A. The Result of Students’ Speaking Score - The relationship between self-confidence level and students’ speaking ability at the fourth semester of English study program of IAIN Palangka Raya academic year 2013/2014 - Digital Library IAIN Palangka Raya
CHAPTER IV
RESULT OF THE STUDY
In this chapter, the writer presented the data which had been collected
from the research in the field of study. The data were the result of students’
speaking score, the result of students’ confidence, comparison between speaking
scores and self-confidence scores, the result of normality and homogeneity,
testing of normality, testing of homogeneity, linear regression, testing hypothesis
using manual calculation, testing hypothesis using SPSS program, interpretation
of the result, and discussion.
A. The Result of Students’ Speaking Score
The problem of the study;is there relationship between self-confidence
level and
program of
students’speaking ability at the fourth semester of English study
IAIN Palangka Raya academic year 2013/2014? To answer the
research problem the correlation “r” product momentformula was applied to see
the significance correlation between the students’ confidence and their speaking
ability.
In this study, the writer did twice observation to saw the students’ learning
activity in their speaking class. The first observation was held on Thursday, April
29, 2015; at 9.00 a.m. up to 11.00 a.m. in class A and the second observation was
held on Monday, May 4, 2015; at 9.00 a.m. up to 11.00 a.m. in class D.
Next the writer gavespeaking test to the fourth semester students. The
class was class Aas try out and consisted of 22 students. The second test for class
B who consisted 16 students, the third test forclass Cwho consisted of 16 students.
74
75
The last test, for D class who consisted to the class who consisted of 16 students,
but all of them, only17 students as try out group and 40 students as the real
sample because several students hindered to join speaking test.
Table 4.1
The Students’ Speaking Score
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Initial
DR
MI
KW
RJ
NADP
DSW
EAA
ES
SH
ST
SM
AH
RHI
YS
ESA
IR
STI
HW
DKN
RN
FMR
STA
MT
ANA
RHY
FM
AAI
RA
NS
RAA
ANH
RKU
Score 1
Score 2
Final Score
Grade
84
81
90
84
93
84
83
80
86
89
92
80
87
79
79
81
80
84
80
75
79
91
92
89
84
78
86
92
83
85
78
89
84
83
84
82
87
86
83
82
80
85
90
80
85
79
79
83
80
78
80
81
79
91
86
85
80
76
80
96
85
91
78
77
84
82
87
83
90
85
83
81
83
87
91
80
86
79
79
82
80
81
80
78
79
91
89
87
82
77
83
94
84
88
78
83
Very Good
Very Good
Very Good
Very Good
Very Good
Very Good
Very Good
Very Good
Very Good
Very Good
Very Good
Good
Very Good
Good
Good
Very Good
Good
Very Good
Good
Good
Good
Very Good
Very Good
Very Good
Very Good
Good
Very Good
Very Good
Very Good
Very Good
Good
Very Good
76
No.
Initial
33 RL
34 MA
35 BAF
36 SW
37 AN
38 DS
39 RR
40 BL
Highest score
Lowest score
Mean
Standard deviation
Score 1
Score 2
Final Score
Grade
89
79
87
87
86
96
87
85
79
79
79
83
84
90
91
81
84
79
82
85
85
93
89
83
Very Good
Good
Very Good
Very Good
Very Good
Very Good
Very Good
Very Good
94
77
83.9
4.31
Based on the data above, it can bee seen that the students’ highest score
was 94 and the students’ lowest score was 77. To determine the range of score, the
class interval the writer calculated using formula as follows:
The highest score (H) = 94
The lowest score (L) = 77
The total range (R)
= H-L+1
= 94 – 77 + 1
= 18
The class interval
R
= − 10 − 20
t
=
hdt
tt
= 20
− 20
So, the range of score was 18, the class interval was 20.
77
Table 4.2
The Table Calculation of Mean, Median, Modus, Standard Deviation, and
Standard Error of Mean of the Speaking Test Scores Using SPSS 16.0
Program
Statistics
class
N
Valid
Missing
Mean
Std. Error of Mean
Median
Std. Deviation
Variance
Skewness
Std. Error of Skewness
Kurtosis
Std. Error of Kurtosis
Range
Minimum
Maximum
Sum
40
40
83.9000
.68106
83.0000
4.30742
18.554
.572
.374
-.330
.733
17.00
77.00
94.00
3356.00
To know the level of proficiency the writer calculated the frequency
distribution as follows:
78
Figure 4.1
The Frequency Distribution of Speaking Test
50
45
40
30
35
30
25
Frequency
20
10
15
10
0
5
0
0
0
Very
good
Good
Fairly
good
Poor
Very poor
Beside that technical of scoring through four scales above, the researcher
also made rating classification which used to give students obtained. The
following was rating scale classification:58
Rating
81 – 100
61 – 80
41 – 60
21 – 40
0 – 20
Scale
5
4
3
2
1
Classification
Very Good
Good
Fairly good
Poor
Very Poor
It can be seen from figure, three were 30 students got score 81 – 100 it
indicated as very good, three were 10 students got score 77 – 80 it indicated as
good.
58
Daryanto, EvaluasiPendidikan, Jakarta: RinekaCipta, 2005, p. 211
79
B. The Result of Students’ Confidence Test
The next step the writer did test for self-confidence, there are three times
for confidence test , first test was held on Monday, May 25, 2015; at 09.00 a.m.
up to 11.00 a.m. second test held on Wednesday, May 27, 2015; at 12.30 p.m. up
13.00 p.m. and the third Thursday, May 28, 2015; at 07.00 a.m. up to 08.30 a.m.
