STUDENTS’ SELF-EFFICACY IN SPEAKING ENGLISH :A Study of Students’ Self-Efficacy in A Senior High School in Bandung.
Michelle Anggia, 2013
Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
STUDENTS’ SELF-EFFICACY IN SPEAKING ENGLISH
(A Study of Students’ Self-Efficacy in A Senior High School in Bandung)
A Research Paper
Submitted to English Education Department as a partial fulfillment of the requirement for the Sarjana Pendidikan degree
By:
Michelle Anggia
0807321
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION
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Michelle Anggia, 2013
Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
STUDENTS’ SELF-EFFICACY IN SPEAKING ENGLISH
Oleh Michelle Anggia
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa Inggris
© Michelle Anggia 2013 Universitas Pendidikan Indonesia
Oktober 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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Michelle Anggia, 2013
Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
PAGE OF APPROVAL
STUDENTS’ SELF-EFFICACY IN SPEAKING ENGLISH
(A Study of Students’ Self-Efficacy in A Senior High School in Bandung)
A Research Paper By
Michelle Anggia 0807321
Approved by:
Main Supervisor, Co-Supervisor,
Prof. Dr. Didi Suherdi, M.Ed. Iyen Nurlaelawati, S.Pd., M.Pd. NIP. 196211011987121001 NIP. 197709062009122002
Head of English Education Department Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001
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Michelle Anggia, 2013
Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRACT
The purpose of this study is to find out the students’ self-efficacy level in speaking English and to investigate the factors influencing the students’ self -efficacy. This study involved sixty one students of eleventh grade in a senior high school in Bandung. In this study, the data were gathered in two ways, namely the questionnaire and interviews. The questionnaire, adapted from Bandura’s “children's perceived academic self-efficacy questionnaire” (2001), was used to determine the levels of the students’ self-efficacy in speaking English, namely very high, high, medium, low, and very low self-efficacy. It was followed by an interview to ten students of those different levels of self-efficacy in order to see the factors influencing their self-self-efficacy level.. The analysis of the data was done within the theoretical frameworks of self-efficacy by Bandura (1982) and the theory of factors affecting students’ self-efficacy by Schunk and Meece (2005).
The findings indicated that five students (8.20%) had very high self-efficacy and thirteen students (21.31%) had high self-self-efficacy in speaking English. Almost half of the participants (42.62%) had medium self-efficacy belief in their speaking ability in English. Meanwhile, there were fourteen students (22.95%) who had low self-efficacy and three students (4.92%) who had very low self-efficacy in speaking English. Families and peer networks were revealed as the influencing factors to increase students’ self-efficacy in speaking English. This study is recommended for teachers and parents, so that they can take advantages of this study to improve the students’ confidence and self-belief to speak English.
Key words : Self-efficacy, speaking, English subject, family, peer
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Michelle Anggia, 2013
Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRAK
Tujuan dari penelitian ini adalah untuk mengetahui tingkat rasa berdaya siswa dalam berbicara bahasa Inggris dan menginvestigasi faktor-faktor yang mempengaruhi rasa berdaya siswa. Penelitian ini melibatkan enam puluh satu siswa dari kelas sebelas disebuah sekolah menengah pertama di Bandung. Ada dua cara yang digunakan dalam pengumpulan data, yaitu melalui kuesioner dan interview. Quesioner yang diadaptasi dari Bandura “children's perceived academic self-efficacy questionnaire” (2001) digunakan untuk menentukan tingkat rasa berdaya siswa dalam berbicara bahasa Inggris, yaitu sangat tinggi, tinggi, sedang, rendah dan sangat rendah. Lalu proses ini diikuti dengan interview kepada sepuluh siswa dari tingkat rasa berdaya yang berbeda-beda untuk melihat faktor-faktor yang mempengaruhi tingkat rasa berdaya mereka. Analisa data menggunakan kerangka teori tentang rasa berdaya oleh Bandura (1982) dan teori tentang faktor-faktor yang mempengaruhi rasa berdaya siswa oleh Schunk dan Meece (2005).
