STUDENTS’ SELF-EFFICACY TO PERFORM SPEECH IN PUBLIC

STUDENTS’ SELF-EFFICACY TO PERFORM SPEECH

IN PUBLIC SPEAKING CLASS

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Yohana Belinda Rosaria

Student Number: 131214020

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i



A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By


Student Number: 131214020

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2017


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”Believe in yourself and all that you are.

Know that there is something inside you that

is greater than any obstacle.”

Christian D. Larson

This Thesis is dedicated to Jesus Christ,

My parents,

My family,

…and everyone whom I love the most.


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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, 14 November 2017

The Writer


131214020


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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Yohana Belinda Rosaria

Nomor Mahasiswa : 131214020

Demi pengembangan ilmu pengetahuan, saya memberikan kepada

Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:



beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 11 Desember 2017

Yang menyatakan



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ABSTRACT

Rosaria, Yohana Belinda. 2017. Students’ Self-efficacy to Perform Speech in Public Speaking Class. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

In learning a language, there are many skills that need to be mastered by the students. One of those skills is speaking skill. Speaking skill is the first skill that can be judged by someone than other skills. Therefore, it becomes the main reason why English Language Education Study Program students are expected to have good speaking ability. In this research, the researcher wants know how good the students’ self-efficacy in public speaking class. The results of their self-efficacy are definitely different for each other. The researcher is also curious how the students’ self-efficacy can influence their speech performances.

This research is intended to answer two research questions, namely (1 What is students’ self-efficacy in performing speech in public speaking class? and (2) How does students’ self-efficacy influence their speech performances in public speaking class? The participants of this research were forty-six English Language Education Study Program students of Sanata Dharma University from the fifth semester who were taking public speaking course.

The researcher used a mixed method to collect quantitative and qualitative data. In answering those two research questions, the researcher used questionnaire consisted of close-ended and open-ended questions to collect quantitative data and also used interview as the data gathering technique to collect qualitative data.

The findings of this research showed that most of the public speaking students have high self-efficacy while performing the speech. In the research result, the researcher found the factors which showed that the students’ self-efficacy influences their speech performances. Those factors were students’ strategies, success experiences, and other friends’ feedbacks. Although, the students have high self-efficacy, they still lack in some aspect such as the students were not sure they can handle their nervousness and did not feel nervous when they know they will perform. It can happen because they face many unexpected situations such as they are suddenly asked to perform outside the class, the previous performance of their friends are not good, and the audience does not cooperative and gives good responses. In general, the higher self-efficacy they gain, the higher expectation they have for themselves to perform well, and thus there are better possibilities to get higher scores.

Keywords: speaking, self-efficacy, public speaking


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ABSTRAK

Rosaria, Yohana Belinda. 2017. Students’ Self-efficacy to Perform Speech in Public Speaking Class. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Dalam mempelajari sebuah bahasa, ada banyak keterampilan yang perlu dikuasai oleh siswa. Salah satu keterampilan itu adalah kemampuan berbicara. Keterampilan berbicara adalah keterampilan pertama yang dapat dinilai oleh seseorang daripada keterampilan lainnya. Oleh karena itu, hal ini menjadi alasan utama mengapa siswa Pendidikan Bahasa Inggris diharapkan memiliki kemampuan berbicara yang baik. Dalam penelitian ini, peneliti ingin mengetahui seberapa baik efikasi diri siswa di kelas Public Speaking. Hasil efikasi diri mereka pasti berbeda satu sama lain. Peneliti juga ingin mengetahui bagaimana efikasi diri siswa dapat mempengaruhi penampilan mereka ketika berpidato.

Penelitian ini dimaksudkan untuk menjawab dua rumusan masalah, yaitu (1) Apa efikasi diri siswa dalam menampilkan pidato di kelas Public Speaking? (2) Bagaimana efikasi diri siswa mempengaruhi penampilan pidato mereka di kelas Public Speaking? Partisipan dalam penilitian adalah empat puluh enam siswa semester lima Pendidikan Bahasa Inggris dari Universitas Sanata Dharma yang sedaang mengambil kelas Public Speaking. Peneliti menggunakan metode campuran untuk mengumpulkan data kuantitatif dan kualitatif. Dalam menjawab dua rumusan masalah tersebut, peneliti menggunakan kuesioner yang berisi pertanyaan tertutup dan terbuka untuk mengumpulkan data kuantitatif dan juga menggunakan wawancara sebagai teknik pengumpulan data untuk mengumpulkan data kualitatif. Penemuan dalam penelitian ini menunjukkan bahwa sebagian besar siswa di kelas Public Speaking memiliki efikasi diri yang tinggi saat berpidato. Faktor-faktor yang mempengaruhi mereka adalah strategi siswa, pengalaman kesuksesan dan masukan dari teman lainnya. Walaupun para siswa memiliki efikasi diri yang tinggi, mereka masih memiliki kelemahan dibeberapa aspek seperti mereka tidak yakin dapat mengatur rasa gelisah atau tidak merasa gelisah saat tahu bahwa mereka akan tampil. Hal ini dapat terjadi karena mereka menghadapi berbagai macam hal yang tidak terduga seperti mereka tiba-tiba diminta untuk tampil di luar kelas, penampilan teman-teman mereka sebelumnya kurang baik, dan penonton tidak kooperatif dan tidak memberikan respon yang baik. Secara umum, semakin tinggi efikasi diri yang mereka dapatkan, semakin tinggi ekspektasi diri mereka untuk tampil dengan baik, dan semakin tinggi kemungkinan untuk mendapat nilai tinggi.

Kata kunci: speaking, self-efficacy, public speaking


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ACKNOWLEDGMENTS

First of all, I would like to thank Jesus Christ who has given His blessing

in every step. I can finish my thesis well because of all His guidance in every

problem and obstacle that I faced while writing this thesis.