The result of self-confidence test as follows:
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
Initial
1
DR
5
MI
2
KW 5
RJ
5
NADP 3
DSW 5
EAA 4
ES
5
SH
5
ST
5
SM
4
AH
4
RHI 3
YS
4
ESA 4
IR
5
STI 3
HW 4
DKN 4
RN
3
FMR 4
STA 2
MT
4
ANA 4
RHY 3
FM
2
AAI 5
2
5
4
3
4
5
5
4
3
5
5
4
5
5
4
4
4
4
4
4
4
4
3
4
4
4
4
4
3
5
4
3
4
4
5
5
4
5
3
3
1
2
4
2
2
3
4
4
3
3
5
3
5
4
2
4
4
3
4
4
4
3
3
3
4
3
3
3
3
3
3
5
3
4
4
4
3
5
5
2
3
5
5
3
Table 4.3
The Students’ Score of Self-Confidence Test
Item
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
5 4 5 4 2 5 3 3 5 5 2 3 4 4 3 5
4 5 5 5 5 5 4 4 4 5 5 4 4 4 4 5
3 4 4 4 4 4 4 3 3 4 3 3 3 3 3 3
5 4 4 3 2 4 4 3 3 4 4 4 4 4 2 4
4 5 5 5 5 5 4 4 4 4 4 3 4 4 4 3
5 3 4 2 3 5 3 4 5 5 4 5 2 1 3 5
4 4 4 4 4 4 4 4 3 4 2 4 2 4 3 4
5 3 3 3 2 4 4 4 5 4 2 3 2 3 2 5
5 4 5 4 2 5 3 3 5 5 2 3 4 4 3 5
5 4 4 4 4 5 4 3 5 4 3 4 3 3 4 5
4 4 5 4 5 4 4 3 3 4 5 4 3 4 5 5
5 5 3 4 5 5 4 5 5 1 5 3 5 3 2 4
4 4 4 5 4 4 3 4 4 4 2 3 2 4 2 5
4 4 4 4 3 4 3 3 4 4 3 3 2 3 3 4
4 3 4 3 2 4 2 3 3 3 5 3 5 2 5 4
4 5 4 3 4 4 3 5 3 4 3 3 5 5 4 4
5 4 4 4 3 4 2 3 4 4 3 4 2 3 3 4
4 5 4 5 4 4 2 4 4 5 4 3 4 3 3 3
4 5 4 5 4 4 2 4 4 5 4 3 4 3 3 3
5 4 4 4 2 4 4 3 5 4 2 4 2 2 4 4
4 3 2 3 3 4 4 3 5 3 2 4 3 2 4 5
4 5 4 4 5 4 5 5 2 4 5 5 2 4 3 4
4 4 4 4 4 4 4 4 1 5 5 4 4 5 2 4
4 4 3 3 4 4 2 1 4 4 2 5 2 4 2 5
4 4 4 4 4 3 2 3 2 4 4 3 4 2 4 3
4 4 2 4 4 4 2 4 5 2 4 2 5 5 2 4
4 4 3 2 3 4 3 3 5 3 4 3 2 3 3 5
Total
80
86
70
75
82
77
74
70
80
80
80
77
71
70
70
77
70
77
77
70
70
80
75
69
70
70
70
80
28
29
30
31
32
33
34
35
36
37
38
39
40
RA
NS
RAA
ANH
RKU
RL
MA
BAF
SW
AN
DS
RR
BL
5
4
4
4
5
4
4
4
4
4
4
4
2
5
4
5
4
5
4
5
4
5
5
5
4
4
5
5
1
2
4
4
4
4
4
1
5
5
3
3
2
5
3
2
4
4
3
4
2
5
5
4
5
4
3
4
4
4
4
2
3
5
3
5
4
5
5
4
4
4
5
5
4
4
5
5
5
5
5
2
2
3
3
3
3
4
3
4
4
2
2
5
4
2
4
5
5
5
4
4
5
5
2
4
5
5
3
4
5
4
4
4
4
3
3
5
3
5
4
4
4
3
4
4
3
4
5
5
4
4
4
5
3
3
2
4
5
3
4
2
4
2
3
3
4
5
3
4
3
3
4
5
4
5
2
3
4
4
4
3
3
4
4
4
3
5
3
5
1
5
4
3
5
4
4
4
5
4
5
3
4
1
4
3
5
3
4
4
4
5
3
5
3
5
3
5
4
5
4
4
4
4
2
3
3
4
5
4
4
3
2
3
2
4
4
4
3
4
5
3
2
4
3
3
4
5
4
4
4
4
4
5
3
2
3
4
2
2
5
4
4
5
5
4
3
4
2
5
4
5
4
4
5
4
5
4
5
4
4
4
89
77
70
70
77
81
82
77
77
80
83
78
60
Based on the data above, it can be seen that the students’ highest score was
89 and the students’ lowest score 57. To determine the range of score, the class
interval of temporary, the writer calculated using formula as follows:
The highest score (H) = 89
The Lowest score (L) = 60
The total range (R)
= H-L+1
= 89-60+1
= 30
The class interval
=
=
R
t
= 10 − 20
30
10
=3
=3
So, the range of score was 30, the class interval 3.
81
Table 4.4
The Table Calculation of Mean, Median, Modus, Standard Deviation, and
Standard Error of Mean of the Self-Confidence Test Scores Using SPSS 16.0
Program
Statistics
class
Valid
Missing
N
Mean
Std. Error of Mean
Median
Std. Deviation
Variance
Skewness
Std. Error of Skewness
Kurtosis
Std. Error of Kurtosis
Range
Minimum
Maximum
Sum
40
40
75.4500
.90579
77.0000
5.72870
32.818
-.079
.374
.263
.733
29.00
60.00
89.00
3018.00
To know the interpreted of confidence each student the writer calculated
the percentage of each students, it can be seen as follows:
Table 4.5
The Interpreted of Self Confidence
No
Initial Name
Score (%)
Interpretation
1
2
3
4
5
6
7
8
DR
MI
KW
RJ
NADP
DSW
EAA
ES
80
86
70
75
82
77
74
70
Strong
Very Strong
Strong
Strong
Very Strong
Strong
Strong
Strong
82
SH
9
ST
10
SM
11
AH
12
RHI
13
YS
14
ESA
15
IR
16
STI
17
HW
18
DKN
19
RN
20
FMR
21
STA
22
MT
23
ANA
24
RHY
25
FM
26
AAI
27
RA
28
NS
29
RAA
30
ANH
31
RKU
32
RL
33
MA
34
BAF
35
SW
36
AN
37
DS
38
RR
39
BL
40
Highest score
Lowest score
Mean
Standard deviation
80
80
80
77
71
70
70
77
70
77
77
70
70
80
75
69
70
70
70
89
77
70
70
77
81
82
77
77
80
83
78
60
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Very Strong
Strong
Strong
Strong
Strong
Very Strong
Very Strong
Strong
Strong
Strong
Very Strong
Strong
Moderately
89
60
75.45
5.73
83
The interpretation score was rated as follow :
0% - 20%
= very low
21% - 40%
= low
41% - 60%
= moderately
61% - 80%
= strong
81% - 100%
= very strong
Figure 4.2
The Frequency Distribution of Self-Confidence Score of Each students.
50
45
40
33
35
30
25
Frequency
20
15
10
6
1
0
5
0
0
Very strong
Strong
Moderately
Low
Very Low
It can be seen from the figure above, the students score of self-confidence,
there were 6 students that indicated as very strong confidence, there were 33
students that indicated as strong confidence, there was 1 student that indicated as
moderately confidence.
84
C. Comparison Between Speaking Scores and Self-Confidence Scores
Having described from the specification table in previous page it can be
known the comparison between speaking score and self-confidence score.
Based on the test have been constructed, the comparison between speaking
scores and self-confidence scores followingways:
Table 4.6
Comparison Between Speaking Scores and Self-Confidence Scores
Self-confidence
No. Initial Speaking Score
Score (%)
1 DR
84
80
2 MI
82
86
3 KW
87
70
4 RJ
83
75
5 NADP
90
82
6 DSW
85
77
7 EAA
83
74
8 ES
81
70
9 SH
83
80
10 ST
87
80
11 SM
91
80
12 AH
80
77
13 RHI
86
71
14 YS
79
70
15 ESA
79
70
16 IR
82
77
17 STI
80
70
18 HW
81
77
19 DKN
80
77
20 RN
78
70
21 FMR
79
70
22 STA
91
80
23 MT
89
75
24 ANA
87
69
25 RHY
82
70
26 FM
77
70
27 AAI
83
70
28 RA
94
89
85
No.