Penemuan menunjukkan bahwa lima siswa (8.20%) memiliki rasa berdaya yang sangat tinggi, dan tiga belas siswa (21.31%) memiliki rasa berdaya yang tinggi terhadap berbicara bahasa Inggris. Hampir setengah dari seluruh peserta (42.62%) atau setara dengan dua puluh enam siswa memiliki tingkat rasa berdaya yang sedang terhadap kemampuan mereka dalam berbicara bahasa Inggris. Sementara itu, ada empat belas siswa (22.95%) yang memiliki rasa berdaya yang rendah, dan tiga siswa yang memiliki rasa berdaya yang sangat rendah dalam berbicara bahasa Inggris. Keluarga dan teman diakui sebagai faktor-faktor yang mempengaruhi untuk meningkatkan rasa berdaya siswa
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Michelle Anggia, 2013
Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
dalam berbicara bahasa Inggris. Penelitian ini direkomendasikan untuk para guru dan orangtua agar mereka dapat mengambil keuntungan untuk meningkatkan rasa percaya terhadap diri siswa untuk berbicara bahasa Inggris.
Kata Kunci : Rasa Berdaya Diri, berbicara, Mata Pelajaran Bahasa
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Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENT
ACKNOWLEDGEMENT ... i
ABSTRACT ... iii
TABLE OF CONTENT ... iv
LIST OF TABLES ... vii
LIST OF CHARTS……….viii
LIST OF FIGURES ... .ix
LIST OF APPENDICES……….……...x
CHAPTER I INTRODUCTION 1.1 Background of the Study ... 1
1.2 Research Questions ... 3
1.3 Aims of the Study ... 3
1.4 Scope of the Study ... 4
1.5 Significance of the Study ... 4
1.6 Clarification of Terms ... 5
1.7 Organization of the Paper... 6 CHAPTER II THEORITICAL FOUNDATION
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Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
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2.1 Speaking ... 7
2.2 Self-Efficacy ... 10
2.2.1 The definition of self-efficacy ... 10
2.2.2 Self-efficacy in academic context ... 12
2.2.3 The sources of self-efficacy ... 14
2.2.4 The factors influencing the level of self-efficacy ... 15
2.3 The Influence of Self-Efficacy in Speaking English ... 19
CHAPTER III RESEARCH METHODOLOGY 3.1 Statements of Problems ... 21
3.2 Research Design ... 21
3.3 Site and Respondent ... 23
3.4 Data Collection... 23
3.4.1 Questionnaire ... 23
3.4.2 Interviews ... 24
3.5 Trying out the Instrument... 25
3.5.1 Validity of the instrument ... 25
3.5.2 Reliability of the instrument... 26
3.6 Ordinal Category ... 28
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Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
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3.7.1 Questionnaire ... 29 3.7.2 Interviews ... 30
CHAPTER IV FINDINGS AND DISCUSSION
4.1 Findings and Discussion of the Students’ Self-Efficacy levels in Speaking English ... 31
4.1.1 Finding ... 31 4.1.2 Discussion ... 33 4.2 Findings and Discussion of the Factors Influencing Students’ Self-Efficacy in
Speaking English ... 36
4.2.1 Finding ... 36 4.2.2 Discussion ... 47
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ... 55 5.2 Suggestions ... 56
REFERENCES APPENDICES
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Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Appendix A : The Results of Self-efficacy Questionnaire
Appendix B : Students’ Self-efficacy level in Speaking English
Appendix C : Interview Guidelines Appendix D : Interview Transcriptions
Appendix E : The Factors Influencing Self-efficacy LIST OF TABLES
Table 3.1 The result of validity test on students’ self-efficacy ... 26
Table 3.2 The result of reliability test of students’ self-efficacy ... 27
Table 3.3 Ordinal category formula in normal distribution data ... 28
Table 4.1 The validity of students’ self-efficacy score in speaking English ... 32
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Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF CHARTS
Chart 4.1 The percentage of students’ self-efficacy in speaking English ... 34 Chart 4.2 The factors mostly influencing students’ self-efficacy levels ... 48
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Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF FIGURES
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Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
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Michelle Anggia, 2013
Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER I INTRODUCTION
This chapter presents the introduction of the study. It elaborates the background of the study, research questions, aims of the study, scope of the study, significance of the study, clarification of the terms, and organization of the paper.
1.1. Background of the Study
People tend to have different drives to speak English. There are encouragements and barriers that make people want to express their ideas in English. Particularly in Indonesia where English is learned as a foreign language, people do not commonly communicate with English in the community. Some people may feel hesitant to speak English in front of other people who do not use it. On the other hand, some others have their own encouragement, so they are willing to speak English. The same issues are arising in English language learning at non-speaking English schools, where most learners often seem passive and reticent in speaking English in the classroom (Hamouda, 2012).