I dedicate my appreciation to my advisor Bapak Concilianus Laos Mbato,

M.A., Ed.D., my academic advisor Bapak Drs. Y.B. Gunawan, M.A., and

Bapak Pius Nurwidasa Prihatin, M.Ed., Ed.D., who always guide me in my

study process. I would like to express my gratitude to Bapak Krisna Septa

Bernanda, S. Pd. who guides me and gives a lot of suggestions that help me

finish my thesis well. I also give my gratitudes to PBI friends batch 2015 who

help me during the data collection by answering the questionnaire and interview. I

would also like to thank all lecturers and staffs of English Language Education

Study Program and also all of my friends of English Language Education Study

Program batch 2013, especially my friends in PBI class A.

My deepest gratitude goes to my parents Bapak Egi Sudy Rosantono and

Ibu Sisilia Catur Irnaningtyas who always pray for me and fulfill my needs and

also to my brothers Olaf, Nano, and Andre who always motivate me. I would

also like to thank my aunt Erni who also supports and prays for me.

I would like to express my gratitude to my best friends Subekti Arum

Krismawati and Frederica Cynthia Aviolita for sharing their friendship in my

life. I also would like to thank Skolastika Lystia Monika, who struggling all

problems and obstacles to finish this thesis together and sharing friendship. I also


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would like to express my gratitude to Silvia Tiara Budi Hastuti, who supports

me and helps me in writing my thesis. Finally, I would like to give my gratitude to

everyone whose names cannot be mentioned one by one.



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TABLE OF CONTENTS

Page

TITLE PAGE ............................................................................................... i

APPROVAL PAGES .................................................................................... ii

DEDICATION PAGE .................................................................................. iv

STATEMENT OF WORK’S ORIGINALITY .............................................. v

PERNYATAAN PERSETUJUAN PUBLIKASI ............................................... vi

ABSTRACT ................................................................................................. vii

ABSTRAK ..................................................................................................... viii

ACKNOWLEDGEMENT ............................................................................ ix

TABLE OF CONTENTS .............................................................................. xi

LIST OF TABLES ........................................................................................ xiii

LIST OF APPENDICES ............................................................................... viv

CHAPTER I. INTRODUCTION .................................................................. 1

A. Research Background ...................................................... 1

B. Research Questions ......................................................... 4

C. Research Benefits ............................................................ 4

D. Definitions of Terms ....................................................... 5

CHAPTER II. REVIEW OF RELATED LITERATURE .............................. 7

A. Theoretical Description .................................................... 7

1. Self-efficacy .............................................................. 7

a. The Nature of Self-efficacy .................................. 7

b. Dimensions of Self-efficacy ................................. 9

c. Sources of Self-efficacy ........................................ 10

d. Characteristics of High and Low Self-efficacy ...... 12


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Page

2. Speaking .................................................................... 13

a. Definition of Speaking .......................................... 13

b. Elements of Speaking ........................................... 14

3. Public Speaking ......................................................... 15

B. Theoretical Framework .................................................... 16

CHAPTER III. RESEARCH METHODOLOGY .......................................... 18

A. Research Method .............................................................. 18

B. Research Setting ............................................................... 19

C. Research Participants ....................................................... 20

D. Instruments and Data Gathering Techniques ..................... 20

E. Data Analysis Technique .................................................. 22

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ...................... 24

A. Research Result ................................................................ 24

B. Discussion ........................................................................ 38

1. Students’ self-efficacy to perform speech in public

speaking class ............................................................. 38

2. How students’ self-efficacy influences their speech

performance in public speaking class .............................. 40

CHAPTER V. CONCLUSION AND RECOMMENDATIONS .................... 44

A. Conclusion ...................................................................... 44

B. Recommendations ........................................................... 45

1. English Language Study Program Students ............... 45

2. English Language Study Program Lecturers .............. 45

3. Future Researchers .................................................... 46

REFERENCES ............................................................................................. 47

APPENDICES .............................................................................................. 50


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LIST OF TABLES

Table Page

4.1 Questionnaire results of students’ self-efficacy to achieve goals in performing

speech ........................................................................................................... 25

4.2 Questionnaire results of students’ self-efficacy in performing speech ...... 28

4.3 Questionnaire results of students’ self-efficacy based on experiences in

performing a speech ...................................................................................... 33

4.4 Questionnaire results of students’ self-efficacy based on their own strategies in

performing a speech ...................................................................................... 34


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LIST OF APPENDICES

Appendix Page

1. The Questionnaire Blueprint................................................... ................. 50

2. The Questionnaire Sheet ........................................................................ 52

3. The Questionnaire Result ...................................................................... 55

4. The Open-ended Answers ...................................................................... 59

5. Interview Guideline ............................................................................... 65

6. The Transcript of the Interviews ............................................................. 66


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CHAPTER I

INTRODUCTION

A. Research Background

Language is defined as a means of thinking and transferring culture from

one generation to another as well as from one nation to another. It also means

communication among people. For many purposes, people learn more than one

language. It can be for education, business, social or other purposes. In learning

second language, there are some basic skills that the learners have to master which

are reading, writing, listening, and speaking. This research is going to focus on the

speaking skill only which is one of the important skills in learning language.

Speaking is an activity of delivering massage, it is two ways process

between speaker and listener orally. In other words, the main point of speaking

activity is that speakers deliver their massages to the listeners. According to

McDonough & Shaw (2003), in many languages, speaking skill is a skill that is

judged first than other skills by someone (p. 101). It makes sense because

someone just needs a few minutes to assess our speaking skill. When someone

speaks in English, we can assess how good he or she speaks directly, but we will

need more time to know the other skills. Almost all people just spend their time to

focus on studying grammar and memorizing the vocabulary. We know that it is

very important to learn the written English but the most effective learning is

speaking or face-to-face practice.