29
30
31
32
33
34
35
36
37
38
39
40
Initial
Speaking Score
NS
RAA
ANH
RKU
RL
MA
BAF
SW
AN
DS
RR
BL
84
88
78
83
84
79
82
85
85
93
89
83
Self-confidence
Score (%)
77
70
70
77
81
82
77
77
80
83
78
60
D. The Result of Normality and Homogeneity
a. Testing of Normality
One of the requirements in this research was the test of normality
assumption. Related to data normality, Irianto states:
“The data of population will be normal if the mean same with the modus
and median. It means some of scores gather in the middle position,
meanwhile the frequency of average and low score show descent that more
balance. Because of the descent of the low scores frequency and the high
score is balance, so that the down of curve line to right and left will be
balance”59
Table 4.7
Test of Normality Distribution Test
One-Sample Kolmogorov-Smirnov Test
Speaking Self-confidence
N
40
40
a,b
Normal Parameters
Mean
83.9000
75.4500
59
Agus Irianto, Statistik: Konsep Dasar dan Aplikasinya, Jakarta: Prenada Media, 2004, p.62
86
Std.
Deviation
Absolute
Most
Extreme
Positive
Differences
Negative
Kolmogorov-Smirnov Z
Asymp. Sig. (2-tailed)
a. Test distribution is Normal.
b. Calculated from data.
4.30742
5.72870
.133
.133
-.060
.840
.481
.179
.179
-.157
1.134
.153
Based on the table above, it could be seen that the P value (Sig.) of the test
scores of speaking is 0.481 and Self-confidence is 0.153 which are higher than the
level of significance (0,05). Thus, it could be concluded that the null hypothesis
was accepted and the data was normally distributed.
87
b. Testing of Homogeneity
In Testing the homogeneity of the scores test on SPSS for windows was
employed. Firstly, the hypothesis was stated as follows:
Ha: The variance of Speaking and self-confidence was homogeneous.
After that, the homogeneity variance was computed. The next steps
compared the result of homogeneity test with the level of significance at 0.05.
Table below showed the result of homogeneity test.
Table 4.8
Test of Homogeneity of Variance Result on the Test Score
Speaking and Self-confidence
Test of Homogeneity of Variances
score
Levene Statistic
2.381
df1
df2
1
78
Sig.
.127
The significance value of test shown in the table is 0.127. Since the
significance value was higher that the level of significance (0.05). Therefore,
88
the null hypothesis of speaking score could be accepted in which the variance
of self-confidence in both classes were homogeneous.
E. Linear Regression
To describe the linear association between quantitative variables, a
statistical procedure called regression often used to construct a model. The
following was the data of self-confidence and speaking ability test scores in the
present study. The scatterplot could reveal the extent of linear assosiation between
variables. The following was scatterplot about the data linear test in the present
study.
Hartonostated the data are named by linear if data points spread closely
and draw straight line. On the other hand, if the data points spread disorderly and
do not draw a straight line, it meant the data do not have linear or non-linear.60
From the scatter above, the data points have shown a straight line from the left
60
Hartono, Statistik Untuk Penelitian, Yogyakarta: Pustaka Pelajar, p.157.
89
bottom to the right up corner. It means the data in the present study had linear
association between variable x (self-confidence level) and variable y (speaking
ability). As the result, the data in the present study can be analyzed by using
product moment correlation because had linear association between variables.
F. Testing Hypothesis Using Manual Calculation
To found out the correlation between self-confidence level and students’
speaking ability at the fourth semester of English study program used the product
moment formula as below :61
rxy
=
𝑁∑𝑋𝑌−(∑𝑋)(∑𝑌)
𝑁∑𝑋 2 − ∑𝑋 2 {𝑁∑𝑌 2 − ∑𝑌 2 }
rxy
:
Table coefficient of correlation
∑𝑋
:
Total value of score X
∑𝑌
:
Total value of score Y
N
:
∑ 𝑋𝑌 :
Multiplication Result between Score X and Y
Number of studentsof the study.
No.
1
2
3
4
5
6
7
8
X
Y
80
86
70
75
82
77
74
70
9
80
61
84
82
87
83
90
85
83
81
X2
6400
7396
4900
5625
6724
5929
5476
4900
Y2
7056
6724
7569
6889
8100
7225
6889
6561
XY
6720
7052
6090
6225
7380
6545
6142
5670
83
6400
6889
6640
Riduwan, MetodedanTeknikMenyusunTesis, Bandung: Alfabeta, 2008, p. 110.
90
10
11
12
13
14
15
80
80
77
71
70
70
87
91
80
86
79
79
6400
6400
5929
5041
4900
4900
7569
8281
6400
7396
6241
6241
6960
7280
6160
6106
5530
5530
16
17
18
19
20
21
22
23
24
77
70
77
77
70
70
80
75
69
82
80
81
80
78
79
91
89
87
5929
4900
5929
5929
4900
4900
6400
5625
4761
6724
6400
6561
6400
6084
6241
8281
7921
7569
6314
5600
6237
6160
5460
5530
7280
6675
6003
25
26
27
28
29
30
31
32
70
70
70
89
77
70
70
77
82
77
83
94
84
88
78
83
4900
4900
4900
7921
5929
4900
4900
5929
6724
5929
6889
8836
7056
7744
6084
6889
5740
5390
5810
8366
6468
6160
5460
6391
33
34
35
36
37
38
39
40
81
82
77
77
80
83
78
60
∑X
84
79
82
85
85
93
89
83
∑Y
6561
6724
5929
5929
6400
6889
6084
3600
7056
6241
6724
7225
7225
8649
7921
6889
6804
6478
6314
6545
6800
7719
6942
4980
∑X2
∑Y2
∑XY
3018
3356
228988
282292
253656
Total
91
Based on the calculation of correlation variable X and variable Y above, it
can known of each. Based on the product moment will be found the product of rxy
as follow :
𝑟𝑥𝑦 =
=
=
=
40 253656 − 3018 . (3356)
40. 228988 − (3018)2 . 40. 282292 − (3356)2
10146240 −10128408
9159520 −9108324 . 11291680 −11262736
17832
51196 . (28944 )
17832
38494 ,37652
=
17832
1481817024
= 0.46323649
= 0.463
Based on the calculation above it was found that the total of variable X
and variable Y was 0.463, so between the both variables there was moderately
correlation. So, the hypothesis stating that Ha was accepted and hypothesis stating
that Ho was ignored. Where between the self-confidence and students’ speaking
ability there was moderatelycorrelation. It meant that there was moderately
correlation between the self-confidence and students’ speaking ability.