In connection with the issue above, some experts argue that there are diverse factors that influence students to speak English. Dörnyei (2005) and Riasati (2012) indicate some factors that might encourage learners to speak English such as students‟ motivation, personality, content and context, as well as learners‟ beliefs on their communication competence. On the other hand, Hamouda (2012) highlights some causes that make students feel reluctant to speak English as a foreign language, namely anxiety, lack of interest in English class, incomprehensible input, shyness, comparison with peers, low self-belief on their speaking capability, and lack of confidence.
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Michelle Anggia, 2013
Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Students‟ beliefs on their capability either positively or negatively influence their willingness to speak. For that reason, this study intentionally highlights students‟ beliefs on students‟ speaking skill in English, since one of the significant factors to control over students to speak English is their self-efficacy or what so called as self-belief (Bandura, 1977; Mahyuddin, Elias, Cheong, Muhamas, Noordin, & Abdullah, 2006).
Self-efficacy is referred to individual‟s beliefs in his capabilities, and it gives effect to the efforts he puts to achieve desirable performance. As defined by Bandura (1997), self-efficacy is “the belief in one‟s capabilities to organize and execute the courses of actions to attain designated type of performance”. In other words, self-efficacy can be seen as the confidence that people have in their ability to do the things that they try to do, accomplish the goal and perform task competently (Dörnyei, 2005). It is believed that self-efficacy can determine how people feel, think, and behave, as well as the choices they make in specific situation (Bandura, 1994). Thus, the beliefs that students hold about their ability in speaking English can either encourage or make them hesitate to speak English in front of others in the classroom.
Dodds (2011) conducted a correlation study on self-efficacy and language performance among Chinese immigrant newcomers in Canada. She found that there was significant positive correlation between English-speaking self-efficacy beliefs and English speaking performance among the participants. It is stated that the participants who had strong beliefs in their abilities to perform certain speaking tasks were subsequently able to perform those tasks to a high degree.
However, Idrus and Salleh (2007) state that study relates to students‟ self -efficacy with regard to speaking English skill remains under-discussed, especially in Asia. Many studies that have been done on self-efficacy in second and foreign language learning settings are focused only on reading and writing skill (Schunk
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Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
& Swartz, 1993). Hence, it is interesting to see the application of self-efficacy concept in speaking English in Indonesian context. Moreover, this study is essential in order to provide students and English teachers with an alternative idea on how to enhance students‟ beliefs on their speaking ability, and boost their speaking performance in the classroom.
Based on the explanation above, this study is purposed to find out students‟ self-efficacy level in speaking English and to figure out the factors influencing their self-efficacy level. The participants of this study were 61 students of eleventh grade from a senior high school in Bandung.
1.2. Research Questions
This study is designed to answer the following questions.
1. To what level of self-efficacy do the students belong?
2. What are the factors influencing the students‟ self-efficacy in speaking English?
1.3. Aims of the Study
This study is aimed to:
1. Find out the level of self-efficacy that the students belong to
2. Figure out the factors influencing students‟ self-efficacy in speaking English.
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Michelle Anggia, 2013
Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
1.4. Scope of the Study
The scope of the study is narrowed down into two limitations, since the topic about self-efficacy is too wide. First, categorizing self-efficacy level that the students possessed in speaking English, and second, figuring out the factors affecting students‟ self-efficacy in speaking English. On the other hand, the theories of self-efficacy by Bandura (1982) and theory of factors affecting students‟ self-efficacy by Schunk and Meece (2005) is mostly used as the main logical frames in seeking students‟ self-efficacy level in English speaking skill and factors affecting students‟ self-efficacy level.
1.5. Significance of the Study
This present study tries to analyze the issue of students‟ self-efficacy in speaking English based on the theory of self-efficacy by Bandura (1982) and factors influencing adolescents‟ self-efficacy by Schunk and Meece (2005). This study is hopefully able to give new insights on filling the gaps in theories giving reasonable arguments that students‟ self-efficacy level can be very various. Furthermore, the factors that influence students‟ self-efficacy can be very difference to each student. The result of this study is expected to give knowledge, example, and reflections for further research to be carried out and for any educational practices related to students‟ self-efficacy in speaking English. Since self-efficacy studies are rarely carried out in speaking skill area of English subject,
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Michelle Anggia, 2013
Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
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this study becomes interesting to conduct, especially in Indonesian context where English is learned as a foreign language. It is hoped to enrich the literature studies on students‟ self-efficacy in English subject.
1.6. Clarification of Terms
In order to avoid misunderstanding, the following terms are defined as follow.
