A Study on students` learning strategies and self-efficacy in Speaking I Class in ELESP of Sanata Dharma University.

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ABSTRACT

Lelita, Yohana Vita. 2016. A Study on Students’ Learning Strategies and Self-efficacy in Speaking I Class in ELESP of Sanata Dharma University. Yogyakarta: Sanata Dharma University.

Speaking skill is a skill that is judged first than other skills by someone in many languages (McDonough & Shaw, 2003). This perspective is the underlying reason why ELESP students are demanded to have good speaking ability. Having a good speaking ability will also give them many other benefits. However, based on the researcher’s personal experiences as the first semester student and experiences of doing micro teaching in Speaking I class, it was found that some ELESP students’ speaking ability was not good enough. Therefore, this research aims to find out the language learning strategies ELESP students applied to improve their speaking ability and the use of those strategies in relation to the students’ self-efficacy.

This research was intended to answer two research problems, namely (1) what language learning strategies were applied by the students to improve their speaking ability in Speaking I class? and (2) what is the use of those strategies in relation to the students’ self-efficacy? To address these research problems, the researcher used mixed method. The type of mixed method design used was sequential design. The instruments in this research were questionnaire and interview. The researcher distributed the questionnaire to 22 students of Speaking I class B in ELESP of Sanata Dharma University in academic year 2015/2016 to obtain quantitative data. The selection of the interviewees was based on the quantitative data. The interview was conducted with three students to obtain qualitative data. The qualitative data were used to clarify the quantitative data and explore the information in depth.

There were two findings with regard to language learning strategies. First, it was found that all students applied various language learning strategies to improve their speaking skill, namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. Second, setting speaking goal was the most dominant strategy. That strategy belongs to metacognitive strategies. There were three findings with regard to the use of strategies in relation to the students’ self-efficacy. First, it was found that the use of those strategies was influenced by some factors, namely motivation and anxiety. Second, it was found that the higher motivation and the lower anxiety the students had, the more strategies were used and the more successful they were in learning foreign language. The success was reflected in their speaking performance after applying various strategies. Last, from the analysis of target and goals, strategy use, motivation, anxiety, and performance, it was found that student B and student C’s self-efficacy were high while student A’s self-efficacy was low. The findings are useful for readers to have better understanding of language learning strategies and self-efficacy.

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ABSTRAK

Lelita, Yohana Vita. 2016. A Study on Students’ Learning Strategies and Self-efficacy in Speaking I Class in ELESP of Sanata Dharma University. Yogyakarta: Universitas Sanata Dharma.

Kemampuan berbicara adalah suatu kemampuan yang dinilai pertama kali oleh seseorang dibandingkan kemampuan-kemampuan lain dalam banyak bahasa (McDonough and Shaw, 2003). Pemikiran tersebut menjadi alasan mengapa mahasiswa PBI dituntut untuk memiliki kemampuan berbicara Bahasa Inggris yang baik. Memiliki kemampuan berbicara yang baik juga akan memberikan mereka banyak manfaat lain. Tetapi, berdasarkan pengalaman pribadi peniliti sebagai mahasiswa semester satu dan pengalaman saat melakukan micro teaching di kelas Speaking I, ditemukan bahwa kemampuan berbicara Bahasa Inggris beberapa mahasiswa PBI tidak cukup baik. Maka, penelitian ini bertujuan untuk mengetahui strategi-strategi yang digunakan oleh mahasiswa PBI untuk memperbaiki kemampuan berbicara Bahasa Inggris mereka dan kegunaan strategi-strategi tersebut dalam kaitannya dengan efikasi diri mahasiswa.

Penelitian ini bertujuan untuk menjawab dua rumusan masalah, yaitu (1) strategi pembelajaran bahasa apa yang digunakan mahasiswa untuk memperbaiki kemampuan berbicara mereka di kelas Speaking I? dan (2) apa kegunaan strategi-strategi tersebut dalam kaitannya dengan efikasi diri mahasiswa? Untuk menjawab permasalahan ini, peneliti menggunakan metode campuran. Jenis metode campuran yang digunakan adalah desain berurutan. Instrumen pada penelitian ini adalah kuesioner dan wawancara. Peneliti menyebarkan kuesioner pada 22 mahasiswa Speaking I kelas B, PBI, Universitas Sanata Dharma tahun ajaran 2015/2016 untuk mendapatkan data kuantitatif. Pemilihan yang diwawancara berdasar pada data kuantitatif. Wawancara dilakukan pada tiga mahasiswa untuk memperoleh data kualitatif. Data kualitatif digunakan untuk mengklarifikasi data kuantitatif dan mengeksplorasi informasi secara mendalam.

Ada dua temuan berkaitan dengan strategi. Pertama, semua mahasiswa melakukan strategi yang bervariasi untuk memperbaiki kemampuan berbicara mereka, yaitu strategi memori, strategi kognitif, strategi kompensasi, strategi metakognitif, strategi afektif, dan strategi sosial. Kedua, membuat tujuan adalah strategi yang paling dominan. Strategi itu termasuk dalam strategi metakognitif. Ada tiga temuan berkaitan dengan kegunaan strategi berhubungan dengan efikasi diri mahasiswa. Pertama, kegunaan strategi dipengaruhi oleh motivasi dan kecemasan. Kedua, semakin tinggi motivasi dan semakin rendah kecemasan yang dimiliki, semakin banyak strategi yang digunakan dan semakin berhasil mereka dalam belajar bahasa asing. Keberhasilan terlihat pada penampilan berbicara mereka setelah melakukan strategi yang bervariasi. Terakhir, dari analisis target, kegunaan strategi, motivasi, kecemasan, dan penampilan, ditemukan bahwa efikasi diri mahasiswa B dan C tinggi sementara efikasi diri mahasiswa A rendah. Temuan-temuan tersebut berguna bagi pembaca untuk memiliki pemahaman lebih baik tentang strategi pembelajaran bahasa dan efikasi diri.

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A STUDY ON STUDENTS’

LEARNING STRATEGIES AND

SELF-EFFICACY IN SPEAKING I CLASS IN ELESP OF

SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Yohana Vita Lelita Student Number: 121214081

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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A STUDY ON STUDENTS’

LEARNING STRATEGIES AND

SELF-EFFICACY IN SPEAKING I CLASS IN ELESP OF

SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Yohana Vita Lelita Student Number: 121214081

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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“If you really believe in what you are doing, work

hard, take nothing personally and if something

blocks one route, find another. Never give up.”

- Laurie Notaro –

I dedicate this thesis to

My Parents,

My Family,

… and everyone whom I love the most.

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ABSTRACT

Lelita, Yohana Vita. 2016. A Study on Students’ Learning Strategies and Self-efficacy in Speaking I Class in ELESP of Sanata Dharma University. Yogyakarta: Sanata Dharma University.

on the researcher’s personal experiences as the first semester student and

experiences of doing micro teaching in Speaking I class, it was found that some

ELESP students’ speaking ability was not good enough. Therefore, this research aims to find out the language learning strategies ELESP students applied to improve their speaking ability and the use of those strategies in relation to the

students’ self-efficacy.

was found that student B and student C’s self-efficacy were high while student

A’s self-efficacy was low. The findings are useful for readers to have better understanding of language learning strategies and self-efficacy.

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viii ABSTRAK

Lelita, Yohana Vita. 2016. A Study on Students’ Learning Strategies and Self-efficacy in Speaking I Class in ELESP of Sanata Dharma University. Yogyakarta: Universitas Sanata Dharma.

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ACKNOWLEDGEMENTS

I would like to thank Jesus Christ for always giving me endless blessing, everlasting love and strength. I know that I am nothing without His help and blessing. I believe that He has provided great plans for my future.

My deepest gratitude goes to my beloved advisor, Paulus Kuswandono, Ph.D. for his willingness to spend his time reading and correcting my thesis. His guidance in the process of finishing this thesis and his recommendations on what I had to do in order to accomplish this thesis made me confident that I could accomplish this thesis when I started doubting my ability.

