hidayatullah, 2010), 4.

30

speaking achievement in the first-year student in education department of UIN Sunan Ampel Surabaya, because the researcher saw the similar situation on the problem faced by students. The early research was from Martin M. Chemers, Li-tze Hu and Ben F. Garcia, the title is “Academic self-efficacy and first-year college student performance and adjustment”. Martin discussed about the problem faced by first-year student. The first-year students often get the depression in the transition from high school to the college life. To solve the problem researcher mentioned that self-efficacy and optimism play a big role in reducing stressful life of college.

The second research was from Brenda Scumacher, the title is “Assessing the relationship between optimism and academic success”. Brenda discussed about the association between optimism and academic success as variety of different studies on optimism and school achievement. By using questionnaire, Brenda examines 48 high school students to know the level of dispositional optimism trough their self-efficacy perceptions. The result showed there is no significant association between grade and optimism scores.

The third is the research from Salmaan F. Toor, by the title “Optimism and Achievement: A domain-specific and within-construct investigation” Academic optimism is the general tendency to expect positive outcomes in terms of personal, current and future academic experiences. Academic optimism is similar to general optimism with the exception of academic

31

optimism’s focus on the academic life domain. The study investigated the psychometric properties of the newly constructed Academic Optimism Scale (AOS), as well as the relationships among academic optimism, general optimism, self-esteem and depressive symptoms in relation to academic achievement.

The research by Freih Owayed El-Anzi, with the title “Academic Achievement and Its Relationship with Anxiety, Self-esteem, Optimism and Pessimism in Kuaiti Students” reveals the findings that academic achievement has a positive correlation with optimism and a negative correlation with pessimism. Optimism increase a person ability to tolerate situation and to solve problems, and it may have an effect on academic achievement.44 The differences compared to this recent study shows that the research conducted by Owayed analyzes the relationship among academic achievement with anxiety, self-esteem, optimism, and pessimism, while this study focuses hardly on the relationship between optimism and students’ speaking achievement.

Other study is from Indoo Singh and Ajeya Jha, with the title “Anxiety, Optimism and Academic Achievement among Students of Private Medical and Engineering Colleges: A Comparative Study” this study focuses on

44

Freih Owayed El-Anzi,Academic Achievement and Its Relationship with Anciety, Self-esteem, Optimism, and Pessimism in Kuwaiti Students, p. 100.

32

examining the role of optimism that hypothesized to reduce anxiety and enhance academic achievement among medical and engineering students. While this study, focuses on the relationship between optimism and students’ speaking achievement at the first-year of English education.

Finally, the researcher concludes that those all previous studies significantly have the similarity and differences with this research. However, those literatures influence this research as the foundation. This research focuses on analyzing the relationship between optimism and student speaking achievement at the first-year of English education department UIN Sunan Ampel Surabaya. In light of differentiating this research with those all previous studies above the researcher states that the different focus of this research is on focus skill of study, and also the location of research will be differentiate the research with those previous research.

CHAPTER III

RESEARCH METHOD

This part of study deals with research methodology which is designed as technique to collect and analyze the data.

A. Research Design

This study is classified as quantitative in nature because the data of this research is using numerical data and using statistic to analyze it. A quantitative research is a kind research that employs statistical procedures.44

In others term quantitative research is „Explaining phenomena by collecting

numerical data that are analyzed using mathematically based methods (in particular statistics).45 Therefore, as quantitative research is essentially about collecting numerical data to explain a particular phenomenon, particular questions seem immediately suited to being answered using quantitative methods.

The design of this research is correlation. According to Ary, Jacobs,

and Sorenses‟s statement that correlation research produces indexes that show

the direction and the strength of relationship among variables46. In addition,

44_{Anifatun Nikmah, S1 thesis “Correlation between students’ performance in conversation and their}

English achievement in regular English at SMPN 1 Balongbendo”. (Surabaya: IAIN press, 2010) 45

Sugiyono, Metode Penelitian Pendidikan. (Bandung; ALFABETA), 2012 46

34

Creswell states that “correlation design provide an opportunity for you to

predict score and explain the relationship among variables. It was useful to describe and find out any significance correlation between two variables, the X and the Y variables. The research was aimed to find any significant

relationship between optimism and students‟ speaking achievement. Therefore

the correlation of research design suited the purpose of research.

In this research, the researcher used Pearson product Moment to analyze the relationship between optimism and students speaking achievement. Ary, Jacob, and Sorensen state that “a very useful statistic, the Pearson Product Moment correlation coefficient (Pearson r), indicates both the direction and the magnitude of the relationship between two variables47. So, the correlation between two variables will be known by using the Pearson Product Moment.