Students’ Self-Efficacy
According to Bandura (1982), „Students‟ self-efficacy refers to students‟ beliefs of their performance capabilities to organize and execute particular type of tasks at a particular time and closely linked to expectations to produce success outcome‟. He argues that students who believe they are learning a useful strategy experience have greater control over learning achievement and self-efficacy for their skill improvement. This term will be elaborated in chapter two.
EFL (English as a Foreign Language)
According to Troike (2006:4), English as a foreign language is not widely used by learners for immediate social context, for instance, people learn and use the English language for future travel or other cross-cultural communication situations.
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Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Brown (2001) defines speaking as a productive skill in communicative competence besides writing, listening and reading skills. He further says that it is „an interactive process of constructing meaning that involves producing and
receiving and processing information‟. Besides, Harmer (2007) notes down that
from the communicative point of view, speaking has many different aspects and categories such as; accuracy, involving the correct use of vocabulary, grammar and pronunciation practiced through controlled and guided activities; and,
fluency, considered to be „the ability to keep going when speaking
spontaneously‟.
1.7 Organization of the paper
This paper consists of five chapters. Each chapter is subdivided into subtopics that will give further elaboration of the investigated issues.
Chapter I is the introduction of the paper. It contains the background of the study, reasons for choosing the topic, the research question, aim of the study, the significance of the study, and the organization of the paper.
Chapter II is the theoretical foundation covering the conceptualizing of speaking and self-efficacy, the definition of self-efficacy, self-efficacy in academic context, the sources of self-efficacy, the factors influencing the level of self-efficacy, and the Influence of Self-Efficacy in Speaking English.
Chapter III is the research methodology. In this chapter, research design, research setting, research participants, data collection, and data analysis will be clearly presented.
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Michelle Anggia, 2013
Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
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Chapter IV will talk about the findings and the discussion of the study. Here, the findings and the discussion of data obtained from the research will be comprehensively investigated and elaborated.
Chapter V is the conclusion and suggestions of the research where the research conclusion is delivered along with the appropriate suggestions needed for future studies.
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Michelle Anggia, 2013
Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER III
RESEARCH METHODOLOGY
This chapter describes the procedure of the research in order to find the answers of the two questions stated in Chapter One. It covers the statements of the problems, research design, site and respondent, data collection, and data analysis.
3.1 Statements of Problems
This paper seeks to address the following questions.
1. To what level of self-efficacy do the students belong?
2. What are the factors influencing the students‟ self-efficacy in speaking English?
3.2. Research Design
This current study applied mixed method research in order to find out the
students‟ self-efficacy level in speaking English and the factors influencing the
self-efficacy level. Creswell (2003) explains that mixed method involves both collecting and analyzing quantitative and qualitative data. He defines it as the sequentially collection or analysis of both quantitative and qualitative data in a single study, which involves the integration of the data in the process of the research (Creswell, Clark, Gutmann, Petska & Hanson, 2007).
The first research question was aimed to find the level of the students‟ self-efficacy in speaking English. Questionnaire was chosen as the instrument to find out the self-efficacy level of 61 participants. A seven-point likert scale was applied on it, and the results were analyzed by using IBM SPSS 20.0 in order to check the validity and reliability of the data. An ordinal category formula (see Table 3.3) was also applied to determine students‟ self-efficacy level. Therefore, a
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Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
quantitative analysis was considered appropriate to count and interpret the data from the survey.
On the other hand, the second research question was aimed to find the factors influencing students‟ self-efficacy level. One of the ways to identify the factors is by administering an interview. It was conducted once to each of the participants who had been chosen based on their self-efficacy level. Since the interview was the main source of the data in this research question, a qualitative analysis was needed to interpret and describe the data from the interview transcription.
Seeing the description above, a mixed method research was employed because it helped the collection and analysis of both data needed for the research. The following is the figure of the process of mixing the data.
Figure 3.1 Creswell’s process of mixing mixed data (2010)
The advantage of applying mixed method is on the result of mixing the data, and its function to the study. By mixing the datasets, it provides a better understanding of the problem than if either dataset had been used alone (Creswell, 2006). Brewer and Hunter (1989) state that when both quantitative and qualitative data are included in a study, the data gained will make the result even richer than one form of data. In other words, it helps to provide richer and more
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Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
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comprehensive results in a research than either only quantitative or qualitative study.
3.3 Site and Respondents
This study was conducted in a senior high school in Bandung. The site was chosen due to two reasons; first, this school was open for research that it gave an access to do the research. Second, this school was categorized as the first cluster school in Bandung. Thus, it was very challenging to see the students‟ self-efficacy in speaking English found here. The data were taken from two classes of eleventh grader. The total respondents of this research were 61 students from both classes.