And the result was looked at from interpretation orientation as follow :
Table 4.9
Interpretation Orientation62
Score of “r” Product Moment
Interpretation
62
0.00 - 0.200
Very low/No correlation
0.200-0.400
Low correlation
0.400-0.700
Moderately correlation
0.700-0.900
High correlation
0.900 – 1000
Very high correlation
Anas Sugiono, PengantarStatistikPendidikan, Jakarta: Rajaawali Press, 1978, p.393.
92
Based on the interpretation that was stated by anassugiono, if the value of
rxy was on 0.400 – 0.700 so, between variable X and variable Y there was
moderately correlation. The result of the calculation that was counted by the
product moment above showed that the result was 0.463, so that Ha accepted and
Ho was ignored.
Even so, it was know the result of “r” = 0.3040.393 it can be
explain that the value of “r” was smaller than 5% and it was smaller than 1% as
the result, the value of “r” was there was fair and moderately correlation but the
correlation was positive.
if rxy>ttable refused Ha it meant it was significant and if rxyttable so that the
result was the Ha was accepted and Ho was refused. In this case that variable X
(self-confidence) ensures students’ to do good speaking, hangman other aspect
can help the speaking skill.
And to know the contribution of the variable X and variable Y was used
the formula as below :
KP = r2 x 100%63
Where :
KP
= determinant coefficient score
r
= correlation coefficient score
KP = r2× 100% = 0.4632 x 100 =21.44%
63
Riduwan, MetodedanTeknikMenyusunTesis, p. 138
93
So it meant that the variable X (Self-confidence level) gave the
contribution’ ability in speaking at fourth semester of students English program
was 21.44% and 78.56% was influenced by other aspects.
G. Testing Hypothesis Using SPSS Program
The writer also applied SPSS 16.0 program to calculate correlation “r”
product moment in testing hypothesis of the study. The result of calculation
correlation “r” product moment using SPSS 16.0 was support the manual
calculation. The result of calculation correlation “r” product moment using SPSS
16.0 program could be seen as follows:
Table 4.10
The Result of Correlation “r” Product Moment Using SPSS
16.0 Program
Correlations
Speaking
Confidence
Pearson
Correlation
Sig. (2-tailed)
N
Pearson
Correlation
Sig. (2-tailed)
Speaking
1
Confidence
.463**
.003
40
.463**
40
1
.003
N
40
**. Correlation is significant at the 0.01 level (2-tailed).
40
It could be interpreted based on the result of calculation that Ha there wasa
significance positive correlation between the students’ confidence and their
speaking ability was rejected. It meant that the self-confidence gave significance
94
positive correlation on students speaking ability at the fourth semester of State
Islamic Institute (IAIN) Palangka Raya, academic year 2013/2014.
H. Interpretation of the Result
Based on the result of manual calculation, It meant stating that Ha was
accepted and Ha was rejected.Furthermore, the result of calculation using SPSS
16.0 found that there was a positive correlation between the students’ confidence
and their speaking ability.
The finding of the study interpreted that the alternative hypothesis stating
that there was significance positive correlation between the students’ confidence
and their speaking ability was accepted and the null hypotheses stating that there
was no significance correlation between the students’ confidence and their
speaking ability was rejected.
I. Discussion
The research problem stated: “is there relationship between the students’
confidence and their speaking ability at the fourth semester of IAIN Palangka
Raya academic year 2013/2014?” Hence, the question looked for an answer is
there any significance correlation between the students’ confidence and their
speaking ability. To answer the research problem the correlation “r” product
moment formula was applied.
The result of the data analysis showed that there was correlation between
the students’ confidence and their speaking ability at the fourth semester of IAIN
Palangka Raya. It meant that the students who had high confidence , they would
get high score of speaking test and the students who had low confidence they
95
would get low score of speaking test. Furthermore, the result of the data
calculation using SPSS 16.0 found that there was correlation between the
students’ confidence and their speaking ability. The finding of the study
interpreted that the alternative hypothesis stating that there was a positive
significance correlation between the students’ confidence and their speaking
ability at the fourth semester of IAIN Palangka Raya academic year 2013/2014
was accepted and the null hypothesis stating that there was no correlation between
the students’ confidence and their speaking ability at the fourth semester of IAIN
Palangka Raya academic year 2013/2014 was rejected. It meant that; 1) the
students who had strong confidence, they would get high score of speaking test. 2)
Since, the rxywas 0.463 it interpreted to moderately correlation. 3) There was
positive correlation between the students’ confidence and their speaking ability.
These findings were suitable with the theories as stated in chapter II that
helping learners feel good about themselves by making thembelieving in their
capacities needs to be incorporated within the teachingprocess. For instance, some
learners are good at this and others are goodat that, but they need to recognize that
they are all gifted in one way or inanother. Clement & Kruidener in Ms. Zakia
Djebbarisaidthat self-confidence was a social product which was due to contacts
betweenenvironments
where
different
language
communities
exist
togetherwithout excluding its cognitive components. In this vein, states that:
Linguistic self-confidence—derived from the quality andquantity of the
contact between the members of the L1 and L2 communities—is a major
motivational factor in learning theother community’s language, and
determines the learners’future desire for intercultural communication and
96
the extent ofidentification with the L2 group. Linguistic self-confidence in
Clément’s view is primarily a socially defined construct.64
Goleman in Ms. Zakia Djebbari said that Self-confidence appears to
involve knowing one’s own abilities andhaving enough faith in them to make
sound decisions in the face ofuncertainty and pressure. It is a belief in one’s own
abilities to take on adifficult challenge. A confident person displays a powerful
self-presentationand expresses him or herself in an influential, remarkable,and
unhesitating way.65 Mruck in Ms. Zakia Djebbari said if confidence is viewed
ascompetence, this depends on two things, an individual’s hopes, desires,
oraspirations, which are termed “pretensions,” and his or her ability to realize
them, which in turn requires competence.Accordingly, studies which converge
from educational psychologists tendsto focus on behavioral outcomes and the
degree of discrepancy betweenone’s “ideal” self and “real” self.66
Because the reason above, it could conclude that self-confidence was
important, because the student who had high confidence they will more spirit to
speak English. Besides that, the lecturer or teacher have important role to build
their students’ self-confidence, created a supportive classroom environment that
encourages them to speak and take part in oral activities without fear. The
speaking lecturer should create situations that persuade students to produce oral
language. They may help students identify their fears and help them learn to
regulate and deal with them. They can also help students maintain positive beliefs
Ms. Zakia Djebbari. “Self Confidence and Pronunciation Training to Enhance the EFL
Speaking Competence”, Dissertation of Doctorate, Tlemcen: Abu Bekr Belkaid University, 2014,
p.. 47, t.d
65
Ibid, p.48
66
Ibid, p.48
64
97
and views about themselves and avoid negative ideas. During oral activities they
should create a relaxed and humorous atmosphere, design interesting activities,
and give more time ample opportunities for all students.