I would also like to express my sincere thankfulness to all the lecturers and staff who have given me great time during my study and great experience for me to remember. My thanks are also given to all students of Speaking I class B in ELESP of Sanata Dharma University in academic year 2015/2016, for their cooperation and willingness in helping me obtain the data.

My special regards and gratitude are presented to my beloved parents, H.Y. Ramidi and Dionysia Jumini for all their prayers, support, love and encouragement. I would also like to express my gratitude to all my sisters, brother and whole big family.

My special gratitude is also sent to Sr. Mariana, Sr. Gabby, Sr. Mariati, Sr. Mariane, Sr. Christi and Sr. Fernanda for their patience in accompanying and supporting me for these four years. I would also like to give my special

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gratitude to all friends in Syantikara dormitory, especially Agatha, Ita, Ruri, Ria, Alin and Fira for the stories, laughter, tears and every moment that we had.

I truthfully want to thank Agata Nina Puspita, Gratia Hervina Stephanie and Kurnianingtyas Dita for always spending their time hearing my stories and supporting me when I felt down. I hope that our friendship will never end and all of us will be successful people in the future. Then, I thank my friends in class small C for being a great family during my study in Yogyakarta.

Last but not least, I thank the people whose names I cannot write down on this paper. May God bless them all every single day!

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TABLE OF CONTENTS

TITLE PAGE……… i

APPROVAL PAGES……….... ii

DEDICATION PAGE………... iv

STATEMENT OF WORK’S ORIGINALITY………. v

PERNYATAAN PERSETUJUAN PUBLIKASI……….. vi

ABSTRACT……….. vii

ABSTRAK... viii

ACKNOWLEDGEMENTS………... ix

TABLE OF CONTENTS………... xi

LIST OF TABLES……….... xiii

LIST OF APPENDICES………... xiv

CHAPTER I. INTRODUCTION……….. 1

A. Research Background………... 1

B. Research Problems………... 5

C. Problem Limitation………... 5

D. Research Objectives………....…... 5

E. Research Benefits………..……... 6

F. Definition of Terms………..……... 7

CHAPTER II. REVIEW OF RELATED LITERATURE... 9

A. Theoretical Description………..…..…... 9

1. Speaking ...………... 9

a. The Nature of Speaking……….. 10

b. Language Learning Strategies Used to Improve Speaking Ability ……… 11

c. Factors Influencing the Use of Language Learning Strategies...……….. 15

2. Self-Efficacy……….. 17

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b. Dimensions of Self-efficacy……….... 20

B. Theoretical Framework……….……... 21

CHAPTER III. RESEARCH METHODOLOGY... 23

A. Research Method………... 23

B. Research Setting……… 25

C. Research Participants………. 26

D. Research Instruments………. 27

E. Data Gathering Technique………. 29

F. Data Analysis Technique………... 30

G. Research Procedure……...……….... 32

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION... 34

A. Students’ Choices of Language Learning Strategies ………. 34

B. The Use of the Strategies in Relation to the Students’ Self-efficacy……...………... 41

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS... 50

A. Conclusions………... 50

B. Recommendations……….……….... 52

REFERENCES………... 54

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LIST OF TABLES

2.1 The Influence of Self-efficacy ………. 19 4.1 Students’ Choices of Language Learning Strategies ....……….. 35 4.2 The Influence of Self-efficacy on Students’ Learning Strategies ……… 47

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LIST OF APPENDICES

Appendix 1. Consent Form ...……….. 58

Appendix 2. Questionnaire Blueprint ………. 59

Appendix 3. The Questionnaire ………... 62

Appendix 4. The Questionnaire Results..………. 64

Appendix 5. Interview Blueprint ………... 67

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CHAPTER I INTRODUCTION

This chapter is the introduction of the research. This chapter is divided into six sections, namely research background, research problems, problem limitation, research objectives, research benefits, and definition of terms.

A.Research Background

English Language Education Study Program (ELESP) students should have good or even high speaking ability because they are English teacher candidates who are expected to be able to speak English very well. They will speak English a lot when they become teachers later. If they have low speaking ability, there might be misunderstanding between them and the students. The misunderstanding causes the students to get wrong information in communicating and also in understanding the learning material that is explained by the teacher.

According to McDonough & Shaw (2003), speaking skill is a skill that is judged first than other skills by someone in many languages. It means that people

assess someone’s language capability from his/her speaking skill first rather than listening skill, reading skill and writing skill. Therefore, ELESP students must have a good speaking ability by paying attention to some aspects such as vocabulary, grammar, pronunciation, fluency, speed, and accuracy.

In fact, having a good speaking ability gives the students many other benefits besides making them good English teachers. According to Harmer

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(1991), English is one of the main languages that is used for international communication between speakers who have different native languages. It is clear that being able to speak English makes them able to communicate with many people from many other countries and in many situations or occasions. Therefore, they have to practice their speaking from the very beginning which is started from the first semester of becoming ELESP students.

However, based on the researcher’s personal experiences as the first

semester student and experiences of doing micro teaching in Speaking I class, it

was found that some ELESP students’ speaking ability was not good enough. It was not good enough because some of them used the same words again and again and sometimes used less appropriate words in speaking English because they had limited vocabularies. Some of them also used wrong grammar and mispronounced some words in speaking English which caused misunderstanding. Their speaking ability still required substantial improvement. For this reason, the researcher finds that it is important to find out the language learning strategies ELESP students apply to improve their speaking ability.

Oxford (1990) states that strategies are important for language learners because they are tools to develop their communicative ability. Besides, the strategies make the learning easier, more enjoyable and more effective. Doing

appropriate language learning strategies will improve students’ ability. Therefore, ELESP students need to apply appropriate language learning strategies in order to improve their speaking ability.

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The use of those language learning strategies is determined by some factors, namely motivation and personality trait or anxiety (Oxford, 1990). Gardner (1985) states that motivation determines the amounts of some components, namely goal, effort, want, attitudes toward the learning activity, and success in learning something. Dornyei (2001) also states that motivation determines how long they are willing to continue the activity and how hard they are going to pursue it.

Another factor is anxiety which can affect learners’ productive skills such as speaking skill, including the language learning strategies (Horwitz, 2001). Beliefs in being not confident, embarrassed and confused are things that cause learners to feel anxious, doubtful, fearful and even stressed when they think that everyone should not make a mistake when performing his/her ability. Therefore, learners must be able to control their beliefs by being confident in their ability to achieve the expected outcomes and prevent the unexpected ones.

The confidence in their ability is also called self-efficacy. According to Bandura (1997), self-efficacy refers to individuals’ beliefs in their capabilities to manage something and do some actions in order to achieve certain accomplishment. Similar to Bandura’s notion, Pintrich (2003) as cited in Mayer (2008) defines self-efficacy as individuals’ beliefs in their ability to do the task.

Self-efficacy is different from motivation. According to Bandura (1997), self-efficacy is a specific view of individuals about their capabilities in a given task. Individuals’ prior experiences with the tasks can help them identify the level of their self-efficacy. However, motivation is a factor that stimulates the desire to

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reach goal (Ersanli, 2015). Motivation is also a factor that energizes and directs

human behavior. Individuals’ self-efficacy or personal belief may affect their motivation in accomplishing the specific task. According to Bandura (1997), people who have high self-efficacy try more and persist longer at a task than people who have low self-efficacy. Besides, high self-efficacy people experience less fear when accomplishing the task. In short, self-efficacy influences some aspects, namely the choice of language learning strategies they apply, the effort they put when facing difficulties, the thought pattern, emotional reactions they experience, and their performance. Bandura (1986) also explains that individuals can understand and determine their self-efficacy by analyzing those aspects. A further explanation about self-efficacy will be presented in Chapter II.

Based on the explanation above, this study aims to know the language learning strategies were applied by the students of Speaking I class in ELESP of Sanata Dharma University to improve their speaking ability. Another focus of this study is placed on the analysis of the use of those strategies in relation to the

students’ self-efficacy. How the research is conducted will be presented more in Chapter III.