3.4. Data Collection
In mixed method research, surveys and interviews are commonly combined together (Creswell, 2006). In this study, a survey was employed through the questionnaire, and then an interview was conducted to the participants. In this way, the data were gained through multiple data collection techniques, and each technique would be described thoroughly below.
3.4.1.Questionnaire
Questionnaire is best used (also sometimes called a survey, checklist or schedule) when the responses are from many participants. It is also important to obtain sighted information from the participants. In accordance to the data needed, Dörnyei (2003, cited in Burns, 2010) notes that questionnaires can get you three types of information; factual or demographic (who the interviewees are and their background/experiences), behavioural (what they do, or did in the past) and attitudinal (attitudes, opinions, beliefs, interests and values). In this study, the
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Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
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questionnaire was expected to present the factual and attitudinal data, which represented the depiction of students‟ self-efficacy level in speaking English.
A closed-ended questionnaire adapted from Bandura‟s “children's perceived academic self-efficacy” (Bandura, Pastorelli, Caprara, Barbaranelli, Rola, & Rozsa, 2001)‟ was employed in this study. There were 15 questions adapted, which were very task-specific, included in the questionnaire related to students‟ academic achievement (see Appendix A). It is in Likert scale form and categorized as subject-completed instrument (Creswell, 2006). The scale was ranged range from 1 (Very Poor) to 7 (Very Good). The participants were asked to put a checklist on the box with a number that best represented their estimation of their English speaking skill. The ranges self-efficacy levels of self-efficacy were taken from the students‟ total score of all items which were proceed by using ordinal category formula (see Table 3.3). Since this study includes ordinal category formula, the formula directly divides the scores into five ranges, namely very high efficacy, high efficacy, medium efficacy, low self-efficacy, and very low self-efficacy. It will be explained further in ordinal category (see Table 3.3 Ordinal Category).
3.4.2.Interview
Interview is a useful way in a study to conduct a conversation that explores information needed. Burgess (1984:102, cited in Burns, 2010) describes interview as “a conversation with a purpose”. It reveals information, which does not appear in the other instruments, and, therefore, it gains participants‟ perspective more deeply (Hatch, 2005). The number of participants chosen for the interview will depend on the time availability, since interviews can be more time consuming than observations or surveys (Burns, 2010).
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Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
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In order to acquire deeper information on the participants‟ views, semi -structured interview was employed in this research. According to Burns (2010), this type of interview is not only structured and organized, but also more open and flexible. It was conducted to 10 students from five levels of self-efficacy. From very high self-efficacy to very low self-efficacy towards speaking English. Each level was represented by two students. The interview was conducted twice, five participants on Monday, September 10th 2012 and five more on Thursday, 13th 2012. The participants were asked 29 questions based on the three main factors influencing self-efficacy level as described in Chapter II (see Appendix C).
The students were interviewed one by one in a closed room, as Emilia (2005:81) states that individual interviews are intended to allow for greater depth. The languages used during the interview were Indonesian and English. Some students preferred to have the interview in English, and some others preferred in Indonesian. A tape recorder was used to record the interview, and the document of interview were then transcribed (Emilia, 2005).
3.5. Trying Out the Instrument
The purpose of trying out the instrument is to make sure that the items are valid and reliable before it is administered to the participants. As Sugiyono (2002) explains, the valid and reliable instrument in collecting data will result in the valid and reliable data of the research. The try-out was administered to 30 students of eleventh grade, and the results were analyzed by using IBM SPSS 20.0. Each step will be further explained as follow.
3.5.1. Validity of the instrument
By finding out the validity of the instrument, it gives benefit for the study before taking further action. An invalid instrument can lead to misunderstanding, which absolutely effects to the wrong data and the wrong result. Setiadi (2010)
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Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
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says that it wastes away if the questionnaire is too long for the respondent to complete and it could be time consuming and possibly not easily understandable by the respondent. Thus, it leads to invalid data.
Validity is the degree to which a test measures what is supposed to be measured. Therefore, „a questionnaire should measure what is supposed to be measured‟ (Umar, 2002). In order to check the validity of the instrument, a correlation technique is mostly used (Masrun, 1979). He explains the item, which has positive and high correlation with the total score, is the item that has high validity. Here are the steps to measure the instrument validation:
1) If r-result is bigger than r-table (r-result > r-table), so the item is valid. But the item will be considered as invalid if--if the correlation between the item and r result is less than r table (r-result < r-table).