RESULT OF THE STUDY
In this chapter, the writer presented the data which had been collected
from the research in the field of study. The data were the result of students’
speaking score, the result of students’ confidence, comparison between speaking
scores and self-confidence scores, the result of normality and homogeneity,
testing of normality, testing of homogeneity, linear regression, testing hypothesis
using manual calculation, testing hypothesis using SPSS program, interpretation
of the result, and discussion.
A. The Result of Students’ Speaking Score
The problem of the study;is there relationship between self-confidence
level and
program of
students’speaking ability at the fourth semester of English study
IAIN Palangka Raya academic year 2013/2014? To answer the
research problem the correlation “r” product momentformula was applied to see
the significance correlation between the students’ confidence and their speaking
ability.
In this study, the writer did twice observation to saw the students’ learning
activity in their speaking class. The first observation was held on Thursday, April
29, 2015; at 9.00 a.m. up to 11.00 a.m. in class A and the second observation was
held on Monday, May 4, 2015; at 9.00 a.m. up to 11.00 a.m. in class D.
Next the writer gavespeaking test to the fourth semester students. The
class was class Aas try out and consisted of 22 students. The second test for class
B who consisted 16 students, the third test forclass Cwho consisted of 16 students.
74
75
The last test, for D class who consisted to the class who consisted of 16 students,
but all of them, only17 students as try out group and 40 students as the real
sample because several students hindered to join speaking test.
Table 4.1
The Students’ Speaking Score
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Initial
DR
MI
KW
RJ
NADP
DSW
EAA
ES
SH
ST
SM
AH
RHI
YS
ESA
IR
STI
HW
DKN
RN
FMR
STA
MT
ANA
RHY
FM
AAI
RA
NS
RAA
ANH
RKU
Score 1
Score 2
Final Score
Grade
84
81
90
84
93
84
83
80
86
89
92
80
87
79
79
81
80
84
80
75
79
91
92
89
84
78
86
92
83
85
78
89
84
83
84
82
87
86
83
82
80
85
90
80
85
79
79
83
80
78
80
81
79
91
86
85
80
76
80
96
85
91
78
77
84
82
87
83
90
85
83
81
83
87
91
80
86
79
79
82
80
81
80
78
79
91
89
87
82
77
83
94
84
88
78
83
Very Good
Very Good
Very Good
Very Good
Very Good
Very Good
Very Good
Very Good
Very Good
Very Good
Very Good
Good
Very Good
Good
Good
Very Good
Good
Very Good
Good
Good
Good
Very Good
Very Good
Very Good
Very Good
Good
Very Good
Very Good
Very Good
Very Good
Good
Very Good
76
No.
Initial
33 RL
34 MA
35 BAF
36 SW
37 AN
38 DS
39 RR
40 BL
Highest score
Lowest score
Mean
Standard deviation
Score 1
Score 2
Final Score
Grade
89
79
87
87
86
96
87
85
79
79
79
83
84
90
91
81
84
79
82
85
85
93
89
83
Very Good
Good
Very Good
Very Good
Very Good
Very Good
Very Good
Very Good
94
77
83.9
4.31
Based on the data above, it can bee seen that the students’ highest score
was 94 and the students’ lowest score was 77. To determine the range of score, the
class interval the writer calculated using formula as follows:
The highest score (H) = 94
The lowest score (L) = 77
The total range (R)
= H-L+1
= 94 – 77 + 1
= 18
The class interval
R
= − 10 − 20
t
=
hdt
tt
= 20
− 20
So, the range of score was 18, the class interval was 20.
77
Table 4.2
The Table Calculation of Mean, Median, Modus, Standard Deviation, and
Standard Error of Mean of the Speaking Test Scores Using SPSS 16.0
Program
Statistics
class
N
Valid
Missing
Mean
Std. Error of Mean
Median
Std. Deviation
Variance
Skewness
Std. Error of Skewness
Kurtosis
Std. Error of Kurtosis
Range
Minimum
Maximum
Sum
40
40
83.9000
.68106
83.0000
4.30742
18.554
.572
.374
-.330
.733
17.00
77.00
94.00
3356.00
To know the level of proficiency the writer calculated the frequency
distribution as follows:
78
Figure 4.1
The Frequency Distribution of Speaking Test
50
45
40
30
35
30
25
Frequency
20
10
15
10
0
5
0
0
0
Very
good
Good
Fairly
good
Poor
Very poor
Beside that technical of scoring through four scales above, the researcher
also made rating classification which used to give students obtained. The
following was rating scale classification:58
Rating
81 – 100
61 – 80
41 – 60
21 – 40
0 – 20
Scale
5
4
3
2
1
Classification
Very Good
Good
Fairly good
Poor
Very Poor
It can be seen from figure, three were 30 students got score 81 – 100 it
indicated as very good, three were 10 students got score 77 – 80 it indicated as
good.
58
Daryanto, EvaluasiPendidikan, Jakarta: RinekaCipta, 2005, p. 211
79
B. The Result of Students’ Confidence Test
The next step the writer did test for self-confidence, there are three times
for confidence test , first test was held on Monday, May 25, 2015; at 09.00 a.m.
up to 11.00 a.m. second test held on Wednesday, May 27, 2015; at 12.30 p.m. up
13.00 p.m. and the third Thursday, May 28, 2015; at 07.00 a.m. up to 08.30 a.m.