This study discusses useful information for helping people, especially the students, in improving their speaking ability related to learning strategies they do and their self-efficacy. Procedures for increasing self-efficacy in many educational setting can be developed based on the findings of this research. The students themselves can have more awareness of the importance of self-efficacy in increasing their speaking ability.

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B.Research Problems

This research is conducted to answer the following research problems: 1. What language learning strategies were applied by the students to improve their

speaking ability in Speaking I class?

2. What is the use of those strategies in relation to the students’ self-efficacy?

C.Problem Limitation

This research is limited to the analysis of the language learning strategies were applied by the students to improve their speaking ability and the use of those

strategies in relation to the students’ self-efficacy. The relation was limited to how the use of language learning strategies provided better understanding and

determined students’ self-efficacy. The researcher did not analyze how self-efficacy gave influence to the use of language learning strategies. The research participants were limited. The participants were 22 students of Speaking I class B in ELESP of Sanata Dharma University in academic year 2015/2016. The researcher conducted the research by using questionnaire and interview. The questionnaire was limited to close-ended questionnaire to make the process easier and quicker and the scoring more reliable. Moreover, the interview was conducted to clarify, explore and understand the phenomenon in depth.

D. Research Objectives

Related to the research problems, there are two objectives presented in this research. The objectives are to find out the language learning strategies were

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applied by the students in order to improve their speaking ability in Speaking I class and the use of those strategies in relation to their self-efficacy.

E. Research Benefits

The researcher hopes that this research gives benefits to the following: 1. The English Teachers

The results of this research are helpful for English teachers to have better understanding of language learning strategies the students apply to improve their

speaking ability and the students’ self-efficacy in relation to the use of the strategies. It is hoped that English teachers will use the results to find teaching

methods which can develop students’ beliefs in their ability to accomplish tasks and achieve goals.

2. The ELESP Students

ELESP students may use the results of this study as sources of information to evaluate their self-efficacy. It is important for ELESP students to evaluate their self-efficacy because the evaluation of their self-efficacy can be used to enhance their self-efficacy. If their self-efficacy is enhanced, the students will have better speaking ability which is reflected in their speaking performance.

3. Future Researchers

This research is also beneficial because it will enrich future researchers’ reference in doing other research about self-efficacy. More extensive studies which include more variables related to the topic could be further developed in different settings for example in reading classes, listening classes and writing

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classes. Therefore, there will be more references of language learning strategies can be applied to improve other abilities and the students’ beliefs in other abilities to accomplish tasks and achieve goals in relation to the use of the strategies.

F. Definition of Terms

This section provides the definition of terms used in this research. There are three terms which refer to several relevant references.

1. Self-efficacy

Self-efficacy refers to individuals’ beliefs in their capabilities to manage something and do some actions in order to achieve certain accomplishment (Bandura, 1997). Those beliefs give influence on some aspects, namely

individuals’ task orientation, effort and persistence, strategy use, beliefs, and performance. Moreover, individuals’ self-efficacy can be determined by understanding those five aspects (Bandura, 1986). Self-efficacy is concerned not with the number of skills individuals have, but with what individuals believe they can do with what they have under a variety of circumstances.

2. Speaking

Speaking skill is a productive skill of language in which the learners use their knowledge to produce an utterance that expresses their ideas, thoughts and feelings. Spoken language consists of short and incomplete utterances (Brown & Yule as cited in Nunan, 1989). Moreover, speaking is a skill that requires the learners to be able to use the language (Bygate, 1987). In order to be able to speak a foreign language, it is necessary to know a certain amount of grammar and

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vocabulary even though the grammar of spoken language is simpler than written language.

3. Speaking I

Speaking I is a course which is designed to give the students practice to show basic communicative functions in English. Students are trained to apply the strategies to have conversation. Therefore, after completing this course, the students will be able to use the learned expressions in a spontaneous conversation, have conversation with others, gain confidence in expressing basic communicative functions in English, build up English speaking habit, understand what people say in simple basic English, and participate actively in daily speech in English (Academic Guideline’s Book, 2012).

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the theoretical description and theoretical framework of the research. The theoretical description provides some theories and concepts used as the foundation of this research. Meanwhile, the theoretical framework presents the relationship between the basic theories used in this research and how those theories support the research to obtain the answer of the research.

A.Theoretical Description

In this section, the researcher discusses the theories that support this research. There are two main points explained in this section. Firstly, the researcher describes the theories of speaking that include the nature of speaking, language learning strategies used to improve speaking ability and factors influencing the use of language learning strategies. Secondly, the researcher presents the theories of self-efficacy that cover the nature of self-efficacy and dimensions of self-efficacy.

1. Speaking

In this section, the researcher discusses the basic theories underlying speaking skill. This section consists of three parts. The first part is the nature of speaking. The second part is language learning strategies used to improve

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speaking ability. The last part is factors influencing the use of language learning strategies.

a. The Nature of Speaking

Speaking skill is a productive skill of language in which the learners use their knowledge to produce an utterance that expresses their ideas, thoughts and feelings. Spoken language has similarity with written language because both of them produce unit of ideas as the product of the learners’ knowledge (Luoma, 2004). In order to distinguish the difference between spoken and written language, Brown & Yule as cited in Nunan (1989) state that the characteristic of written language is its well-formed sentences which are combined into high-structured paragraphs. On the other hand, the characteristic of spoken language is its short and incomplete utterances. Speaking is a skill that generally has to be learnt and practiced. Luoma’s theory also reveals that spoken and written language are different (2004). The form of spoken language is less structured than the form of written language.

Furthermore, speaking is a skill that requires the learners to be able to use the language (Bygate, 1987). He says that in order to be able to speak a foreign language, it is necessary to know a certain amount of grammar and vocabulary even though the grammar of spoken language is simpler than written language. In fact, there are two ways in which speaking can be seen as a skill, namely oral skill and interaction skill.

Oral skill is learners’ ability to use the language (Bygate, 1987). It involves their ability to manage their knowledge and produce oral expressions such as

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using the right sounds in the right patterns or rhythm and intonation, choosing the most appropriate words and grammar, and putting the words in the correct order to produce the right meanings in order to be good at speaking and avoid misunderstanding because of the meaning.

Interaction skill is learners’ ability to use the language for certain needs (Bygate, 1987). It involves making decisions about communication, such as what, where, when, to whom they speak and whether they must prepare it first or not. The learners should know what to say, how to say it, whether it is useful to continue the point of speaking, what their intentions are, and what sorts of relations they intend to establish with their speaking partner or someone who is involved in the conversation. Therefore, interaction skill is not only about delivering knowledge to be able to communicate, but also about understanding the context and situation where the learners speak.

b. Language Learning Strategies Used to Improve Speaking Ability

There are two types of language learning strategies, namely direct strategies and indirect strategies (Oxford, 1990). Direct strategies are language learning strategies that help and organize language learning by involving the target language directly, while indirect strategies do not involve the target language directly. Direct strategies are divided into three groups, namely memory strategies, cognitive strategies, and compensation strategies. Indirect strategies include other three groups, namely metacognitive strategies, affective strategies, and social strategies.

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Every strategy has its own explanation and examples. Thus, each of the strategies will be explained in the following explanations.

1) Memory Strategies

These are strategies that help learners keep and retrieve new information (Oxford, 1990). Doing memory strategies help the learners to remember vocabularies and grammar of a new language. The learners can use phonetic spelling and/or accent marks to remember words. In addition, the learners can use structured reviewing to remember English grammar. Structured reviewing means that the learners review English grammar in order to remember it because it is not enough to look at the new target language information once. Those strategies make learners able to keep verbal material and use it for communication. Oxford also states that memory strategies help them to retrieve the knowledge of structure more easily and keep remembering it even though they do not use it for a long period.

2) Cognitive Strategies

Cognitive strategies enable learners to understand and produce new language in many different meanings (Oxford, 1990). Practicing is one of the cognitive strategies that is very essential for learners and needed to make learners skilled and experienced. There are some types of practices which are useful to improve learners’ speaking ability such as repeating and practicing naturalistically. According to Oxford, repeating is saying or doing something over and over such as saying some words many times every day, rehearsing, and imitating native speakers. The learners can improve their pronunciation by doing

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repetition. In addition, practicing naturally requires learners to use new language for real communicate in natural situation. The examples are speaking with native speakers in a natural setting, making friends with native speakers and joining a foreign language club.