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For Ur (1996), he finds that there are some speaking problems when get

the students to talk in the classroom (p. 121). Those problems are inhibition, lack

of topical knowledge, low or uneven participation, and mother-tongue use. The

first problem that we can see clearly is inhibition. The students are fear of making

mistakes, being shy, and sounding foolish. They are shy when they get the

attention from the whole classroom. The second problem is lack of topical

knowledge. In speaking, our prior knowledge of certain topic is forced to come

out when we start to speak. The students also complain that they have no idea to

say because of their nervousness. The next problem is low or uneven

participation. Sometimes, when they are in a group, a few students who can speak

well will dominate the whole group while others just speak little or not at all. The

last one is mother-tongue use. The students usually use mother-tongue in class if

they discuss about certain topic that they are not capable enough. They will say

the words that they do not know in their mother-tongue language. It is also the

natural thing to do. They use their first languages to make the explanation clearer.

English Language Education Study Program or ELESP students are

expected to have a good or high speaking ability because they are demanded to be

a teacher. When they are teaching, they are expected to teach the students well. It

can be consideration that how the students can speak well if the teacher does not

master it enough. They have to master some elements in speaking like

pronunciation, grammar, fluency, and accuracy. English has become the most

language that used by people around the world. The status of English on the


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international level is a major factor that contributes to the increase in the

importance of English.

English Language Education Study Program of Sanata Dharma University

provides some courses to help the ELESP students in having good speaking skills.

One of those courses is public speaking. Public speaking is designed to introduce

students about principles of speaking in public and give experiences to students in

developing speaking skills in formal situation. It aims to make the students will be

able to speak in public successfully. Public speaking in Sanata Dharma University

is offered in semester 5 and has 2 credits.

Based on the researcher’s experience when taking public speaking class,

the researcher realized that there were many mistakes made by the students in the

classroom. At that time, the lecturer asked the students to take one topic and then

thought about it for a while. After that, we came to the front of the class and told

about the topic that we got. We were forced to transfer our prior knowledge that

we had about the topic in a short time. The researcher found that the English

ability of some students were not good enough. They used less appropriate words,

wrong grammar, and mispronounced some words which made misunderstanding

while performing the speech. The researcher also found that some students who

had good ability in speaking were nervous, did some strange actions, and did not

have any idea to say. Although they knew that they could do that and had enough

ability, they were still lack of confidence while performing the topic.

Based on the story that the researcher had told, it was related to the belief

of doing something or known as self-efficacy. According to Albert Bandura


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(1997), self-efficacy as one's belief of one's ability to succeed in specific

situations or accomplish a task. Sometimes, self-efficacy can be related to the

motivation (p. 1). Actually, self-efficacy is about someone’s belief of the

capability to do task which is given. Their experiences also influence their views

about how well their selves in particular task. These personal judgments may

affect one’s motivation to accomplish the task. Meanwhile, motivation is intrinsic

aspect of each person in reaching the goals. Motivation can affect someone to

accomplish the task.

This research aims to know the students’ self-efficacy to perform speech in

Public Speaking class. Another focus is the researcher wants to know how self-

efficacy can influence the students’ speech performances.

B. Research Questions

1. What is students’ self-efficacy to perform speech in public speaking

class?

2. How does students’ self-efficacy influence their speech performances in

public speaking class?

C. Research Benefits

This research provides some benefits for the lecturers of public

speaking class, students in English Language Education Study Program, and

future researchers who are interested in conducting the similar research.

1. The Public Speaking Lecturers

This research is beneficial for the lecturers of English Language Study

Program, especially for Public Speaking class, because it is important to know the


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self-efficacy degrees of each student in their classes. The lecturer can help the

students to improve their speaking skills based on each student’s self-efficacy

degree. The researcher hopes that the lecturers will use the result of this research

to find the best method to increase students’ self-efficacy in achieving their goals.

2. The ELESP Students

The English Language Study Program students especially who are taking

Public Speaking course can use the result of this research as a self-evaluation. It

can be used to evaluate their self-efficacy in order to increase their beliefs to their

selves in achieving their own goals. It is good for the students if they can increase

their self-efficacy because they will improve their skills and have better

performances.

3. The Future Researchers

This research also beneficial to the future researchers in order to enrich

their researches and can be used as their researches’ references. This research also

helps the next future researchers to develop this topic into other settings like in

writing, reading, or listening classes.

D. Definition of Terms

1. Self-efficacy

Bandura (1986), one of the theorists who experts in self-efficacy, defines

self-efficacy as “people’s judgment of their capabilities to organize and execute

courses of action required to attain designated types of performances.” (p. 391).

Self-efficacy is defined as one’s judgments of their capabilities to organize of

action required to attain specific task performances. In this study, self-efficacy


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refers to the students’ beliefs of their own capability in finishing the given task.

The level of self-efficacy is indicated by a self-efficacy scale, which is developed

based on Bandura’s concept. The higher score a person obtained from the scale,

the more efficacious the person is about his or her capabilities on the task.

2. Speaking Skill

Speaking is an activity of delivering message; it is two ways process


activity is that speakers deliver their messages to the listeners. Chaney (1998),

defines speaking as a process: “speaking is the process of building and sharing

meaning through the use of verbal or nonverbal symbol in a variety of contexts.”

(p. 13). Speaking skill is a skill that gives the ability to communicate effectively.

This skill also allows the speaker to convey the message in passionate, thoughtful,

and convincing manner. In this study, speaking skill refers to the students’

abilities to deliver the message of their speech in passionate, thoughtful, and

convincing manner.

3. Public Speaking

According to Dewi (2013), public speaking in a brief definition is how to

speak in public which demands the fluency of speaking, emotional control,

diction, and tone of speaking (p. 1). Public speaking is designed to introduce the

students to underlying principles of speaking in public, provide opportunities, and

hands-on experiences in developing various types of speaking skills in formal

situation. In this study, public speaking refers to the students’ speech in public and

sees how they use their skills to convince the audience.


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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher provides some theories related to the study

in order to answer the research questions. It consists of theories that will be used

in a further discussion. Theoretical description and framework are discussed as

follows.