2) Comparing r-result with r-table (0.252). 3) Concluding the comparison.
(Sugiyono, 2011) Based on the results of the questionnaire, all of the r-result from each question is bigger than the r-table (0.252). The r-result is bigger than r-table (see Table 3.1), so the questionnaire was considered as a valid instrument.
Table 3.1
The result of validity test on students’ self-efficacy in speaking English
Items of questions r-result r-table Ket
SE 1 0.745 0.252 Valid
SE 2 0.760 0.252 Valid
SE 3 0.800 0.252 Valid
SE 4 0.838 0.252 Valid
SE 5 0.733 0.252 Valid
SE 6 0.668 0.252 Valid
SE 7 0.780 0.252 Valid
SE 8 0.650 0.252 Valid
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SE 10 0.707 0.252 Valid
SE 11 0.804 0.252 Valid
SE 12 0.688 0.252 Valid
SE 13 0.760 0.252 Valid
SE 14 0.731 0.252 Valid
SE 15 0.756 0.252 Valid
3.5.2. Reliability of the instrument
Reliability is defined as the extent to which a test procedures consistent to the results when it is administered under a similar condition (Hatch & Fahardy, 1982). Testing the reliability of the instruments is intended for convincing that the instrument will yield the same results even thought carried out in different classes. One of the methods to check the reliability of an instrument is Alpha-Cronbach method (Budi, 2006). The formula is:
ri =
(
K
) {
1 -
∑S
i 2}
k-1
S
t 2Where
k : Mean square between the subject
∑S
i 2 : Mean square of the errorS
t : The total of the variants(28)
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Michelle Anggia, 2013
Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
In this method, the r result is shown as alpha, and if the alpha is more than the criterion (0.06), as well as having positive value, the instrument is reliable. Based on the reliability test, it was found that the Cronbach‟s alpha of the data fell at 0,953 (see Table 3.2). The alpha (0,953) was bigger than the criterion (0.06), so the instrument used in this study was reliable. Since the instrument was valid and reliable based on the tests, it was administered to all participants to obtain the data needed in this study
Table 3.2
The result of reliability test of students’ self-efficacy in Speaking English
Variable Cronbach’s Alpha Criteria
Students‟ self-efficacy in speaking
English 0.953 >0.06 Reliable
3.6. Ordinal Category
Ordinal category is a categorization of a group tested or a scale into several levels. It is purposed to place an individual to their own level according to assessed attribute (Azwar, 2012). For example, the continuum of the level would
be “the lowest to the highest”. The assumption of this category is it has normal
distribution. For that reason, the levels can be determined by grouping it based on existing formula (see Table 3.3).
The results from self-efficacy scale were categorized into five levels, namely very high, high, medium, low, and very low by using the self-efficacy scale category. It is described in the following table, and the clear description of the formula can be seen in Chapter IV.
Table 3.3
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Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
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Scoring Range Criteria
X ≥ μ + 1,5σ Very High
μ + 0,5σ < X ≤ μ + 1,5σ High
μ - 0,5σ < X ≤ μ + 0,5σ Medium
μ- 1,5σ < X ≤ μ - 0,5σ Low
X ≤ μ - 1,5σ Very Low
Where
X : Subject‟s raw score
μ : Mean score
σ : Standard deviation
(Azwar, 2012)
3.7. Data Analysis
Since this current study employed mixed method, the data collected were analyzed in two ways, analysis for quantitative and qualitative data. Firstly, the quantitative data, which were gathered by questionnaire, were analyzed by SPSS 20.0 to interpret the data. It was further processed through the ordinal categorization to determine the range of the students‟ self-efficacy level, from very high to very low. For the second question, as a qualitative data, Creswell (2006) suggests some preparations before analyzing the data from the interview, including: (1) Data Organization: organize the data into files and folders based on the type of the data, (e.g. questionnaire or interviews), displaying the data in form of table or matrix, and keeping copies of all the data.), (2) Data Transcript: convert any forms of data into text data, and (3) Means for Analysis: the process
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where the data are analyzed by hand or computer. To make it in detail, each step of the data analysis based on the instrument used was elaborated as follow:
3.7.1.Questionnaire
In order to categorize the participants‟ level of self-efficacy in speaking English, their scores in the questionnaire were quantified by using SPSS 2.0 and next processed to the ordinal category. The steps are listed as follows:
1. Calculating the total score of each participant‟s questionnaire by summing up the grade of each question (see appendix B)
2. Arranging the scores in order (from the highest to the lowest). 3. Analyzing the data by using SPSS 20.0 (see Chapter IV).