3) Compensation Strategies

These strategies help learners overcome gaps in knowledge so learners can communicate authentically (Oxford, 1990). The learners can understand and produce new language without being influenced by their limited knowledge. Switching to mother tongue, using mime or gesture, and using synonym are the examples of compensation strategies. The learners can use their mother tongue without translating it if they do not know how to say it in target language. They can also use mime, gesture or physical movements as the expression to show the meaning of certain words. For example, a learner does not know how to say “Put it over there, please”, so he/she points to the place to make someone catch the meaning and put the object to the right location. Besides, synonym which is a word that has the same meaning can be used to show what the speaker wants to say. The examples are “a thing used for carrying business documents” as a description of briefcase and “a cooking utensil for lifting food out of pans” as a description of spatula.

4) Metacognitive Strategies

These strategies give learners a way to manage and organize their learning process (Oxford, 1990). Metacognitive strategies are very important for learners who find many new things in new languages such as new vocabularies that are

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unfamiliar, new rules that are confusing and new writing systems that are different with their mother tongue writing systems. Those new things often lose learners’ focus, so metacognitive strategies can help them get back their focus. Organizing, setting goals and self-evaluating belong to metacognitive strategies. Organizing is used to optimize the learning by understanding the situation such as scheduling time to practice their speaking inside and outside the classroom. Setting goals means that the learners make long-term aim which refers to the result that will be accomplished in many months or years later. Self-evaluating is used to evaluate learners’ progress in speaking a new language such as measuring their speaking whether it is improved since some months ago.

5) Affective Strategies

Affective strategies enable learners to control their emotions and attitudes towards learning (Oxford, 1990). It is very important for learners to be able to control their emotions and attitudes because those can make language learning more efficient and fun. Speaking a new language gives much anxiety to some learners. In connection with that, affective strategies can be used to lower their anxiety and encourage themselves. The example of affective strategy that is used to lower anxiety is taking deep breath. The learners are suggested to take deep breath before performing their speaking in order to reduce their anxiety because it gives learners calmness. According to Oxford (1990), deep breathing means breathing low not just from the lungs but from the diaphragm. Meanwhile, making positive statements is the example of affective strategy that is used to encourage learners. Some learners find difficulty to keep their spirits up in speaking new

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language, so they can use this strategy. The learners can say some statements such as “It’s OK if I make mistakes” or “Everybody makes mistakes; I can learn from mine” before they do difficult language activity. They can also say the statements such as “I did a good job” after doing a good performance.

6) Social Strategies

These are strategies that help learners to be able to communicate with many people by giving them opportunities to practice their speech production (Oxford, 1990). Cooperating with others is the example of social strategy which can develop learners’ speaking skill. The learners are required to interact well with their friends such as having temporary pair or small group. Besides, they are also required to interact with skilled and experienced language users such as having conversation with native speakers outside the classroom. By having conversation with them, learners can learn how to listen to them, ask questions, and analyze natural feedback given during the conversation such as gesture, facial expressions and body language.

The strategies above are important for language learning because they make the language learning easier, more enjoyable, and more effective (Oxford, 1990). Besides, they are tools to develop communicative ability. Doing appropriate language learning strategies will improve students’ ability. In other words, students’ speaking ability will be better if they develop the right strategies. c. Factors Influencing the Use of Language Learning Strategies

According to Oxford (1990), there are some factors that influence the use of language learning strategies and determine their speaking performance. They

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are motivation and personality trait or anxiety. Motivation is the primary source which contributes to individual language learning. Learners who have high motivation seem to use greater range of appropriate strategies (Oxford, 1990). It is one of the factors that has a significant role in individuals’ effort and achievement (Schunk, Pintrich & Meece, 2008). According to Gardner (1985), motivation determines the amount of some components, namely goal, want, effort and attitudes toward the learning activity. Dornyei (2001) also states that motivation determines how long they are willing to continue the activity, and how hard they are going to pursue it. In fact, goal is not a measure of motivation but it is a stimulus that can increase motivation. Individuals with high motivation have stronger desire to learn language, invest more effort to attain the goal when they encounter difficulties and have more positive attitudes towards the learning situation. Gardner (1985) also states that highly motivated individuals are more active in language classes and more successful in learning foreign language. Besides, they are more excited to participate in foreign community and interact with members of that community.

Another factor is anxiety which is one of the factors of success in second language learning. Anxiety can affect learners’ productive skill such as speaking skill, including the language learning strategies (Horwitz, 2001). Learners with low anxiety will succeed in their language learning because they tend to use various language learning strategies (Oxford, 1990). Anxiety is not only feeling anxious, but it also includes the feeling of doubtful, fearful, and even stressed. That will influence learners’ belief on their capability in speaking English. Those

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feelings appear when individuals have beliefs in being not confident in their ability, being embarrassed and confused that they will make a mistake when performing challenging task. When they are less confident, they will be less willing to take risks and experiment with new ways of expressing themselves in the target language (MacIntyre & Gardner, 1991). Therefore, learners must be able to control their beliefs by being confident in their ability to achieve the expected outcomes and prevent the unexpected ones because it makes them can do their task well to reach their goals.

2. Self-Efficacy

In this section, the researcher presents the description of self-efficacy is discussed in this research. There are two points to be discussed in this section. They are the nature of self-efficacy and dimensions of self-efficacy.

a. The Nature of Self-efficacy

People often do not perform optimally in accomplishing performances even though they know well what to do. Some people consider that it is enough to only have knowledge and skills for attaining expected achievement. In fact, besides having knowledge and skills, it is necessary for people to have belief of their capabilities which is well known as self-efficacy. According to Wortman & Loftus (1985), as cited in Mumandari (1998), individuals have different beliefs in their capabilities which make them respond differently in the same situation.

Self-efficacy refers to individuals’ beliefs in their capabilities to manage something and do some actions in order to achieve certain accomplishment

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(Bandura, 1997). Self-efficacy is concerned not with the number of skills people have, but with what people believe they can do with what they have under particular situation. It means that self-efficacy is not a measure of the skills one has but it is a belief in what one can do under certain conditions with whatever skills one possesses (Bandura, 1997).

Bandura (1986) states that self-efficacy makes a difference in how people feel, think and act in the same situation which will determine the expected outcomes. In terms of feeling, self-efficacy relates to depression, anxiety, and helplessness which appear when individuals have beliefs in being not confident in their ability that they will make a mistake when performing challenging task. Therefore, learners must be able to control their beliefs by being confident about their ability to achieve the expected outcomes and prevent the unexpected ones because it makes them can do their task well.

In terms of thinking, self-efficacy relates to quality of decision making and academic achievement whatever the underlying skills might be. It shows that self-efficacy helps individual to reach their achievement in all English skill including speaking skill. Besides, in Pajares (1996) study, self-efficacy really works out when one deal with difficult academic tasks, such as mathematics. Therefore, self-efficacy also works out when people deal with English which is a difficult subject as mathematics.

Moreover, in terms of action, self-efficacy relates to motivation which will determine one’s choice of action, efforts, persistence and control. It means that self-efficacy influences one’s choice of activities, effort and how long she or he

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will persist in achieving the targets and goals. Those will determine the level of individuals’ self-efficacy which can be high or low.

The table below summarizes how self-efficacy influences some aspects according to Eggen & Kauchak (1997) and Bandura (1986). The influence on those aspects makes difference in setting targets and goals, using strategies to achieve the targets and goals, putting effort and persisting when difficulties appear, believing what individuals’ can succeed, and performing after developing strategies.

Table 2.1

The Influence of Self-efficacy

High Self-efficacy Individuals Low Self-efficacy Individuals

Task orientation

High self-efficacy individuals have high targets and goals. Not only having them, they do some things to achieve their targets and goals. They consider those targets and goals as challenges not as burdens.

Low self-efficacy individuals have low targets and goals. Some of them may have high targets and goals, but they will do fewer things or even nothing to achieve them because they have low estimations of their capabilities to perform something.