The first variable is the optimism; it is considered as independent variable

(variable X). Then the second variable is the students‟ speaking achievement

which is taken from the document, it is considered as dependent variable (variable Y).

47 Ibid

35

B. Population and Sample

1. Population

Population defines as the total number of research subject. Population can also define as the case collection which required some requirements which related to research problem.48

The population of this study was the student of second semester of speaking class of State Islamic University Sunan Ampel Surabaya. The consideration in choosing the population is because the researcher is going to examine the relationship of optimism of first-year student in the speaking class.

In the second semester of English Education Department there are 116 students. In this research the population took are they who qualified to be subject of research, because there are 3 students that not fulfill the final examination score. So that the population of this research is 113 students which derived from speaking class on second semester.

2. Sample

Sample is the part from amount and characteristic of population. Suharsimi Arikunto in his book state that if the subject is less from one hundred, better for the researcher to take all part of population, so the research

48

36

is population research. Then, if the subject is amount of a hundred or more, it can be taken 10% - 15% or 20% -25% or more.49 But in this research the researcher did not use this technique to determine the total of samples.

In this research, the researcher took 53 samples from 113 populations. The way to take the sample, the researcher use Slovin formula, as follows:

n = �

1+� 2

Where:

n = jumlah sample N = jumlah population e = error tolerance

In this research, the researcher has 113 population, and use error tolerance 10%.

n = 113

1+113 (0,1)2

n = 113

2,13

n = 53 students

The speaking class taught by two lecturers, Mr. Sigit Purnomo Jati and Mr. Hanafi. A and B class by Mr Sigit with the amount of 45students and C and D class by Mr Hanafi with amount of 68 students.

49

Suharsimi Arikunto. Prosedur Penelitian Suatu Pendekatan Praktik. (Jakarta: Rineka Cipta. 2010),134.

37

To define the proportional sample the researcher took data as follow from each class by the classification of the lecturer. So, from this way the researcher takes 53 students as the sample. Based on Slovin form, the researcher took the sample as follows by using proportionate stratified random sampling.

Class A and B = 45

113 x 53 = 21 students

Class C and D = 68

113 x 53 = 32 students

The exact number of the samples of each class determined by proportionate stratified random sampling as follows:

Class A = 29

45 x 21 = 14 students

Class B = 16

45 x 21 = 7 students

Class C = 35

68 x 32 = 16 students

Class D = 33

68 x 32 = 16 students

Proportionate stratified random sampling is technique sampling to take heterogenic population.50 The consideration to take this technique is because there two lecturer that taught these four classes, so it consider to have different treatment of each class. In this research, to determine the students that chosen to be samples the researcher use lottery of the name.

50

Prof. Dr. Sugiyono, Metode Penelitian Kuantitatif, Kulaitatif dan R & D, (Bandung: ALFABETA, 2010),82

38

C. Research Setting

This research was conducted in class of speaking in the second semester of University of Sunan Ampel Surabaya academic year 2015-2016. The students are from heterogeneous background. The researcher chooses them because they are included to the first year-student of University of Sunan Ampel Surabaya.

D. Research variable

Variable is the object of research or the focus of the study. There were two variables in the study, they are:

1. Independent variable

It is a variable that will be studied its relation or influences toward other certain variable that becomes main discussion. The independent variable of this study is optimism.

2. Dependent variable

It is the main study that will be examined its condition by studying its relation with other variable. It is the variable that the results are influenced by

the independent variable. The dependent variable here is students‟ speaking

39

E. Research instrument

According to Arikunto, Research instrument is tools or facilities that are used by the researcher in order to collect data. By using this tools can make the job easier, complete, and systematic.51

The instruments used in this research are: a. Questionnaire

Questionnaire is data collection technique which given a set questions or written explanation in order to answer with respondent52. There are many advantages of questioner are:53

1. The researcher is not necessarily present in front of the respondent 2. It can be shared directly to many respondent

3. It can be answered be the respondents as fast as their own and depended on their part time.

4. It can be anonymous so respondents will feel free, honest and confident to answer

5. It can be standardized in similar question for all respondents. b. Documentation

Documents are “A readily source of data in research as many

already exist in the institutional system.”54

In this study, the

51

Ibid, 149. 52

Prof. Dr. Sugiyono, Metode Penelitian Kuantitatif, Kulaitatif dan R & D, (Bandung: ALFABETA, 2010) p.142

53

40

documentation data is taken from the lecturer data of students‟

speaking result in the second semester. The data is required to know

the correlation between students‟ optimism and their speaking

achievement in one semester.