4. Processing the score in the ordinal category formula to determine the range of
students‟ level of self-efficacy (see Table 3.3 and Chapter IV).
3.7.2. Interview
The interviews were conducted to ten students based on a set of interview guidelines (see Appendix C). Since there were five levels of self-efficacy, the students were labeled to represent each level. Therefore, the students were labeled as:
1. Students with very high self-efficacy : Student 1 and Student 2 2. Students with high self-efficacy : Student 3 and Student 4 3. Students with medium self-efficacy : Student 5 and Student 6 4. Students with low self-efficacy : Student 7 and Student 8
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5. Students with very low self-efficacy : Student 9 and Student 10
The data from the interviews were further transcribed, coded and analyzed based on the main issue that was the factors influencing students‟ self-efficacy. The factors were taken from the theory of factors influencing adolescents‟ self -efficacy from Schunk and Meece (2005) (see Chapter II). The analyses of the interview were also to ensure the validity and reliability of data in students‟ self -efficacy scale. Here are the steps to analyze the data obtained in the interview:
1. Transcribing the data in the audio-recorder. A condensed version of interview can be seen in Appendix D.
2. Reducing inappropriate data which are not relevant with this research. 3. Categorizing and coding the data based on the theme that is the factors
influencing students‟ self-efficacy.
4. Relating the data to the theories of self-efficacy and previous stuies on
students‟ self-efficacy. Creswell (2006) says that interrelating themes is
important to provide rigorous insight of the findings.
5. Reporting the findings by using narrative discussion. Narrative discussion, as Creswell (2006) suggested, is the most common form of reporting findings in qualitative research in which the writer summarized the findings from the data analysis in detail.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter consists 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 student’s self-efficacy on speaking skill in English subject. Due to the limitations and the weaknesses of the present study, the second part of this chapter presents several recommendations for further studies.
5.1. Conclusions
This paper has given an account of the investigation of students’ self -efficacy in speaking English. The aims were to figure out: (1) the levels of self-efficacy that the students’ belong to; and (2) the factors affecting students’ self -efficacy in speaking English.
For the first investigation, the finding has shown that, from sixty one participants, Five students (8.20%) had very high self-efficacy level and thirteen students (21.31%) had high self-efficacy level in speaking English. Almost half of the students (42.62%) or twenty six students had medium self-efficacy level in speaking English. Meanwhile, there were fourteen students (22.95%) who had low self-efficacy and three students (4.92%) who had very low self-efficacy in speaking English.
For the second investigation, it was found that families and peers became the influential factors to improve students’ self-efficacy in speaking English. Some
factors emerged in parents’ support, which positively affected students’ self -efficacy on their speaking skill, were: (1) verbal compliments on their ability in speaking English, (2) motivation to learn English, and (3) learning facilities. All
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participants in the interview also said that their education was well supported by the financial situation of the parents, since almost all parents were worked.
In line with families, peers emerged as a very influential factor to students’
efficacy in speaking English. Four students with very high and high self-efficacy showed that they were more confident to speak English since they often communicated in English with their friends. In short, students who had intensive time to speak English with their friends would help them to speak English better and more confident.
On the other hand, schooling factors were regarded as having no influence to students’ self-efficacy in speaking English. All students revealed that their skill in speaking English was not caused by learning English subject at school. They were rarely to speak English at school just because they did not need to use it at school. Moreover, they believed that they could speak English because they had learned it before in the past. Therefore, they could understand the English subject especially speaking skill taught in the classroom.
5.2. Suggestions
In addition to the aforementioned conclusions before, this study also end up with the following suggestions for parents, teacher and further researchers.
First, for parents, it is recommended that learning facilities will not work effectively in improving students’ skill to speak English if they do not balance the facilities with supports and encouragements. As the finding showed, the parents who actively supported and communicated in English had children with greater belief that they were able to speak English in front of other people.
Secondly, for English teachers, it is recommended that they have to increase the use of English language in English subject, since it gives students more opportunities to practice English. By giving time to speak English more often, it is
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hoped that students’ confidence to speak English in front of other people will increase. Moreover, by knowing students’ self-efficacy levels and the factors influencing it, it will help the teacher and parents to determine students who need motivation and supports. Thus, the students can be encouraged to be more confident to speak English, as well as having stronger efforts to learn it.
Third, for further studies, this study can be one of their sources to conduct a research in academic self-efficacy context, especially in English subject`. This study needs further research on strategies that the teachers and parents can use to improve self-efficacy in speaking English in students. Student self-efficacy also can be explored in any language skills, such as listening, writing, reading, speaking, and also in all learning subjects.