Effort and persistence

High self-efficacy individuals put more effort and not easily give up when facing obstacles.

Low self-efficacy individuals easily give up and lose their spirit to keep trying when facing obstacles because they have doubt about their capabilities to perform something. Strategy use High self-efficacy individuals are

likely to do some actions or useful strategies and have high commitment to achieve their targets and goals.

Low self-efficacy individuals are not likely to do some actions or useful strategies and have weak commitment to achieve their targets and goals.

Beliefs High self-efficacy individuals have high self-confidence that they will be able to achieve their targets or goals. Besides, they can control their stress and anxiety when they cannot achieve their targets and goals yet.

Low self-efficacy individuals have low self-confidence that they will be able to achieve their targets or goals. Besides, they cannot control their feeling, so they will feel anxious and depressed when they cannot achieve their targets and goals yet.

Performance High self-efficacy individuals have higher performance than low self-efficacy individuals.

Low self-efficacy individuals have lower performance than high self-efficacy individuals.

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Bandura (1986) also states that individuals can get better understanding and determine their self-efficacy by analyzing aspects influenced by self-efficacy, namely task orientation, effort and persistence, strategy use, beliefs, and performance. Information in table 4.1 can be used to help individuals understand and determine their self-efficacy. Table 4.1 shows that individuals who use strategies more efficiently, do activities to achieve targets and goals willingly, expend greater effort, persist longer even if difficulties appear, believe that they can succeed and perform better than other people are individuals with high self-efficacy.

b. Dimensions of Self-efficacy

There are several dimensions of self-efficacy which affect individuals’ performance, namely level, strength and generality (Bandura, 1986).

1) Level

Level refers to the degree of task difficulty an individual believes he or she is able to deal with. Individuals’ self-efficacy of a certain task level determines the expectation of being able to perform at the level. When they perform something in easy level, they will believe that they can do that because that is easy. The level of difficulty causes the individuals to choose tasks which they think can be performed or they will avoid the tasks because they doubt their capability.

2) Strength

Strength refers to the degree of confidence individuals have about their beliefs in capabilities. This confidence will determine their effort and persistence. Individuals who have high confidence put more effort and not easily give up when

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facing obstacles. However, individuals who have low confidence easily give up and lose their spirit to keep trying when facing obstacles because they have doubt about their capabilities to perform something. Moreover, the strength of individuals’ belief in their capabilities will determine the degree of relationship between self-efficacy and performance.

3) Generality

Generality is the idea in which individuals’ self-efficacy is not limited to a certain situation. It refers to various situations to which the self-efficacy beliefs can apply. Individuals may belief that he or she is able to produce the intended result only in certain area or in various activities and situations.

In short, individuals’ performance may be different because it depends on their beliefs in their ability when they are given certain tasks which vary in level of difficulty.

B. Theoretical Framework

In this research, there are two formulated problems. The first research problem is the language learning strategies were applied by the students to improve their speaking ability in Speaking I class. To answer the first formulated problem, the researcher used Oxford’s theory about language learning strategies related to speaking. Oxford (1990) states that language learning strategies are divided into direct strategies and indirect strategies. Memory strategies, cognitive strategies, and compensation strategies belong to direct strategies while

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metacognitive strategies, affective strategies, and social strategies belong to indirect strategies.

The second research problem is the use of those strategies in relation to the students’ self-efficacy. To answer the second research problem, the researcher used Oxford’s theory and Bandura’s theory. The researcher used Oxford’s theory to discover the use of language learning strategies. According to Oxford (1990), motivation and personality trait or anxiety are some factors that influence the use of language learning strategies which determine their performance which may be different one to another.

The researcher used Bandura’s theory to discover the relation between the use of those strategies and the students’ self-efficacy. According to Bandura (1986), from the analysis the use of language learning strategies and factors influencing it, individuals can get better understanding of targets and goals they set, strategies they used, effort they put when they encounter obstacles, their believe in their ability to achieve their goals, and their performance. The undersanding of those aspects can be used to determine whether they are high self-efficacy individuals or low self-efficacy individuals.

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CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher explains each part of the research methodology used to answer the research questions. This chapter describes research method, research setting, research participants, research instrument, data gathering technique, data analysis technique and research procedure.

A.Research Method

The study was conducted by employing mixed method. Mixed method is a research method that combines quantitative and qualitative research in which the results of each approach give better understanding of certain phenomenon (Ary, Jacobs, Sorensen & Razavieh, 2010). It is supported by Creswell (2003) who states that mixed method involves both collecting and analyzing quantitative and qualitative data in a single study to provide a better understanding of a research problem. There were three reasons why mixed method was chosen by the researcher. All of the reasons were based on the explanation of mixed method by Ary, et al. (2010).

The first reason was because it was not enough to conduct this research by using one methodology. The quantitative data that was obtained by distributing questionnaire did not provide all the information needed. The researcher’s understanding of a problem or situation might be less complete if the researcher only uses a single method (Ary, et al., 2010). By using mixed method, the

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researcher can get stronger evidence for the conclusion of findings and get more complete understanding of a certain phenomenon. It happens because the researcher interviews the participants to obtain qualitative data which gives more information (Ary, et al., 2010).

The second reason was because mixed method helped the researcher to clarify findings. According to Ary, et al. (2010), mixed method can be used by the researcher to find clarification of findings from one method by using results from another method. It is needed to clarify the findings from different methods because the participants might give different explanation from what they choose in the questionnaire.

The third reason was because the researcher used quantitative data obtained by distributing questionnaire to select the interviewees and analyze the data qualitatively. When employing mixed method, the researcher uses the results from one approach to develop results or inform another approach (Ary, et al., 2010). Informing another approach means that quantitative results obtained in the first phase are used to select participants to be interviewed in the second qualitative phase.

The type of mixed method design used by the researcher was sequential design. Sequential design is a design in which the analysis of data obtained and examined in the first phase of research will influence choices made in the next phase (Ary, et al., 2010). The reason why the researcher used sequential design was because data collection and analysis in this research occurred in two phases at different time. According to Ary, et al. (2010), in sequential design, different

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forms of data are collected and examined in different phases and at different time in a study. In this research, the first phase was collecting and analyzing the data by using quantitative survey while the second phase was collecting and analyzing the data qualitatively by interviewing the participants. The quantitative data collection and analysis occurred first followed by qualitative data collection and analysis.

B.Research Setting

This research was conducted in Speaking I class B in ELESP of Sanata Dharma University. The researcher chose to do a research in Speaking I class because that was a new experience for the students to speak English a lot inside and outside the classroom in front of many people. Sanata Dharma University was chosen because the researcher is a student in Sanata Dharma University which made the research easier to do.

The researcher distributed the questionnaire on Thursday, December 3rd_, 2015 in e-corner class. The researcher chose to distribute questionnaire on the 3rd of December 2015 because it was the last meeting of Speaking I class. The researcher chose the last meeting because the students had been already involved in the class activities for one semester; therefore, they had more experience in speaking. The questionnaire was distributed at the first 10 minutes after the lecturer started the class because of the consideration for the efficiency and the effectiveness in the process of gathering data. It took about 15 minutes for the students to fill the questionnaire.

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The last data gathering technique was interview that was done on Monday, December 14th_{, 2015 in Taman Jamur. The researcher chose to conduct interview} on the 14th of December 2015 because it was the day before the final examination for ELESP students. The researcher did not do the research in January because it was the University holiday or in February because the researcher wanted to avoid the condition where the students had already forgotten about their experience in Speaking I.

C.Research Participants

The participants of this research were twenty two students of Speaking I class B in ELESP of Sanata Dharma University in academic year 2015/2016. The researcher chose class B because the researcher knew the lecturer of Speaking I class B better than other Speaking I lecturers. That happened because the researcher was one of the lecturer’s assistants who helped to teach English as General Course in Management Study Program. Besides, the lecturer recommended the researcher to conduct the research in her class because there were many students whose speaking ability still required substantial improvements.