The result of self-confidence test as follows:
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
Initial
1
DR
5
MI
2
KW 5
RJ
5
NADP 3
DSW 5
EAA 4
ES
5
SH
5
ST
5
SM
4
AH
4
RHI 3
YS
4
ESA 4
IR
5
STI 3
HW 4
DKN 4
RN
3
FMR 4
STA 2
MT
4
ANA 4
RHY 3
FM
2
AAI 5
2
5
4
3
4
5
5
4
3
5
5
4
5
5
4
4
4
4
4
4
4
4
3
4
4
4
4
4
3
5
4
3
4
4
5
5
4
5
3
3
1
2
4
2
2
3
4
4
3
3
5
3
5
4
2
4
4
3
4
4
4
3
3
3
4
3
3
3
3
3
3
5
3
4
4
4
3
5
5
2
3
5
5
3
Table 4.3
The Students’ Score of Self-Confidence Test
Item
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
5 4 5 4 2 5 3 3 5 5 2 3 4 4 3 5
4 5 5 5 5 5 4 4 4 5 5 4 4 4 4 5
3 4 4 4 4 4 4 3 3 4 3 3 3 3 3 3
5 4 4 3 2 4 4 3 3 4 4 4 4 4 2 4
4 5 5 5 5 5 4 4 4 4 4 3 4 4 4 3
5 3 4 2 3 5 3 4 5 5 4 5 2 1 3 5
4 4 4 4 4 4 4 4 3 4 2 4 2 4 3 4
5 3 3 3 2 4 4 4 5 4 2 3 2 3 2 5
5 4 5 4 2 5 3 3 5 5 2 3 4 4 3 5
5 4 4 4 4 5 4 3 5 4 3 4 3 3 4 5
4 4 5 4 5 4 4 3 3 4 5 4 3 4 5 5
5 5 3 4 5 5 4 5 5 1 5 3 5 3 2 4
4 4 4 5 4 4 3 4 4 4 2 3 2 4 2 5
4 4 4 4 3 4 3 3 4 4 3 3 2 3 3 4
4 3 4 3 2 4 2 3 3 3 5 3 5 2 5 4
4 5 4 3 4 4 3 5 3 4 3 3 5 5 4 4
5 4 4 4 3 4 2 3 4 4 3 4 2 3 3 4
4 5 4 5 4 4 2 4 4 5 4 3 4 3 3 3
4 5 4 5 4 4 2 4 4 5 4 3 4 3 3 3
5 4 4 4 2 4 4 3 5 4 2 4 2 2 4 4
4 3 2 3 3 4 4 3 5 3 2 4 3 2 4 5
4 5 4 4 5 4 5 5 2 4 5 5 2 4 3 4
4 4 4 4 4 4 4 4 1 5 5 4 4 5 2 4
4 4 3 3 4 4 2 1 4 4 2 5 2 4 2 5
4 4 4 4 4 3 2 3 2 4 4 3 4 2 4 3
4 4 2 4 4 4 2 4 5 2 4 2 5 5 2 4
4 4 3 2 3 4 3 3 5 3 4 3 2 3 3 5
Total
80
86
70
75
82
77
74
70
80
80
80
77
71
70
70
77
70
77
77
70
70
80
75
69
70
70
70
80
28
29
30
31
32
33
34
35
36
37
38
39
40
RA
NS
RAA
ANH
RKU
RL
MA
BAF
SW
AN
DS
RR
BL
5
4
4
4
5
4
4
4
4
4
4
4
2
5
4
5
4
5
4
5
4
5
5
5
4
4
5
5
1
2
4
4
4
4
4
1
5
5
3
3
2
5
3
2
4
4
3
4
2
5
5
4
5
4
3
4
4
4
4
2
3
5
3
5
4
5
5
4
4
4
5
5
4
4
5
5
5
5
5
2
2
3
3
3
3
4
3
4
4
2
2
5
4
2
4
5
5
5
4
4
5
5
2
4
5
5
3
4
5
4
4
4
4
3
3
5
3
5
4
4
4
3
4
4
3
4
5
5
4
4
4
5
3
3
2
4
5
3
4
2
4
2
3
3
4
5
3
4
3
3
4
5
4
5
2
3
4
4
4
3
3
4
4
4
3
5
3
5
1
5
4
3
5
4
4
4
5
4
5
3
4
1
4
3
5
3
4
4
4
5
3
5
3
5
3
5
4
5
4
4
4
4
2
3
3
4
5
4
4
3
2
3
2
4
4
4
3
4
5
3
2
4
3
3
4
5
4
4
4
4
4
5
3
2
3
4
2
2
5
4
4
5
5
4
3
4
2
5
4
5
4
4
5
4
5
4
5
4
4
4
89
77
70
70
77
81
82
77
77
80
83
78
60
Based on the data above, it can be seen that the students’ highest score was
89 and the students’ lowest score 57. To determine the range of score, the class
interval of temporary, the writer calculated using formula as follows:
The highest score (H) = 89
The Lowest score (L) = 60
The total range (R)
= H-L+1
= 89-60+1
= 30
The class interval
=
=
R
t
= 10 − 20
30
10
=3
=3
So, the range of score was 30, the class interval 3.
81
Table 4.4
The Table Calculation of Mean, Median, Modus, Standard Deviation, and
Standard Error of Mean of the Self-Confidence Test Scores Using SPSS 16.0
Program
Statistics
class
Valid
Missing
N
Mean
Std. Error of Mean
Median
Std. Deviation
Variance
Skewness
Std. Error of Skewness
Kurtosis
Std. Error of Kurtosis
Range
Minimum
Maximum
Sum
40
40
75.4500
.90579
77.0000
5.72870
32.818
-.079
.374
.263
.733
29.00
60.00
89.00
3018.00
To know the interpreted of confidence each student the writer calculated
the percentage of each students, it can be seen as follows:
Table 4.5
The Interpreted of Self Confidence
No
Initial Name
Score (%)
Interpretation
1
2
3
4
5
6
7
8
DR
MI
KW
RJ
NADP
DSW
EAA
ES
80
86
70
75
82
77
74
70
Strong
Very Strong
Strong
Strong
Very Strong
Strong
Strong
Strong
82
SH
9
ST
10
SM
11
AH
12
RHI
13
YS
14
ESA
15
IR
16
STI
17
HW
18
DKN
19
RN
20
FMR
21
STA
22
MT
23
ANA
24
RHY
25
FM
26
AAI
27
RA
28
NS
29
RAA
30
ANH
31
RKU
32
RL
33
MA
34
BAF
35
SW
36
AN
37
DS
38
RR
39
BL
40
Highest score
Lowest score
Mean
Standard deviation
80
80
80
77
71
70
70
77
70
77
77
70
70
80
75
69
70
70
70
89
77
70
70
77
81
82
77
77
80
83
78
60
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Strong
Very Strong
Strong
Strong
Strong
Strong
Very Strong
Very Strong
Strong
Strong
Strong
Very Strong
Strong
Moderately
89
60
75.45
5.73
83
The interpretation score was rated as follow :
0% - 20%
= very low
21% - 40%
= low
41% - 60%
= moderately
61% - 80%
= strong
81% - 100%
= very strong
Figure 4.2
The Frequency Distribution of Self-Confidence Score of Each students.
50
45
40
33
35
30
25
Frequency
20
15
10
6
1
0
5
0
0
Very strong
Strong
Moderately
Low
Very Low
It can be seen from the figure above, the students score of self-confidence,
there were 6 students that indicated as very strong confidence, there were 33
students that indicated as strong confidence, there was 1 student that indicated as
moderately confidence.
84
C. Comparison Between Speaking Scores and Self-Confidence Scores
Having described from the specification table in previous page it can be
known the comparison between speaking score and self-confidence score.
Based on the test have been constructed, the comparison between speaking
scores and self-confidence scores followingways:
Table 4.6
Comparison Between Speaking Scores and Self-Confidence Scores
Self-confidence
No. Initial Speaking Score
Score (%)
1 DR
84
80
2 MI
82
86
3 KW
87
70
4 RJ
83
75
5 NADP
90
82
6 DSW
85
77
7 EAA
83
74
8 ES
81
70
9 SH
83
80
10 ST
87
80
11 SM
91
80
12 AH
80
77
13 RHI
86
71
14 YS
79
70
15 ESA
79
70
16 IR
82
77
17 STI
80
70
18 HW
81
77
19 DKN
80
77
20 RN
78
70
21 FMR
79
70
22 STA
91
80
23 MT
89
75
24 ANA
87
69
25 RHY
82
70
26 FM
77
70
27 AAI
83
70
28 RA
94
89
85
No.