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Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Michelle Anggia, 2013
Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Unpublished Dissertation. Available at:
www.hamline.edu/WorkArea/DownloadAsset.aspx?id=2147516352 Dörnyei, Z. (2005). The psychology of the language learner: Individual
differences in second language acquisition. New Jersey London:
Lawrence Erlbaum Associates.
Dweck, C. S., & Goetz, T. E. (1978). Attributions and learned helpless. Hillsdale, NJ: Erlbaum. Available at: https://www.stanford.edu/dept/psychology/cgi-bin/.../CV_1.pdf
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in a tertiary EFL context in Indonesia. Unpublished: University of
Melbourne.
Hatch, T. (2005). Data made easy: Using data to effect change. Paper presented
at the Conference of American School Counselor Association, Orlando,
FL. Available at:
http://counselingoutfitters.com/vistas/vistas11/Article_91.pdf
Hatch, E., & Fahardy, H. (1982). Research design in statistic for applied
linguistics. Rowley: Newburry House Publisher, Inc.
Harmer, J. (2007). How to teach English new edition. China: Longman.
Harmer, J. (2001). The practice of English language teaching. Singapore: Longman.
Hamouda, A. (2012). An exploration of causes of Saudi students' reluctance to participate in the English language classroom. International Journal of
(2)
Michelle Anggia, 2013
Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
English Language Education, Vol. 1, No. 1. Available at:
www.macrothink.org/journal/index.php/ijele/article/.../2652/2234
Hsieh, P. P., & Kuang, H. (2010). Attribution and self-efficacy and their
interrelationship in the Korean EFL context language learning, Vol. 60
(3), 606–627. Available at:
www.mcser.org/journal/index.php/jesr/article/download/.../1004
Idrus, H & Salleh, R. (2007). Oral communication ability in English: An essential skill for engineering graduates. Asia Pacific Journal of Educators and
Education, Vol. 26, No. 1, 107–123. Available at: www.melta.org.my/.../Pages61-75%20Hairuzila%20&%20Rohani.pdf Lane, J., Lane, A., & Kyprianou, A. (2004). Self-efficacy, self-esteem and their
impact on academic performance. Social Behaviour and Personality, 32,
247–256. Available at:
https://webspace.utexas.edu/neffk/pubs/scandself-efficacy.pdf
Mahyuddin, R., Elias, H., Cheng, S., Muhammad, M. F., Noordin, N., & Abdullah, M. C. (2006). The relationship between students’ self-efficacy
and their English language achievement. Educational Journal, Vol 21, 61–
71. Available at:
http://web.usm.my/education/publication/4%20Rahi%20(61-71).pdf Margolis, H., & McCabe, P. P. (2006). Improving self-efficacy and motivation:
What to do, what to say. Available at: http://serc.carleton.edu/20538.
Masrun. (1979). Analisis item. Unpublished dissertation: Fakultas Psikologi Universitas Gajah Mada Yogyakarta.
Nevill, M. A. (2008). The impact of reading self-efficacy and the regulation of
(3)
Michelle Anggia, 2013
Students Self-Efficacy In Speaking English (A Study of Students Self-Efficacy In A Senior High School In Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
sample. Unpublished Dissertation. Available at: http://dspace.iup.edu/bitstream/handle/2069/82/Mark%20Nevill%20Corre cted.pdf?sequence=1
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A
review of the literature. Atlanta, Georgia, USA: Taylor & Francis.
Available at: www.uky.edu/~eushe2/Pajares/Pajares2003RWQ.pdf
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of
Educational Research, Vol. 66, 543-578. Available at: www.breakthroughcollaborative.org/.../bt-research-brief-non-academic-factors.pdf
Putnam, S. P., & Rothbart, K. (2006). Development of short and very short forms of the children’s behavior questionnaire. Journal of Personality
Assessment, Vol. 87. Available at:
www.researchgate.net/...Development_of_short_and_very_short_forms_of _the_Children's_Behavior_Questionnaire/.../72e7e51af6d7f4ffce.pdf Rahemi, J. (2000). English self-efficacy: Links to English as foreign language
achievement. Available at:
http://faculty.ksu.edu.sa/aljarf/Documents/English%20Language%20Teac hing%20Conference%20-%20Iran%202008/Jamileh%20Rahemi.pdf
Rahimi , A., & Abedini , A. (2009). The interface between EFL learners’ self
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