The researcher recruited the participants on voluntary basis. It means that the participants were not forced to fill the questionnaire and be interviewed. First, the researcher explained that she expected all students in the class to be the participants, but she also allowed if there were students who did not want it. Then, the researcher told them about the advantage they would get if they became the

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participants. The researchers told them that they would know the level of their self-efficacy and realize the importance of self-efficacy in speaking English after filling the questionnaire and being interviewed. Moreover, they would realize what they did for the whole first semester to improve their speaking in order to achieve certain accomplishment. The researcher provided the relevant information related to self-efficacy in Speaking I class. The result was all students in the class wanted to fill the questionnaire, but there were only three students who wanted to be interviewed.

D.Research Instruments

There were two types of instruments used in this research, namely questionnaire and interview. Questionnaire was used to collect quantitative data that answered both research problems. Then, interview was conducted to obtain qualitative data that explored the results of both research problems in depth. 1. Questionnaire

Questionnaire was the first instrument used by the researcher. Questionnaire is a research instrument which is in printed form that consists of several questions or statements to be responded by the participants in order to gather information (Seliger & Shohamy, 1989). The benefit of using questionnaire is being able to collect the data from a large number of respondents in quite quick and economical way.

The researcher used close-ended questionnaire in this research. According to Wallace (1998), close-ended questionnaire gives benefits to the researcher

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because it can be processed easily and quickly and it makes the scoring of the response more reliable. The close-ended questionnaire was designed with four range options from strongly disagree to strongly agree to ease the participants to choose their answer. The researcher asked the participants to respond to the statements in the questionnaire that use an agreement scale by choosing a number that best presented their response (Lodico, et al., 2006). In this research, the degree of agreement consisted of “strongly agree”, “agree”, “strongly disagree”, and “disagree”.

The questionnaire was given to twenty two students of ELESP in Speaking I class B of Sanata Dharma University in academic year 2015/2016. The questionnaire was distributed to analyze language learning strategies they applied to achieve certain goals, the effort they put when they face obstacles, the beliefs in their ability to achieve goals, and the use of language learning strategies as reflected in their speaking performance. The analyses of those things were used to get better understanding of their self-efficacy.

The researcher developed the questionnaire based on personal experiences as the first semester student and experiences of doing micro teaching in Speaking I class which were supported by theories of some experts. For the detail, the blueprint of the questionnaire can be seen in Appendix 2.

2. Interview

The second instrument used in the research was interview. The researcher conducted an interview after distributing the questionnaire. The researcher employed interview to deepen the findings of quantitative research which was

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obtained in the first phase. The interview result was also used to clarify students’ answers in the questionnaire. According to Ary, et al. (2002), interview is a research instrument which is done to get data on individuals’ opinions, beliefs and feelings about the situations in their own words. It means that interview is done through a conversation between the researcher and the participants in order to explore participants’ opinion, feeling, experience, and evaluation in more depth. The benefit of interview is allowing the researcher to obtain much and detailed information (Mason as cited in Hancock, 2006).

The researcher interviewed three students of Speaking I class B. One of them was the representative who disagreed that her speaking ability got improved after applying language learning strategies while the other two were the representatives who agreed that their speaking ability got better after applying language learning strategies. The researcher chose them to know the use of those strategies, the factors influencing the use of those strategies, and then to analyze the relation between the use of those strategies and the students’ self-efficacy. For the detail, the blueprint of the interview can be seen in Appendix 5.

E.Data Gathering Technique

The technique used in gathering the research data were distributing questionnaire and conducting interview with the students of Speaking I class B. The statements in the questionnaire and the interview were done in Bahasa Indonesia in order to avoid misunderstanding and make the students feel more comfortable and free to answer.

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Firstly, the researcher distributed questionnaire. The questionnaire was distributed on Thursday, December 3rd_{, 2015 which was the last meeting of the} course. The researcher chose the last meeting because the students had been already involved in the class activities for one semester; therefore, they had more experience in speaking.

Secondly, the researcher conducted interview. The interview was conducted with three students of Speaking I class B on 14th _{of December. The} purpose of the interview was to clarify the data from the questionnaire that examined the students’ opinion on self-efficacy and it was also done to get deeper information about self-efficacy.

F. Data Analysis Technique

In this research, all of the data were obtained through two instruments, namely questionnaire and interview. After collecting the data, the researcher then analyzed them to answer the research problems. There were several steps done by the researcher to analyze the results. The steps will be explained in the following explanations.

1. Questionnaire

First, the researcher collected all of the questionnaires that had been distributed to the students. Then, the researcher analyzed the data from close-ended questionnaire by checking the answer of every question. Next, the researcher put the data into a table to make the counting easier. Afterwards, the researcher counted down how many ticks were put on each degree of agreement

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of “strongly agree”, “agree”, “disagree” and “strongly disagree” for every question. The percentage of every degree of agreement was calculated by using the following formula:

Notes:

∑x = the number of participants who choose a particular degree of agreement

∑n = the number of all participants

The data in the table would be written in percentage results of every scale for every question. The participants who had high self-efficacy tended to choose “strongly agree” and “agree” while those who had low self-efficacy tended to choose “strongly disagree” and “disagree”. There was also descriptive explanation to support the results and make the information clearer.

2. Interview

After analyzing the data from the questionnaire, the researcher analyzed the data from the interview. The interview data were obtained by collecting information from the interviewees. The researcher used recorder to record the interview in order not to miss or forget the information. Then, the researcher transcribed the interview results. Afterwards, the researcher concluded the main point of the interview answers and used the important information to support the data from questionnaire since interview was the follow up to questionnaire. In addition, the data from the interview would clarify and strengthen the questionnaire result.

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G. Research Procedure

Several steps were passed by the researcher in conducting this research which will be explained as follow.

1. Asking Permission

The researcher asked the permission from the lecturer of Speaking I class B directly. Afterwards, the researcher gave consent form to the lecturer in which the content was about asking permission to distribute questionnaire in her class and ask some students to be interviewed.

2. Preparing the research instruments

There were two research instruments used by the researcher, namely questionnaire and interview. The questionnaire was designed to get the data needed. Then, the interview was conducted as the follow up to the questionnaire. 3. Distributing the questionnaire

The researcher distributed the questionnaire on Thursday, December 3rd_, 2015 in Speaking I class B. The questionnaire was distributed at the first 10 minutes after the lecturer started the class because of the consideration for the efficiency and the effectiveness in the process of gathering data. It took about 15 minutes for the students to fill the questionnaire.

4. Conducting Interview

The researcher interviewed three students of Speaking I class B after gathering the questionnaire results. The interview was to clarify the data from the questionnaire and explore the information in depth. The interview was done in

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Bahasa Indonesia in order to avoid misunderstanding and make the interviewees feel more comfortable and free to answer.

5. Analyzing the data

The data obtained from two phases, namely distributing the questionnaire and interviewing three students of Speaking I class B, were analyzed by comparing them to the theories. Then, the researcher reported the results of data analysis in research findings and discussion after completing all procedures. 6. Making conclusions

The researcher made conclusions from the results after analyzing the data. That was used to see whether the research problems were answered.

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents and discusses the results of the research which are obtained from the questionnaire and the interview. This chapter consists of two sections. The first section discusses the language learning strategies were applied by the students to improve their speaking ability in Speaking I class. The second section discusses the use of those strategies in relation to the students’ self -efficacy.

A. Students’ Choices of Language Learning Strategies

In order to answer the research question number one, the researcher distributed questionnaire sheets consisted of close-ended questions to 22 students in Speaking I class B and conducted an interview to three students. Oxford (1990), states that students’ ability will be enhanced by developing the right strategies. The questionnaire result as can be seen in Appendix 4, shows that 21 students or 95% applied some language learning strategies to improve their speaking ability. There was only one participant or 5% who disagreed that she did language learning strategies. However, after interviewing that student, it was found that there was misunderstanding. The interview result shows that she also did language learning strategies without realizing it. It can be concluded that all students applied various language learning strategies to improve their speaking ability.