A. Theoretical Description

In this section, there are three terms that become the backbone of this study.

Those terms are going to be discussed and elaborated. Each term will be

supported by some theories or related information. Those three terms are self-

efficacy, speaking, and public speaking.

1. Self-efficacy

In this section, the researcher presents the description about self-efficacy

that be discussed in this research. There are three points related to self-efficacy to

be discussed in this section. Those points are the nature, dimensions, and sources

of self-efficacy.

a. The Nature of Self-efficacy

In accomplishing a performance, there is necessary some elements like

knowledge, transformational operations, and constituent skills. Even though some

people know what to do, they still do not perform optimally. It is caused by the

relation of knowledge and action and it is concerning of how people judge their


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capabilities. Some people believe it is enough to have knowledge and skills for

achieving some achievements. In fact, it is necessary to have belief of their

capabilities which as known as self-efficacy, besides having both of those

knowledge.

Papalia, Olds, and Feldman (2009) states that self-efficacy is someone’s

belief if he or she has an ability that needed to reach any success. Self-efficacy

can affect motivation and behavior in performing something. People respond

differently in the same situation because they have different estimate of their

capabilities (Wortman & Loftus, 1985, p. 377)

Albert Bandura (1986), one of the theorists who experts in self-efficacy,

defines self-efficacy as “people’s judgment of their capabilities to organize and

execute courses of action required to attain designated types of performances.” (p.

391). The concerned is not to someone’s skills but to the judgments of whatever

skill someone’s possesses (Bandura, 1986, p. 391). Individuals possess a self-

system that enables them to exercise a measure of control over their thoughts,

feelings, motivation, and actions. In relation with feeling, self-efficacy relates to

depression, anxiety, and helplessness which happen when someone is being not

confident with their abilities. Self-efficacy also relates to quality of decision

making and academic achievement. Lelita (2016) states that, “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 he or she will persist in achieving the

targets and goals” (p. 18-19).


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b. Dimensions of Self-efficacy

In this section, there are several dimensions of self-efficacy which have an

important implication on performance. Bandura (1986), states that self-efficacy

has divided into three dimensions; magnitude, strength, and generality (p. 396).

1) Magnitude

This dimension refers to the difference of someone’s self-efficacy depends

on variety demands that he or she faces. Self-efficacy magnitude measures the

difficulty level (e.g. easy, moderate, and hard) an individual feels it required to

perform a certain task (Van der Bijl & Shortridge-Baggett, 2002). It means

something to do with degree of task difficulty an individual believes he or she is

able to handle. When they perform something in easy level, they believe can do it

well because they have their own standard or degree of difficulty. The level of

difficulty causes someone to choose tasks which they think can be performed well

and avoid the difficult tasks because the doubt of their capabilities.

2) Strength

Various experiences give many influences in someone’s self-efficacy.

Lack of experience will cause lack of self-efficacy. Self-efficacy strength refers to

the amount of conviction an individual has about performing successfully at

diverse levels of difficultly (Van der Bijl & Shortridge-Baggett, 2002). Strength

refers to the degree of someone’s confidence in believing their capabilities. This

dimension refers to degree of confidence about someone’s belief or expectancy.

Mbato (2013) states that, “When a learner possesses a high sense of self-efficacy,

that is, they feel capable of carrying out a given task, they may devote an


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appropriate degree of effort to achieving success” (p. 42). However, someone who

has low self-confidence does not have any desire to keep trying and decide to give

up easily. The strength of the belief in someone’s capability will determine the

degree of correspondence between self-efficacy and performance.

3) Generality

Generality is the concept in which someone’s self-efficacy is not limited to

the specific situation. It has something to do with similar behavior. Generality of

self-efficacy refers to the “degree to which the expectation is generalized across

situations” (Lunenburg, 2011). Individual may belief that he or she is able to

produce the intended result only in certain area or in various activities and

situations. It depends on their beliefs of their abilities when they are given certain

tasks which vary level of difficulty.

c. Sources Self-efficacy

According to Bandura (1997), there are four sources that influence self-

efficacy that people’s beliefs about their efficacy can be instilled and

strengthened. Those sources are performance attainment, vicarious experience,

verbal persuasion, and physiological state.

1) Performance attainment

Performance attainment, also called enactive mastery, mastery experience,

or enactive attainment, is the most powerful source of self-efficacy (Wise &

Trunnel, 2001). Smith (2002) states two reasons for this. The first reason is

because performance attainment is based on experiences which are direct and

personal. Second, performance attainment is usually attributed to someone’s own


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effort and skill. The success that someone has reached will bring higher self-

efficacy. Whereas, the failure of previous experience can be lower the self-

efficacy, especially if the failure happens in the beginning of task and do not cause

by lack of effort or the external obstacle.

2) Vicarious experience

Vicarious experience, known also as modelling, affects self-efficacy

through a social comparison process where people judge their capabilities in

relation to the capability of others. “Proficient models build self-beliefs of

capability by conveying to observe effective strategies for managing different

situations” (Wood & Bandura, 1989, p. 364). Self-efficacy can also be influenced

by others’ experiences. Individuals will observe other people who can success and

make perception of his self-efficacy. By seeing someone’s success, individuals

can convince his self that he can reach the same success as well as others. If

someone see others’ failure who have the same ability and give many efforts, it

can lower the assessment of their own ability and do not put more effort.

3) Verbal persuasion

Verbal persuasion, also known as social persuasion, is another way to

increase people’s beliefs in their efficacy. Verbal persuasion is thought to be the

third most effective way to develop self-efficacy (Chowdhury et al., 2002). Verbal

persuasion is used to give a belief that they have a satisfy ability to reach their

own goals. “If people receive realistic encouragement, they will be more likely to

exert greater effort and to become successful than if they are troubled by self-

doubts” (Wood & Bandura, 1989, p. 365). Someone that can be convinced


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verbally will put more efforts if he or she is compared by others who doubt and

just think about the weakness of their selves.