29
30
31
32
33
34
35
36
37
38
39
40
Initial
Speaking Score
NS
RAA
ANH
RKU
RL
MA
BAF
SW
AN
DS
RR
BL
84
88
78
83
84
79
82
85
85
93
89
83
Self-confidence
Score (%)
77
70
70
77
81
82
77
77
80
83
78
60
D. The Result of Normality and Homogeneity
a. Testing of Normality
One of the requirements in this research was the test of normality
assumption. Related to data normality, Irianto states:
“The data of population will be normal if the mean same with the modus
and median. It means some of scores gather in the middle position,
meanwhile the frequency of average and low score show descent that more
balance. Because of the descent of the low scores frequency and the high
score is balance, so that the down of curve line to right and left will be
balance”59
Table 4.7
Test of Normality Distribution Test
One-Sample Kolmogorov-Smirnov Test
Speaking Self-confidence
N
40
40
a,b
Normal Parameters
Mean
83.9000
75.4500
59
Agus Irianto, Statistik: Konsep Dasar dan Aplikasinya, Jakarta: Prenada Media, 2004, p.62
86
Std.
Deviation
Absolute
Most
Extreme
Positive
Differences
Negative
Kolmogorov-Smirnov Z
Asymp. Sig. (2-tailed)
a. Test distribution is Normal.
b. Calculated from data.
4.30742
5.72870
.133
.133
-.060
.840
.481
.179
.179
-.157
1.134
.153
Based on the table above, it could be seen that the P value (Sig.) of the test
scores of speaking is 0.481 and Self-confidence is 0.153 which are higher than the
level of significance (0,05). Thus, it could be concluded that the null hypothesis
was accepted and the data was normally distributed.
87
b. Testing of Homogeneity
In Testing the homogeneity of the scores test on SPSS for windows was
employed. Firstly, the hypothesis was stated as follows:
Ha: The variance of Speaking and self-confidence was homogeneous.
After that, the homogeneity variance was computed. The next steps
compared the result of homogeneity test with the level of significance at 0.05.
Table below showed the result of homogeneity test.
Table 4.8
Test of Homogeneity of Variance Result on the Test Score
Speaking and Self-confidence
Test of Homogeneity of Variances
score
Levene Statistic
2.381
df1
df2
1
78
Sig.
.127
The significance value of test shown in the table is 0.127. Since the
significance value was higher that the level of significance (0.05). Therefore,
88
the null hypothesis of speaking score could be accepted in which the variance
of self-confidence in both classes were homogeneous.
E. Linear Regression
To describe the linear association between quantitative variables, a
statistical procedure called regression often used to construct a model. The
following was the data of self-confidence and speaking ability test scores in the
present study. The scatterplot could reveal the extent of linear assosiation between
variables. The following was scatterplot about the data linear test in the present
study.
Hartonostated the data are named by linear if data points spread closely
and draw straight line. On the other hand, if the data points spread disorderly and
do not draw a straight line, it meant the data do not have linear or non-linear.60
From the scatter above, the data points have shown a straight line from the left
60
Hartono, Statistik Untuk Penelitian, Yogyakarta: Pustaka Pelajar, p.157.
89
bottom to the right up corner. It means the data in the present study had linear
association between variable x (self-confidence level) and variable y (speaking
ability). As the result, the data in the present study can be analyzed by using
product moment correlation because had linear association between variables.
F. Testing Hypothesis Using Manual Calculation
To found out the correlation between self-confidence level and students’
speaking ability at the fourth semester of English study program used the product
moment formula as below :61
rxy
=
𝑁∑𝑋𝑌−(∑𝑋)(∑𝑌)
𝑁∑𝑋 2 − ∑𝑋 2 {𝑁∑𝑌 2 − ∑𝑌 2 }
rxy
:
Table coefficient of correlation
∑𝑋
:
Total value of score X
∑𝑌
:
Total value of score Y
N
:
∑ 𝑋𝑌 :
Multiplication Result between Score X and Y
Number of studentsof the study.
No.
1
2
3
4
5
6
7
8
X
Y
80
86
70
75
82
77
74
70
9
80
61
84
82
87
83
90
85
83
81
X2
6400
7396
4900
5625
6724
5929
5476
4900
Y2
7056
6724
7569
6889
8100
7225
6889
6561
XY
6720
7052
6090
6225
7380
6545
6142
5670
83
6400
6889
6640
Riduwan, MetodedanTeknikMenyusunTesis, Bandung: Alfabeta, 2008, p. 110.
90
10
11
12
13
14
15
80
80
77
71
70
70
87
91
80
86
79
79
6400
6400
5929
5041
4900
4900
7569
8281
6400
7396
6241
6241
6960
7280
6160
6106
5530
5530
16
17
18
19
20
21
22
23
24
77
70
77
77
70
70
80
75
69
82
80
81
80
78
79
91
89
87
5929
4900
5929
5929
4900
4900
6400
5625
4761
6724
6400
6561
6400
6084
6241
8281
7921
7569
6314
5600
6237
6160
5460
5530
7280
6675
6003
25
26
27
28
29
30
31
32
70
70
70
89
77
70
70
77
82
77
83
94
84
88
78
83
4900
4900
4900
7921
5929
4900
4900
5929
6724
5929
6889
8836
7056
7744
6084
6889
5740
5390
5810
8366
6468
6160
5460
6391
33
34
35
36
37
38
39
40
81
82
77
77
80
83
78
60
∑X
84
79
82
85
85
93
89
83
∑Y
6561
6724
5929
5929
6400
6889
6084
3600
7056
6241
6724
7225
7225
8649
7921
6889
6804
6478
6314
6545
6800
7719
6942
4980
∑X2
∑Y2
∑XY
3018
3356
228988
282292
253656
Total
91
Based on the calculation of correlation variable X and variable Y above, it
can known of each. Based on the product moment will be found the product of rxy
as follow :
𝑟𝑥𝑦 =
=
=
=
40 253656 − 3018 . (3356)
40. 228988 − (3018)2 . 40. 282292 − (3356)2
10146240 −10128408
9159520 −9108324 . 11291680 −11262736
17832
51196 . (28944 )
17832
38494 ,37652
=
17832
1481817024
= 0.46323649
= 0.463
Based on the calculation above it was found that the total of variable X
and variable Y was 0.463, so between the both variables there was moderately
correlation. So, the hypothesis stating that Ha was accepted and hypothesis stating
that Ho was ignored. Where between the self-confidence and students’ speaking
ability there was moderatelycorrelation. It meant that there was moderately
correlation between the self-confidence and students’ speaking ability.