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Table 4.1

Students’ Choices of Language Learning Strategies

No. LLS Statement SD D A SA

Memory Strategies

I use phonetic spelling and/or accent marks written in the dictionary to memorize new words. 0 (0%) 2 (9%) 17 (77%) 3 (14%) 2.

I remember difficult English grammar by reviewing it many times. 0 (0%) 6 (27%) 16 (73%) 0 (0%) 3. Cognitive Strategies

I practice my pronunciation by saying English words over and over. 1 (5%) 14 (63%) 6 (27%) 1 (5%) 4.

I join a foreign language club and make friends with native

speakers. 2 (9%) 15 (68%) 5 (23%) 0 (0%) 5. Compen- sation Strategies

When I do not know how to say a word in English, I say it in Bahasa Indonesia or Javanese as my mother tongue. 0 (0%) 2 (9%) 12 (54%) 8 (36%) 6.

When I forget the meaning of certain English words, I use mime, gesture or physical movements to show it.

0 (0%) 4 (18%) 7 (32%) 11 (50%) 7.

When I forget the meaning of certain English words, I use the synonym of those words.

1 (5%) 5 (23%) 14 (63%) 2 (9%) 8. Metacog-nitive Strategies

I make time schedule to practice my speaking. 1 (5%) 18 (81%) 3 (14%) 0 (0%) 9.

I set speaking goal such as being able to speak fluently like native speakers. 0 (0%) 0 (0%) 1 (5%) 21 (95%) 10.

I evaluate the progress of my speaking ability and correct the mistakes I do in speaking English.

0 (0%) 2 (9%) 19 (86%) 1 (5%) 11. Affective Strategies

I take deep breath before starting speaking English in front of many people to reduce anxiety.

0 (0%) 6 (27%) 10 (46%) 6 (27%) 12.

I say positive statement to myself which encourages me to speak English inside and outside the classroom. 0 (0%) 4 (18%) 15 (68%) 3 (14%) 13. Social Strategies

I practice my speaking with my friends such as having temporary pair or small group.

1 (5%) 5 (23%) 10 (45%) 6 (27%) 14.

I practice my speaking by having conversation with native speakers that I meet outside the classroom.

1 (5%) 12 (54%) 9 (41%) 0 (0%)

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1. Memory Strategies

These are strategies that help learners keep and retrieve new information (Oxford, 1990). Using phonetic spelling and/or accent marks to remember words and using structured reviewing to remember English grammar are the examples of memory strategies. Table 4.1 shows that 20 students or 91% did the strategy in the first statement while two (2) students or 9% did not do it. It means that almost all the students used phonetic spelling and/or accent marks written in the dictionary to memorize new words. It is supported by the interview result of student A as can be seen in Appendix 6. She said that when she found new items of vocabularies on the movie, she would find the meaning of those words on the dictionary and use the phonetic spelling and/or accent marks of them to remember them. Besides, 16 students or 73% did the strategy in the second statement while the other six (6) students or 27% did not do it. It means that most students remembered difficult English grammar by reviewing it many times. It can be concluded that all memory strategies were done by most of the students.

2. Cognitive Strategies

Cognitive strategies enable learners to understand and produce new language in many different meanings (Oxford, 1990). Improving pronunciation by doing repetition, making friends with native speakers, and joining a foreign language club are the examples of cognitive strategies. There were only few students who did cognitive strategies. The questionnaire result shows that (7) seven students or 32% did the strategy in the third statement while 15 students or 68% did not do it. It means that practicing pronunciation by saying English words

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.4. How do you face those obstacles? when facing obstacles while low self-efficacy individuals easily give up and lose their spirit to keep trying when facing obstacles

because they have doubt about their capabilities to perform something. 5. Do you believe that you can

achieve your targets and goals even though you have to work hard to remove the obstacles?

According Bandura (1986), learners must be able to control their beliefs by being confident about their ability to achieve expected

outcomes and prevent unexpected feelings such as depression and anxiety because it makes them can do their task well. High efficacy individuals have high self-confidence that they will be able to achieve their targets or goals. Besides, they can control their stress and anxiety when they cannot achieve their targets and goals yet. 6. Is your speaking ability improved

after applying those language learning strategies?

According to Eggen & Kauchak (1997) and Bandura (1986), self-efficacy influences some aspects such as the choice English learners make such as the choice of

language learning strategies the learners apply, the effort they put when facing difficulties, the thought pattern and emotional reactions they experience which will determine learners’ performance. High self-efficacy individuals have higher performance than low self-efficacy individuals with the same ability.

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Appendix 6. The Interview Results

1. Terdapat beberapa strategi yang Anda lakukan untuk meningkatkan kemampuan berbicara bahasa Inggris. Bagaimana Anda melakukan strategi-strategi tersebut?

Students’ Answer:

Student A Saya biasanya belajar kosa kata dari nonton film. Ketika menonton film, saya menemukan kosa kata baru yang membuat saya penasaran apa artinya. Oleh karena itu, saya mencari tau arti dari kata-kata tersebut di dalam kamus, membaca phoneticnya itu trus mengingatnya supaya bertambah daftar kosa kata Bahasa Inggris saya. Saya meningkatkan keberanian dan rasa percaya diri untuk berbicara dalam Bahasa Inggris meskipun saya masih melakukan banyak kesalahan dalam grammar atau pengucapan. “Aku pasti bisa” adalah kalimat penyemangat yang selalu saya ucapkan dalam hati

Student B Saya membuat jadwal rutin, dua kali seminggu saya harus melatih pronunciation berulang-ulang dan juga grammar saya dengan mengerjakan soal-soal grammar. Tetapi, jika ada waktu luang, saya juga memanfaatkannya untuk melatih kemampuan berbicara Bahasa Inggris saya. Saya juga sering mengobrol menggunakan Bahasa Inggris dengan teman-teman PBI dan Sasing di kost. Kami saling memberikan feedback ketika ada yang salah dan bagaimana seharusnya yang benar. Saya belajar banyak dari berlatih bersama teman seperti itu.

Student C Saya dulu ikut komunitas Bahasa Inggris. Banyak native speakers yang bergabung, sehingga orang Indonesia termasuk saya diharuskan dan dipaksa untuk berbicara dan berkomunikasi dalam Bahasa Inggris baik dengan native maupun dengan sesama orang Indonesia

2. Apa target dan tujuan yang ingin Anda raih dengan melakukan strategi-strategi tersebut? Tolong jelaskan target dan tujuan tersebut!

Students’ Answer:

Student A Saya ingin bisa berbicara seperti native speakers. Kalau saya sudah kemampuan berbicara Bahasa Inggris saya

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sudah seperti itu, artinya kemampuan saya benar-benar sudah sempurna dan saya sudah mencapai target saya. Selain itu, saya ingin menjadi seorang HRD dan bisa pergi ke luar negri. Makanya saya benar-benar ingin memperbaiki kemampuan berbicara Bahasa Inggris saya. Students B Saya mau menjadi seorang guru Bahasa Inggris. Kalau

mau menjadi guru Bahasa Inggris kan berarti saya harus bisa berbicara Bahasa Inggris dengan baik dan lancar seperti native speakers. Makanya, saya melalukan strategi-strategi yang bisa meningkatkan kemampuan berbicara Bahasa Inggris saya.

Students C Kalau bisa berbicara seperti native speakers itu tentu saja target yang ingin saya dan banyak orang capai. Saya juga ingin bisa ke luar negri dan melanjutkan studi disana.

3. Apakah Anda menghadapi rintangan ketika melatih kemampuan berbicara Bahasa Inggrismu? Jika iya, sebutkan dan jelaskan rintangan apa saja yang Anda hadapi?

Students’ Answer:

Students A Sebenarnya ada rasa malas muncul ketika melatih kemampuan berbicara bahasa Inggrisku. Kayaknya itu termasuk rintangan ya, jadi saya tidak sadar kalau ternyata saya mengalami rintangan. Saya kadang merasa malas dan juga sering tergoda ajakan teman untuk bermain dan jalan-jalan sehingga saya jadi lupa berlatih. Selain itu, banyaknya tugas kuliah membuat saya bingung mau mengerjakan yang mana dulu, tugas atau berlatih berbicara bahasa Inggris.