4) Physiological state

Generally, people attribute a physiological condition to an efficiency

perception. Fatigue is an attribute to physical incapability. Conger and Kanugo

(1988) further describe this phenomenon as follows:

Emotional arousal states that result from stress, fear, and anxiety, depression, and so forth, both on and off the job, can lower self-efficacy expectations. Individuals are more likely to feel competent when they are not experiencing strong aversive arousal. Empowerment techniques and strategies that provide emotional support for subordinates and that create a supportive and trusting group atmosphere can be more effective in strengthening self-efficacy beliefs (p. 479). Individuals feel somatic tendency or tension appear in pressure situation is

a sign if they cannot control the condition or fail. It can affect their performance.

d. Characteristics of high and low self-efficacy

According to Bandura (1997), the characteristics of high and low self-

efficacy is described as follow:

1) High self-efficacy

Individuals believe if they can handle something to do or any situation that

they face effectively

Individuals believe in their own abilities

Individuals see the difficulties as a challenge not a threat

Individuals set their own goals and strengthen their commitments

Individuals do their best in doing something and put more efforts when face the

failure


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Individuals focus while doing tasks and think the strategy to overcome any

difficulty

Individuals recover their selves after their failures directly

Individuals can overcome their stresses with belief that they can control it

2) Low self-efficacy

Individuals feel not useful.

Individuals will feel sad, apathetic, and worried.

Individuals avoid the difficult tasks

Individuals tend to give up easily

Individuals have low aspirations

Individuals have low commitment through their own goals

In difficult situation, individuals tend to think about their weakness, how

difficult the task is, and the consequences of their failure

Individuals need more time to recover their feeling after experiencing failure

2. Speaking Skill

a. Definition of Speaking Skill

Speaking is an activity of delivering message; it is two ways process


activity is that speakers deliver their massage to the listeners. Chaney (1998),

considers speaking as a process: “speaking is the process of building and sharing

meaning through the use of verbal or nonverbal symbol in a variety of contexts.”

(p. 13). Through speaking activity someone can express his or her ideas, emotions

and reactions to other person or situation and influence other person. In addition,


14

speaking skill is a skill that gives the ability to communicate effectively. This skill

also allows the speaker to convey the message in passionate, thoughtful, and

convincing manner. In this study, speaking skill refers to the students’ abilities to

deliver the message of their speech in passionate, thoughtful, and convincing

manner. In language teaching and learning, speaking is considered a skill to

practice and master. According to Byrne (1984), speaking is oral communication.

It is a two ways process between speaker and listener and involves productive and

receptive skill of understanding.

b. Elements of Speaking Skill

Speaking skill is one of the skills in learning language that should be

mastered well. Speaking skill has some elements or related criteria of speaking

ability to measure one’s speaking skills.

Florez (1999) highlights the following skills underlying speaking into five

points. The first point is using grammar structures accurately. The second one is

assessing characteristics of the target audience, including shared knowledge,

status and power relations, or differences in perspectives. The next point is

selecting vocabulary that is understandable and appropriate for the audience, the

topic being discussed, and the setting in which the speech act occurs. The fourth

point is applying strategies to enhance comprehensibility, such as emphasizing

key words, rephrasing, or checking for listener's comprehension. The last point is

paying attention to the success of the interaction and adjusting components of

speech such as vocabulary, rate of speech, and complexity of grammar structures

to maximize listener's comprehension and involvement


15

3. Public Speaking

According to Dewi (2013), public speaking in a brief definition is how to

speak in public which demand the fluency of speaking, emotional control, diction,

and tone of speaking (p. 1). Moreover, it also demands the ability to control the

atmosphere and master what they talk about. Public speaking can be also as

the process of speaking to a group of people in a structured, deliberate manner

intended to inform, influence, or entertain the listeners. Nikitina (2011) says that,”

It is not enough to talk in front of a group of people to be a brilliant public

speaker. Your goal should not be limited with informing your audience or

expressing your thoughts publically, but to changing emotions, actions, and

attitudes, and to leaving your listeners moved by the words and touched by their

meaning.” (p. 10). In learning particular field, people always ask what the purpose

of doing this kind of activity. It is similar with learning how to be good in public

speaking. Some people ask what the benefit of public speaking. We can see from

the real evidence. For example, in education field, public speaking ability can be

seen from the teacher ability to teach communicatively in teaching and learning

process.

Sirait (2007), says that public speaking is the art of combining all skills that

we have. In the other word, it is an applicative not theoretical. In public speaking

we need to deliver some messages to people with different backgrounds. So, it is

needed to know who the audience are and exploit what things we know to make

our topic can be heard by the audience. For example, a speaker has to deliver

information, entertain and convince the audience all at one. If the speaker does not


16

have enough knowledge, he or she can be wrong in delivering the information.

Moreover, if the speaker does not have a high self-confidence, he or she cannot

convince the audience well.

B. Theoretical Framework

This chapter provides how the researcher answers two research questions

in this research based on the theories. In this research, there are two formulated

questions. The first research question is the students’ self-efficacy to perform

speech in public speaking class and the second one is how students’ self-efficacy

influences their speech performances in public speaking class. To find the answer,

the researcher conducts the research with the nature, dimensions and factors of

self-efficacy theory. Self-efficacy is important to figure out someone’s capability

to organize of action required to attain specific task performances.

To find the answer, the researcher uses theory of Papalia, Olds, and

Feldman (2009), Bandura (1986) in order to define what self-efficacy is. In

explaining about dimensions of self-efficacy, the researcher uses theory of

Bandura (1986), Van der Bijl & Shorthridge-Baggett (2002), and Mbato (2013),

and Lunenburgh (2011). The researcher also addresses the theory of Bandura

(1997) in order to explain the sources of self-efficacy and theory of Smith (2002),

Wood & Bandura (1989), Conger & Kanugo (1988) in order to support each

point. In defining speaking, the researcher uses theory of Chaney (1998) and

Byrne (1984). The researcher also addresses theory of Florez (1988) to explain

about elements that related to measure speaking skill. The last three theories from

Dewi (2013), Nikitina (2011), and Sirait (2007) are used to define the nature of


17

public speaking. The theory is important as the main focus of this research and to

lead this research as well.