F. Data Collection Technique

To obtain the valid data, the writer used kinds of data collection. For conducting the research, in collecting data the writer uses some technique.

a. Questionnaire

This technique is used to know students‟ optimism in speaking English; Students got some question about their optimism that has been made by researcher. The questionnaire that was used in this

research had been developed based on Selligmans‟ theory on his

book entitled Learned Optimism. The questionnaire of optimism consists of 22 items of statement in multiple choice forms and had 5 options for each indicator that was divided into two kinds of items: the favorable items and the unfavorable items. The technique of scoring optimism for each item used Likert scale.

The questionnaire consisted of 22 items of statement. The distribution of the question in questionnaire could be seen in the table below:

54

Anne Burns. Collaborative action research for English Language Teachers (Cambridge: Cambridge University Press, 1999), p.140

41

Table 3.1 Blue print of optimism questionnaire indicator Dimension

(Aspect of Optimism)

Indicator Favorable Unfavorable

Permanence: a. Permanence

b. Temporary

a. Believe that the cause of good thing is permanent

b. Believe that the cause

of bad thing is

temporary 3 (1,14, 17) 2 (13, 22) 3 (4, 18, 19)

1 (16)

Pervasiveness: a. universal

b. spesific

a. The optimist

believes that bad events have specific causes, while good events will enhance everything he does. b. The optimists who

experience the bad event will have specific explanation that the bad event is caused of the specific cause and will never dilating to other event.

2 (2, 3)

3 (8, 9, 15)

2 (11) 2 (5, 10) Personalization: a. internal b. eksternal

a. Believe that an event is caused by internal factor.

b. _{Believe that an event}

is caused by external factor. 1 (7) 2 (6, 12,) 2 (20, 21)

42

The technique of scoring optimism used Likert scale. The procedure of scoring favorable items of optimism test was given as follow:55

Option: SA (strongly agree) = 5

S (agree) = 4

N (neutral) = 3

D (Disagree) = 2

SD (strongly disagree) = 1

The procedure of scoring unfavorable items of optimism was given as follow:

Option: SA (strongly agree) = 1

S (agree) = 2

N (neutral) = 3

D (Disagree) = 4

SD (strongly disagree) = 5

Then the researcher categorized the samples into three category grade

of students‟ optimism in the speaking class, which was high, moderate, and

low. The way to get the first dominant optimism was looked for mean score

55

43

(M) and standard deviation (SD). To determine mean and standard deviation the researcher used SPSS 21. Then mean and standard deviation score were applied to this form. The form was derived from saifuddin azwar Penyusunan Skala Psikologi, that cited by Muharnia Dewi in her thesis56. The form of optimism category as follows:

Table 3.2 The Form of Categorization of Optimism

Category Interval Frequency %

High ≥ M + 1SD

Moderate M – 1SD < X <M + 1SD

Low ≤ M – 1SD

Total

Description: M = Mean

SD = Standard Deviation 1 = Constant number b. Documentation

This technique used for collecting the students‟ score as a

comparison with the result of questioner. Then writer can know the result of the research. In this study writer took students‟ rapport or the result of their English test at the class in order to compare the result of questionnaire. From this data we know the correlation itself.

56

Muharnia Dewi A, Undergraduate Thesis: “Hubungan Self-esteem dengan Optimisme Meraih

Kesuksesan Karir pada Mahasiwa Fakultas Psikologi UIN Syarif HidayatullahJakarta” (Jakarta: UIN Syarif Hidayatullah, 2010)

44

G. Data Analysis Technique

The technique of data analysis used by the researcher was the formula

of Pearson‟s product moment correlation.

To examine whether there was the correlation between optimism and

students‟ speaking achievement the researcher analyzed in the following

procedures:

1. The questionnaire giving score for each item and summing up had been checked.

2. The data on students‟ optimism and speaking achievement had been tabulated.

3. The coefficient of correlation between the students‟ optimism (X)

and the students‟ speaking achievement (Y) had been determined.

Correlation coefficient usually represented by r indicates indicating both the direction of the correlation (either positive or negative) and the strength or the degree of the relationship between variables.

4. Before analyze the correlation, the researcher do prerequisite test. The prerequisite test is conducted before doing correlation analysis. The prerequisite test was normality test and homogeneity test. This analysis was used SPSS 21.