Students B Tentu saja ada rintangan. Rintangan tersebut berasal dari dalam diri saya sendiri. Saya sering merasa minder ketika bebicara bahasa Inggris karena kemampuan saya tidak sebagus teman-teman PBI saya yang lain.

Students C Iya, saya menghadapi rintangan ketika berlatih berbicara bahasa Inggris. Saya sering merasa gugup dan malu sehingga saya merasa tidak yakin apakah lawan bicara terutama native speakers akan mengerti apa yg saya katakan.

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Students’ Answer:

Student A Saya sering sekali merasa capek, tidak sanggup dan ingin berhenti melatih kemampuan berbicara Bahasa Inggris saya ketika banyak rintangan muncul karena jujur saya masih ragu pada kemampuan berbicara saya. Selain itu, saya juga tidak bisa melawan rasa malas dan menolak ajakan teman untuk bermain dan jalan-jalan. Saya juga sering mengeluh karena memang itu bukan hal gampang untuk bisa terus berlatih ketika banyak rintangan menghadang.

Student B Saya tidak menyerah. Saya terus mencoba untuk berbicara bahasa Inggris karena saya memang dituntut untuk harus bisa berbicara b.Inggris dengan sempurna sebagai mahasiswa PBI.

Student C Saya tidak pernah menyerah meskipun menghadapi rintangan. Saya terus membangun rasa percaya diri dan meningkatkan keyakinan pada kemampuan berbicara bahasa Inggris saya.

5. Apakah Anda yakin bahwa Anda mampu mencapai target dan tujuan Anda meskipun Anda harus berusaha keras untuk mengatasi rintangan tersebut? Students’ Answer:

Student A Untuk sekarang saya tidak yakin kalau saya bisa berbicara Bahasa Inggris dengan lancar suatu hari nanti karena saya tidak percaya diri pada kemampuan berbicara saya sendiri. Saya sangat takut tidak bisa mencapai tujuan saya karena kemampuan saya ini. Saya masih perlu banyak berlatih, meningkatkan semangat untuk tidak menyerah ketika banyak rintangan, mengubah rasa takutku menjadi rasa percaya diri supaya bisa mencapai target yang saya inginkan.

Student B Saya yakin bisa lancar berbicara Bahasa Inggris karena saya menggunakan bahasa Inggris ketika kuliah. Saya juga yakin bahwa strategi-strategi yang saya lakukan untuk berlatih akan membuat saya semakin lancar berbicara Bahasa Inggris karena yang paling penting adalah terus berusaha. Tapi kadang saya cemas dan takut ketika di kampus karena banyak orang lain yang sudah lancar bebicara Bahasa Inggris. Selain itu, ketika mendapat nilai jelek di kelas Speaking, rasanya pengen nangis dan pindah prodi. Tetapi saya tetap bisa

(5)

mengontrol rasa cemas, takut dan stress tersebut karena apa yg sudah saya pilih menjadi tanggung jawab saya. Saya terus berlatih dan tetap yakin pada kemampuan saya.

Student C Saya sangat yakin dan percaya diri pada kemampuan saya. Saya yakin native speakers akan tetap mengerti maksud dari apa yang saya ucapkan meskipun grammarnya salah karena saya malah mendapatkan feedback dari native speakers tentang bagaimana yang benar.

6. Apakah sejauh ini kemampuan berbicara Bahasa Inggris Anda meningkat setelah melakukan strategi-strategi tersebut?

Students’ Answer:

Student A Menurut saya kemampuan berbicara Bahasa Inggris saya tidak berubah menjadi lebih baik meskipun saya melakukan strategi seperti teman-teman saya yang lain. Hmm, saya rasa itu terjadi karena saya tidak melakukannya dengan sungguh-sungguh. Maksudnya tidak sungguh-sungguh adalah saya tidak bisa bertahan ketika menghadapi rintangan padahal sebenarnya saya ingin sekali bisa berbicara Bahasa Inggris selancar native speakers. Saya tidak bisa melawan rasa malas dan menolak ajakan teman untuk bermain dan jalan-jalan bareng. Selain itu saya tidak percaya diri pada kemampuan saya dan ragu bahwa saya bisa mencapai tujuanku.

Student B Strategi-strategi yang saya lakukan benar-benar membuat kemampuan berbicara Bahasa Inggris saya menjadi lebih baik. Sekarang saya menjadi lebih tenang ketika berbicara Bahasa Inggris. Saya tidak butuh waktu lama untuk berpikir apa yang mau dikatakan dan bagaimana mengatakannya. Saya juga menjadi lebih lancar dalam menjawab ketika ada orang yang bertanya dalam Bahasa Inggris. Semua itu karena sekarang saya tau lebih banyak kosa kata dan saya lebih mengerti bagaimana menggunakan grammar yang tepat meskipun kadang-kadang saya lupa bagaimana mengucapkan beberapa kata

(6)

Student C Peningkatan yang paling nyata itu sekarang saya bisa merespon percakapan dengan lebih cepat tanpa harus berpikir terlalu lama tentang apa yang harus saya diucapkan. Saya juga tidak lagi mengucapkan aaa, ee ketika berbicara dengan lawan bicara terutama native speakers. Selain itu, sekarang saya lebih paham bagaimana cara berbicara Bahasa Inggris yang sopan dan formal melalui pemilihan kosa kata dan grammar yang tepat.

A Study on students` learning strategies and self-efficacy in Speaking I Class in ELESP of Sanata Dharma University.

A STUDY ON STUDENTS’

LEARNING STRATEGIES AND

SELF-EFFICACY IN SPEAKING I CLASS IN ELESP OF

SANATA DHARMA UNIVERSITY

A STUDY ON STUDENTS’

LEARNING STRATEGIES AND

SELF-EFFICACY IN SPEAKING I CLASS IN ELESP OF

SANATA DHARMA UNIVERSITY

“If you really believe in what you are doing, work

hard, take nothing personally and if something

blocks one route, find another. Never give up.”

- Laurie Notaro –

I dedicate this thesis to

My Parents,

My Family,

… and everyone whom I love the most.

Appendix 6. The Interview Results

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Students` perceptions on the use of role play technique in speaking class in the english education study program of Sanata Dharma university - USD Repository

Dukungan

Links

A Study on students` learning strategies and self-efficacy in Speaking I Class in ELESP of Sanata Dharma University.

A STUDY ON STUDENTS’

LEARNING STRATEGIES AND

SELF-EFFICACY IN SPEAKING I CLASS IN ELESP OF

SANATA DHARMA UNIVERSITY

A STUDY ON STUDENTS’

LEARNING STRATEGIES AND

SELF-EFFICACY IN SPEAKING I CLASS IN ELESP OF

SANATA DHARMA UNIVERSITY

“If you really believe in what you are doing, work

hard, take nothing personally and if something

blocks one route, find another. Never give up.”

- Laurie Notaro –

I dedicate this thesis to

My Parents,

My Family,

… and everyone whom I love the most.

Appendix 6. The Interview Results

Parts

Dokumen yang terkait

STUDENTS’ SELF-EFFICACY IN SPEAKING ENGLISH :A Study of Students’ Self-Efficacy in A Senior High School in Bandung.

A case study of learner language on written reflection of bahasa Inggris I class B students in Theology Faculty Sanata Dharma University.

Lecturer`s lived experience in public speaking feedback in The ELESP of Sanata Dharma University.

Students` responses to the use of reader`s log in basic reading I class in the ELESP of Sanata Dharma University.

The attainment of entrepreneurial knowledge through service program design class in ELESP of Sanata Dharma University: a phenomenological study.

Students perception on the use of role play technique in speaking II class in English Language Education Study Program of Sanata Dharma University.

ELESP community members perception of blended learning in Sanata Dharma University Yogyakarta.

Character education in speaking II class in English Language Education Study Program of Sanata Dharma University.

Students` perceptions on the use of role play technique in speaking class in the english education study program of Sanata Dharma university.

Students` perceptions on the use of role play technique in speaking class in the english education study program of Sanata Dharma university - USD Repository

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