To answer those research questions, the researcher uses Bandura’s theory

mostly. The researcher has listed the characteristics of high and low self-efficacy

based on Bandura (1986) which is going to be used to answer the research

questions. Another question will be answered by using Bandura’s theory. He has

divided self-efficacy into three dimensions. Those dimensions are level, strength,

and generality. From the analysis, someone’s self-efficacy influences someone’s

performance because self-efficacy makes a difference in how people feel, think,

and act in the same situation. It also influences something that someone is going

to do although in spontaneous situation. The sources of self-efficacy also give

contribution to answer the research question. Through this theory, we will know

how self-efficacy influences the students’ performances.


18

CHAPTER III

METHODOLOGY

This chapter provides the research methodology. It presents the description

of research method, research setting, research participants, instruments and data

gathering techniques, and data analysis technique.

A. Research Method

In this research, the researcher used mix method research. According to

John W. Creswell (2003), mixed method is a method to research a study by

combining two types of research which are qualitative and quantitative research to

provide better understanding (p. 565). As we know, qualitative research is used in

obtaining culturally specific information about the values, opinions, behaviors,

and social contexts of particular populations. This statement means that

“qualitative researchers study things in their natural settings, attempting to make

sense of, or interpret, phenomena in terms of the meanings people bring to them.”

(Denzin & Lincoln, 2005, p. 3). The strength of qualitative research is its ability to

provide descriptions of how people experience a given research issue. It provides

information about the human side of an issue which often contradictory behaviors,

beliefs, opinions, emotions, and relationships of individuals. The other research

type is quantitative research. Trochim and Land (1982) define “quantitative

research design as the glue that holds the research project together. A design is

used to structure the research, to show how all of the major parts of the research


19

project the samples or groups, measures, treatments or programs, and methods of

assignment work together to try to address the central research questions.” (p. 1).

This research method uses tests or surveys as the instrument to collect the data.

In addition, the researcher used mixed method for two reasons. This kind

of method was helpful to collect the data well. It was not quite enough to find the

data only by using qualitative or even quantitative research. By using mixed

method, the researcher could get clear understanding and stronger evidence of the

phenomenon. Another reason was this method help the researcher in clarifying the

findings. It was needed to clarify the findings because the participants might give

different explanation from both research methods.

B. Research Setting

The researcher conducted the research in Public Speaking class in E-

Corner and K/29 on Friday, 22 September 2017. This research was addressed for

English Language Education Study Program students of batch 2015. The

researcher distributed the questionnaire about students’ self-efficacy and its

influence in performing speech to two classes which were class C and F. After the

researcher finished spread the questionnaire, the researcher interviewed six

students on Monday, 9 October 2017. The researcher asked about students’ beliefs

to perform speech, their own strategies, and also their experiences in public

speaking class.


20

C. Research Participants

The participants of this research were forty-six batch 2015 students of

English Language Education Study Program who were taking public speaking

class. The researcher also chose six students to be interviewed because those six

students have interesting answers from the questionnaire. In this research, the

researcher also used purposive sampling in choosing the interviewees. Barreiro

and Albandoz (2001) states that, “purposive sampling it is the one in which the

person who is selecting the sample is who tries to make the sample representative,

depending on his opinion or purpose, thus being the representation subjective” (p.

4). The reason of choosing purposive sampling was the researcher want to choose

the participants who meet the categories that already determined. Those categories

were the participants who have high, medium and low self-efficacy. The

researcher expected to get accurate data and would gather rich data from each

participant.

D. Instruments and Data Gathering Technique

There were two types of instruments that used in this research which were

questionnaire and interview. Questionnaire was used to collect the data to answer

the research questions. Then, interview was conducted to make the data deeper.

1. Questionnaire

Questionnaire was the first instrument that used by the researcher. The

researcher tried to find students’ self-efficacy and how it influences their speech


21

performances. 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). A questionnaire is simply

a tool for collecting and recording information about a particular issue of interest.

Questionnaires should always have a definite purpose that is related to the

objectives of the research, and it needs to be clear how the findings will be used.

The researcher applied Likert scale which is SA (Strongly Agree), A (Agree), N

(Neutral), D (Disagree) and SD (Strongly Disagree). In the questionnaire, the

students were asked to put a tick (√) to each degree of agreement based on the

students’ opinion.

The questionnaire was based on the blueprint. In the process of making the

blueprint, the researcher arranged the theoretical framework and then interpreted

the blueprint into statements. There were four aspects in the blueprint which are

students’ self-efficacy to achieve goals, students’ self-efficacy in performing

speech, students’ self-efficacy based on experiences in performing speech and

students’ self-efficacy based on their own strategies. The questionnaire was

distributed to forty-six students in Public Speaking class C and F of English

Language Education Study Program of Sanata Dharma University batch 2015.

2. Interview

The second instrument was used in this research was interview. The

researcher conducted the interview after distributing the questionnaire. The

researcher applied interview to deepen the findings. Interview also used to clarify

the students’ answers in the questionnaire. Interview is particularly useful for


22

getting the story behind a participant’s experiences. The researcher can pursue in-

depth information around the topic. Interviews may be useful as follow-up to

certain respondents to questionnaires, e.g., to further investigate their responses.

(McNamara, 1999). The researcher arranged five questions for the interview. The

researcher was interviewed six students in Public Speaking class C and F of

English Language Education Study Program of Sanata Dharma University batch

2015.

E. Data Analysis Technique

In this research, all of the data were obtained through two instruments

which are questionnaire and interview. The questionnaire was used as the main

data whereas the interview was the supporting data in order to get the accurate

data. After collecting the data, the researcher analyzed both instruments to answer

the research questions.