45

5. To correlate between the EQ and English achievement had been analyzed by product moment, The researcher used the following formula:57

� = � −

� 2

− 2 � 2− 2

Note :

r = correlation coefficient of variable X and Y

∑xy = the sum of the product of X and Y scores for each students

∑x= the sum of X scores

∑y= the sum of Y scores

∑x2= the sum of square of students‟ participation score

∑y2 = the sum of square of students examination score on PeerWise (∑x)2= the sum of squared X scores

(∑y)2= the sum of squared Y scores N = the total of respondents

According to Sugiyono that cited by Gunawan Sudarmanto said that Statistic parametric is used to analyze interval and ratio data that taken from normal distribution of population.58 Analysis of Pearson Product moment is included to parametric statistic. In this research, the researcher also uses SPSS

57_{Anas Sudiyono, “Pengantar Statistik Pendidikan”,}

(Jakarta: Rajawali Press, 2009), 206 58

R. Gunawan Sudarmanto, “Statistik Terapan berbasis Komputer dengan Program IBM SPSS Statistic 19”. (Jakarta: Mitra Wacana Media, 2013),9

46

21 to analyze data, in order to make the calculation easier and more valid. The level of significance 0,05 is used and the value of sig from output of SPSS.

The above formula is very important due to find out whether or not the (Ho) Hypothesis or (Ha) Hypothesis is accepted in this research. The result computation indicates whether there is any correlation between the two variables or not. Then, from the result of the r computation (r-observation), it is classified as the perfect positive relationship (+1.00), no relationship (0), or the perfect negative relationship (-1.00). As Donald Ary, Lucy Cheser J. and

Chris Sorensen‟s explanation that explain.59

59

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presented the description of finding and discussion that was covered during the research. The descriptions of finding were students’ optimism,

students’ speaking achievement, hypothesis research and the correlation between

optimism and speaking achievement. The researcher presented them is based on the data collected and the procedure described in the chapter III. Since there were some results in this study, the researcher presented them as follow:

A. Research Findings

1. The Optimism of Second Semester Students in Speaking Class of English Education Department UIN Sunan Ampel Surabaya

a. Sudents’ Optimism in Speaking Class

To know the students’ optimism of the first-year of English education

department UIN Sunan Ampel Surabaya, the researcher used questionnaire to measure the students’ optimism. Research procedure used the questionnaire of optimism which was developed based on Seligman’s theories. It could be seen below:

1) Permanence (Permanence) consisted favorable and unfavorable items. a. Favorable item contained

48

1. Every success I have achieved is the starting point of any successful that will I be in the future.

14. If I’m not desperate I am sure I will get a good achievement in

speaking class.

17. When I get a good score in speaking, I will try to maintain it. b. Unfavorable item contained

4. Because I did not have a good English experience, so the effort I do is not work up.

18. I made a mistake when having conversation with my friend in front of the class it will make me shy in a long way.

19. I have been practicing speaking but my score is bad and I am not going to practice again.

2) Permanence (Temporary) consisted favorable items and unfavorable item

a. favorable items

13. I have been practicing speaking, but the test today did not go well, and I am sure that the next test will succeed.

22. I believe bad luck can be changed with effort and prayer. b. unfavorable items

16. When I do not study and I succeeded in my test, I believe that success is a coincidence.

49

a. Favorable items

2. To my ability, I deserve a good achievement in speaking

3. I was able to adjust speaking class because I spent much time to practice and study.

b. Unfavorable item

11. My ability makes me hesitate to get a good speaking achievement. 4) Pervasiveness (Specific) consisted of favorable and unfavorable items

a. Favorable items

8. I was speechless when doing the conversation in front of the class, but I remain confident.

9. I am not good in grammar, but I remain confident speaking English. 15. Although I get bad score today, I keep the spirit through the day. b. unfavorable items

5. I find it difficult to follow and get a good grade on speaking class because I did not have a good English background.

10. If today I fail, it will hamper me to get a good speaking achievement.

5) Personalization (internal) consisted favorable and unfavorable items. a. Favorable item

7. If I practice speaking hardly, I will get a good achievement in speaking class.

50

6. I am not sure with my speaking ability.

12. I was not confident when I speak in front of the class or speak with my lecturer by English language.

6) Personalization (external) was consisted of unfavorable items 20. I got a good achievement because my lecturer feels pity for me.