And the result was looked at from interpretation orientation as follow :
Table 4.9
Interpretation Orientation62
Score of “r” Product Moment
Interpretation
62
0.00 - 0.200
Very low/No correlation
0.200-0.400
Low correlation
0.400-0.700
Moderately correlation
0.700-0.900
High correlation
0.900 – 1000
Very high correlation
Anas Sugiono, PengantarStatistikPendidikan, Jakarta: Rajaawali Press, 1978, p.393.
92
Based on the interpretation that was stated by anassugiono, if the value of
rxy was on 0.400 – 0.700 so, between variable X and variable Y there was
moderately correlation. The result of the calculation that was counted by the
product moment above showed that the result was 0.463, so that Ha accepted and
Ho was ignored.
Even so, it was know the result of “r” = 0.3040.393 it can be
explain that the value of “r” was smaller than 5% and it was smaller than 1% as
the result, the value of “r” was there was fair and moderately correlation but the
correlation was positive.
if rxy>ttable refused Ha it meant it was significant and if rxyttable so that the
result was the Ha was accepted and Ho was refused. In this case that variable X
(self-confidence) ensures students’ to do good speaking, hangman other aspect
can help the speaking skill.
And to know the contribution of the variable X and variable Y was used
the formula as below :
KP = r2 x 100%63
Where :
KP
= determinant coefficient score
r
= correlation coefficient score
KP = r2× 100% = 0.4632 x 100 =21.44%
63
Riduwan, MetodedanTeknikMenyusunTesis, p. 138
93
So it meant that the variable X (Self-confidence level) gave the
contribution’ ability in speaking at fourth semester of students English program
was 21.44% and 78.56% was influenced by other aspects.
G. Testing Hypothesis Using SPSS Program
The writer also applied SPSS 16.0 program to calculate correlation “r”
product moment in testing hypothesis of the study. The result of calculation
correlation “r” product moment using SPSS 16.0 was support the manual
calculation. The result of calculation correlation “r” product moment using SPSS
16.0 program could be seen as follows:
Table 4.10
The Result of Correlation “r” Product Moment Using SPSS
16.0 Program
Correlations
Speaking
Confidence
Pearson
Correlation
Sig. (2-tailed)
N
Pearson
Correlation
Sig. (2-tailed)
Speaking
1
Confidence
.463**
.003
40
.463**
40
1
.003
N
40
**. Correlation is significant at the 0.01 level (2-tailed).
40
It could be interpreted based on the result of calculation that Ha there wasa
significance positive correlation between the students’ confidence and their
speaking ability was rejected. It meant that the self-confidence gave significance
94
positive correlation on students speaking ability at the fourth semester of State
Islamic Institute (IAIN) Palangka Raya, academic year 2013/2014.
H. Interpretation of the Result
Based on the result of manual calculation, It meant stating that Ha was
accepted and Ha was rejected.Furthermore, the result of calculation using SPSS
16.0 found that there was a positive correlation between the students’ confidence
and their speaking ability.
The finding of the study interpreted that the alternative hypothesis stating
that there was significance positive correlation between the students’ confidence
and their speaking ability was accepted and the null hypotheses stating that there
was no significance correlation between the students’ confidence and their
speaking ability was rejected.
I. Discussion
The research problem stated: “is there relationship between the students’
confidence and their speaking ability at the fourth semester of IAIN Palangka
Raya academic year 2013/2014?” Hence, the question looked for an answer is
there any significance correlation between the students’ confidence and their
speaking ability. To answer the research problem the correlation “r” product
moment formula was applied.
The result of the data analysis showed that there was correlation between
the students’ confidence and their speaking ability at the fourth semester of IAIN
Palangka Raya. It meant that the students who had high confidence , they would
get high score of speaking test and the students who had low confidence they
95
would get low score of speaking test. Furthermore, the result of the data
calculation using SPSS 16.0 found that there was correlation between the
students’ confidence and their speaking ability. The finding of the study
interpreted that the alternative hypothesis stating that there was a positive
significance correlation between the students’ confidence and their speaking
ability at the fourth semester of IAIN Palangka Raya academic year 2013/2014
was accepted and the null hypothesis stating that there was no correlation between
the students’ confidence and their speaking ability at the fourth semester of IAIN
Palangka Raya academic year 2013/2014 was rejected. It meant that; 1) the
students who had strong confidence, they would get high score of speaking test. 2)
Since, the rxywas 0.463 it interpreted to moderately correlation. 3) There was
positive correlation between the students’ confidence and their speaking ability.
These findings were suitable with the theories as stated in chapter II that
helping learners feel good about themselves by making thembelieving in their
capacities needs to be incorporated within the teachingprocess. For instance, some
learners are good at this and others are goodat that, but they need to recognize that
they are all gifted in one way or inanother. Clement & Kruidener in Ms. Zakia
Djebbarisaidthat self-confidence was a social product which was due to contacts
betweenenvironments
where
different
language
communities
exist
togetherwithout excluding its cognitive components. In this vein, states that:
Linguistic self-confidence—derived from the quality andquantity of the
contact between the members of the L1 and L2 communities—is a major
motivational factor in learning theother community’s language, and
determines the learners’future desire for intercultural communication and
96
the extent ofidentification with the L2 group. Linguistic self-confidence in
Clément’s view is primarily a socially defined construct.64
Goleman in Ms. Zakia Djebbari said that Self-confidence appears to
involve knowing one’s own abilities andhaving enough faith in them to make
sound decisions in the face ofuncertainty and pressure. It is a belief in one’s own
abilities to take on adifficult challenge. A confident person displays a powerful
self-presentationand expresses him or herself in an influential, remarkable,and
unhesitating way.65 Mruck in Ms. Zakia Djebbari said if confidence is viewed
ascompetence, this depends on two things, an individual’s hopes, desires,
oraspirations, which are termed “pretensions,” and his or her ability to realize
them, which in turn requires competence.Accordingly, studies which converge
from educational psychologists tendsto focus on behavioral outcomes and the
degree of discrepancy betweenone’s “ideal” self and “real” self.66
Because the reason above, it could conclude that self-confidence was
important, because the student who had high confidence they will more spirit to
speak English. Besides that, the lecturer or teacher have important role to build
their students’ self-confidence, created a supportive classroom environment that
encourages them to speak and take part in oral activities without fear. The
speaking lecturer should create situations that persuade students to produce oral
language. They may help students identify their fears and help them learn to
regulate and deal with them. They can also help students maintain positive beliefs
Ms. Zakia Djebbari. “Self Confidence and Pronunciation Training to Enhance the EFL
Speaking Competence”, Dissertation of Doctorate, Tlemcen: Abu Bekr Belkaid University, 2014,
p.. 47, t.d
65
Ibid, p.48
66
Ibid, p.48
64
97
and views about themselves and avoid negative ideas. During oral activities they
should create a relaxed and humorous atmosphere, design interesting activities,
and give more time ample opportunities for all students.