The first step that the researcher use was collect all the questionnaires that

have been distributed to the participants. Then, the researcher analyzed the data by

checking close-ended and open-ended answers of all the questions. The researcher

used Likert scale in a form of number 1 up to 5. The degree of agreement was

‘strongly disagree’, ‘disagree’, ‘undecided’, ‘agree’, and ‘strongly agree’. Then,

the researcher tabulated the data into descriptive statistic and presented the

responses of the participants in a form percentage. The percentage of every degree

of agreement was calculated by using the following formula:

∑ x / ∑ n . 100 %


23

∑ x: total of the respondents who chose at the same degree of agreement in

each statement

∑ n: total of the respondents

The data of the table would be presented in a form of percentage result for

each question. The participants who choose “strongly agree” and “agree” were

considered to have high self-efficacy. On the other hand, the participants who

have low self-efficacy tended to choose “strongly disagree” and “disagree”. For

open-ended question result, the researcher was listed all the answers and used the

responses as the supporting data.

After analyzing the questionnaire data, the researcher continued to find the

result by analyzing the data from the interview. The data is taken based on

information from the interviewees. The researcher used recorder to record the

interview result so the researcher would not miss every single data. Then, the

researcher made the transcripts of the recording data into the written text. The

researcher concluded the answer to get the main point and got the important

information to support the data that have been collected from questionnaire. The

interview is used to clarify and strengthen the data.


24

CHAPTER IV

RESEARCH RESULTS AND DISSCUSSION

This chapter presents the research results and discussion which are

collected from the results of the questionnaire and interview to answer the

research questions. This chapter consists of two sections. In the first section, the

research discusses either the students have high or low self-efficacy to perform

speech in Public Speaking Class. There are two sections presented to answer the

research questions. The second section discusses how the students’ self-efficacy

influences their performances.

A. Research Result

As described in Chapter 3, the questionnaire was distributed to the 46

students in Public Speaking class of English Language Education Study Program.

The questionnaire was divided into two parts. Those are close-ended and open-

ended questions. The statement in the questionnaire of this research was divided

into four parts. The first part is students’ self-efficacy to achieve goals in

performing speech. The second part is about students’ self-efficacy in performing

speech. The third part is about students’ self-efficacy based on experiences in

performing speech. The last part is about students’ self-efficacy based on their

own strategies.

The tables 4.1 are the results of the questionnaire. The researcher uses

general statement to state the questions. S is the students. SO1 is interviewee 1,


25

SO2 is interviewee 2, SO3 is interviewee 3, SO4 is interviewee 4, SO5 is

interviewee 5 and SO6 is interviewee 6.

Table 4.1 Questionnaire results of students’ self-efficacy to achieve goals in performing speech

No. Statements Strongly Agree

Agree Undecided Disagree Strongly Disagree

1. I believe I can accomplish my goal successfully in performing a speech.

8

17,4%

32

69,9%

6

13%

0

0%

0

0%

2. I believe I can

handle any

situation in

performing a

speech.

1

2,2%

19

41,3%

21

45,7%

5

10,9%

0

0%

3. I believe I can

succeed in

performing

every speech.

3

6,5%

24

52,5%

16

34,8%

3

6,5%

0

0%

4. I believe in my ability to do well in performing a speech.

5

10,9

29

63%

11

23,9%

1

2,2%

0

0%

Table 4.1 above showed the results of the first four statements in order to

find out students’ self-efficacy to achieve goals in performing speech. The first

statement showed that eight students (17%) chose “strongly agree” and thirty-two

students (70%) chose “agree”. It meant that the students believed that they could


26

achieve their goals in performing the speech. The finding was strengthened by the

result of the interview and open-ended answer. The students SO6 and SO5F said:

(1) In public speaking class, I always do impromptu speech or I do not have any preparation. My goal is I can deliver my speech although I do not prepare it enough. Then, my friends and lecturer give a good feedback, it makes me realize that I can do better. (Interview 6)

(2) I think my self-confidence is 50% in public speaking, because I am frequently getting nervous, and it is hard for me to minimize the nervousness, but I am trying, and I believe that in the end I can get my self-confidence or change it into 90-100%. (Open-ended class F)

The excerpt number one showed that the students had their own goals in

performing the speech and they believed that they could accomplish their goals.

The first student wanted to be admitted by the lecturer and her friends if she could

perform well although she did not have any preparation. She believed that she

could perform well. However, the second student believes that the process in

public speaking class could increase the student’s self-confidence.

In the second statement, there were one student (2%) who chose “strongly

agree” and nineteen students (41%) who chose “agree”. It showed their beliefs to

handle any situation in performing the speech. The finding was supported by the

result of the interview. The students SO1, SO2 and SO4 said:

(3) Sometimes when I feel blank, I will take a moment of silent and try to remember my speech. If I still forget, I will use different words to explain but with the same supporting ideas. Sometimes, when I speak, I try to memorize what should I say like the keywords. When I really forget I just change the language. (Interview 1)

(4) When I feel blank, I will take a moment of silent and try to remember my speech. If I still forget, I will use like different words to explain but with the same supporting ideas. Sometimes, when I speak, I try to memorize what should I say like the keywords. When I really forget I just change the language. (Interview 2)


27

(5) The important thing to do when I feel blank is to keep myself calm. I do not show that I am panicking because it makes the audiences think that I do not prepare it well. It will make the audience do not trust the points that I try to deliver. It makes me not trustworthy. Then, I can also look for other words or paraphrase my points in a simple way. (Interview 6)

The excerpt number two showed that when the students had belief to

handle any situation while performing a speech, they can overcome any obstacle

by themselves. The students tried to face any obstacle especially if they were

blank while performing the speech in order to deliver their ideas. They tried

various things to have good performances.