21. I don’t get a good score because the lecturer did not know me.

The researcher defined the categorization of students’ optimism score in the speaking class. To ease counting the maximum, minimum, moderate, standard deviation and sum, the researcher used computer counting by using SPSS version 21 program. It was took maximum, minimum, mean, standard deviation and sum score as in the table follows:

Table 4.1 The Descriptive Statistics of Optimism

Descriptive Statistics

N Minimum Maximum Sum Mean Std. Deviation

Optimism 53 65 101 4183 78.92 7.496

Valid N (listwise) 53

From the table we know that the minimum score of optimism was 65, maximum score 101, mean score was 78.92, standard deviation was 7.496, and sum score was 4183.

The researcher categorized the samples into three category grade of students’ optimism in the speaking class, which was high, moderate, and low.

51

The way to get the first dominant optimism was looked for mean score (M) and standard deviation (SD). Then mean and standard deviation score were applied to this form. The form was derived from saifuddin azwar Penyusunan Skala Psikologi, that cited by Muharnia Dewi in her thesis58. The result of category distribution score as follow:

Table 4.2 The Category of Optimism

Category Interval Frequency %

High ≥ M + 1SD ≥ 86 9 17.0%

Moderate M – 1SD < X <M + 1SD 72 – 85 36 67.9%

Low ≤ M – 1SD ≤ 71 8 15.1%

Total 53 100%

From the table above could be known that there were 17% students, who have high optimism in interval class 86 to the highest, 67.9% who have moderate optimism in interval 72-85, and 15.1% who have low optimism in interval the lowest to 71. It could be concluded and interpreted that most of students have moderate optimism, and who have the low and high optimism was almost the same amount.

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Muharnia Dewi A, Undergraduate Thesis: “Hubungan Self-esteem dengan Optimisme Meraih

Kesuksesan Karir pada Mahasiwa Fakultas Psikologi UIN Syarif HidayatullahJakarta” (Jakarta: UIN

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The table was derived from the SPSS 21 computation as follow.

Table 4.3 Table of SPSS computation of Optimism Category

Category

Frequency Percent Valid Percent Cumulative Percent

Valid

High 9 17.0 17.0 17.0

Moderate 36 67.9 67.9 84.9

Low 8 15.1 15.1 100.0

Total 53 100.0 100.0

Then, to percentage each item of statements, the researcher used the following formula and it could be seen below:

P = _�× 100%

Description: P = Precentage F = Frequency N = Responden

Table 4.4 The component of permanence (favorable) no. 1, 14, and 17

No Options N F %

1. a. Strongly agree b. Agree

c. Neutral d. Disagree

e. Strongly disagree

53 22 26 3 1 1 41.5% 49% 5.7% 1.9% 1.9%

53 100%

14. a. Strongly agree b. Agree

c. Neutral 53

14 23 11 26.4% 43.4% 20.8%

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the summary of all research result discussed in chapter IV would be given. They were the answer to the problem formulated. Based on the research result, conclusion and suggestion are provided.

A. Conclusion

Based on the result of data analysis, it could be concluded that the result of Relationship between students’ optimism at the first-year of English education department UIN Sunan Ampel Surabaya as follow:

1. Finding showed that the optimism of second semester students of English education department was the total score of optimism was 4183. The optimism of students was majority moderate, in the range of score 72-85. There are 36 students included into moderate category in interval 72-85. It showed by the aspect of optimism in the questionnaire that is permanence, pervasiveness, and personalization. Most of students answered the question that indicates to the optimistic personal.

From the result of students’ speaking achievement of students’ academic report (KHS), the students’ speaking achievement at the first -year of English education department UIN Sunan Ampel Surabaya was

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shown good achievement or symbolized A-. However, the minimum score of student was B.

2. Based on the computation of product moment, it could be known that

the result of correlation between optimism and students’ speaking

achievement was 0,153. It indicated the very low correlation. But it

doesn’t show any significant relationships because r statistic was lower than r table. So, the correlation cannot be applied to all population. In conclusion, hypothesis null was accepted and hypothesis alternative was rejected.

B. Suggestion

Based on conclusion above, the researcher gave some suggestion for the following people:

1. From the result of the study, the students’ optimism was categorized as moderate and still there a relationship between optimism and students speaking achievement. The students should always keep optimistic during the learning process, never be given up when do the failure and always try to get a good achievement. Since it cannot be stand alone, so that the

students’ optimism should balance with the hard effort of study.

2. From the result above, there was very low relationship between optimism

and students’ speaking achievement. Even so, the lecturer still expected to motivate and encourage the students to not give up easily in learning

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3. For the further research, it hopefully to conduct research on the higher level of grade of student or higher material, so it can measure the accomplishment of achievement well.

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