In the third statement, there were three students (7%) who chose “strongly

agree” and twenty-four students (53%) who chose “agree”. It showed that the

students’ beliefs that they could succeed in performing every speech. This finding

was supported by the result of the open-ended question. The student SO14F

stated:

(6) I have a good self-confidence in my speech because I believe I can deliver my important content within it. The way I convince or conquer myself that I can do it. I never think that I will fail or I cannot do it. I am just thinking positively. (Open-ended class F)

The excerpt number three meant that the student believed that he could

succeed in performing a speech. The student believed himself and his ability. He

just did the performance and without thinking that he would fail or cannot perform

well.

In the fourth statement, there were five students (11%) who chose

“strongly agree” and twenty-nine students (63%) who chose “agree”, it showed

that the students believed in their abilities to have better speech performance. This


28

finding was supported by the result of the open-ended question. The students

SO6C and SO8F said:

(7) Actually, in this class I’ve already the progress of my self-confidence. I need more practices and exercises to improve my confidence in class. Because, I believe if I can do it better in my practice, I will be a good speaker. (Open-ended class C)

(8) I think I do not have enough self-confident in public speaking because of my grammar and managing idea. But what can make

me have self-confident is that I have loud voice and good pronunciation. (Open-ended class F)

The excerpt number four showed that the students believed in their own

abilities to do better speech performances. Although they realized that they still

had lack of many aspects, they believed in their abilities to make any

improvement through many practices and processes in public speaking class.

In this part, the researcher provided seven close-ended statements to find

out the students’ self-efficacy in performing speech. Table 4.2 showed the result.

Table 4.2 Questionnaire results of students’ self-efficacy in performing speech No. Statements Strongly

Agree Agree Undecided Disagree Strongly

Disagree 5. I can handle my

nervousness in

performing a

speech.

4

8,7%

9 19,6%

23 50%

8 17,4%

2 4,3%

6. Knowing that I

will perform

speech does not

make me

nervous.

1 2,2%

8 17,4%

23 50%

10 21,7%

4 8,7%

7. I believe I can do well although my friends fail.

4 8,7%

26 56,5%

13 28,3%

2 4,3%

1 2,2%


29

8. I will feel more

confident if my

classmates tell

me that I have

an ability to

conduct a

speech.

14 30,4%

22 47,8%

9 19,6%

1 2,2%

0 0%

9. I will feel more

confident if my

lecturer tells me

that I have an

ability to

conduct a

speech.

20 43,5%

18 39,1%

7 15,2%

1 2,2%

0 0%

10. I do not give up

easily in

performing a

speech.

11 23,9%

26 56,5%

9 19,6%

0 0%

0 0%

11. I am not worried about making mistakes in performing a speech.

2 4,3%

25 54,3%

10 21,7%

8 17,4%

1 2,2%

In the fifth statement, there were nine students (20%) who chose “agree”

and eight students (18%) who chose “strongly agree” and twenty-three (50%)

students chose “undecided”. It showed that most of the students were not sure

about handling their nervousness in performing the speech. This finding was

supported by the results of the open-ended question. The students SO10C, SO16C

and SO12F stated:


30

(9) In my opinion, I need to learn harder and do repetition of practice over and over again to increase my self-confidence because I have lack of self-confidence when I deliver my speech in front of a lot of people. My nervousness always comes up and it disturbs my mind so I cannot deliver my speech as good as my friends. (Open-ended class C)

(10) I’m not really confidence to do performing speech in front of people. When I have to speech in front of people as usual, I will nervous and all my material that I want to say suddenly disappear from my mind. (Open-ended class C)

(11) Actually, I am not that good in public speaking. I know myself well and sometimes I still get the “stage fever” when I have to do a public speaking. The most important thing is preparing the speech well and overcome the nervousness. I still need many improvements and I am trying to do my best. (Open-ended class F)

The excerpt number five showed that the students were not sure about

their abilities in handling their nervousness in performing the speech. The students

had make many efforts to minimize their nervousness, but sometimes it seemed

that did not work. They were aware that their self-confidence was not good

enough so that it could be the main factor of their nervousness while performing

the speech.

In the sixth statement, there were eight students (17%) who chose “agree”

and twenty-three students (50%) who chose “undecided” and ten students (22%)

chose “disagree”. It meant that the half of the students were nervous when they

know that they would perform the speech.

In the seventh statement, there were four students (9%) chose “strongly

agree”, twenty-six students (57%) who chose “agree” and thirteen students (13%)

who chose “undecided”, it showed that they were sure of having good speech

performances after knowing that their friends failed.


31

In statement number eight, there were fourteen students (30%) who chose

“strongly agree” and twenty-two students (48%) who chose “agree”, it showed

that the students would have confidence if their classmate told them that they had

an ability to conduct the speech. This finding was supported by the results of the

interview. SO2 and SO5 who were interviewed said:

(12) My friend often say that my speech is not fluent enough because sometimes I try to remember my speech. They can consider that I am remembering so my speaking is not so natural. I need to improve it. They also say about me when I do unimportant movement and it is annoying. Their feedbacks really help me because my self-assessment cannot be trusted 100% so other opinions help me a lot. When they say I am good, I will be more motivated to improve my bad side. (Interview 2)

(13) My friend’s feedback give me motivation to improve my speech. By getting the feedback, I can improve my speech like improve the eye contact with the audience and my pronunciation. (Interview 5)

The excerpt number eight showed that the feedback from their friends was

needed in order to develop their abilities. It was because there were many aspects

that the students had to improve. Those aspects were the way to speak fluently,

understand the main idea of her topic, control the body movement, make an eye

contact with the audience, and improve the pronunciation. When the students got

a good feedback, they would be more motivated to overcome their weaknesses.

In statement number nine, there were twenty students (44%) who chose

“strongly agree” and eighteen students (39%) who chose “agree”, it showed that

the students would gain confidence if the lecturer told them that they have an

ability to conduct a speech.

In statement number ten, there were eleven students (24%) who chose

“strongly agree” and twenty-six students (57%) who chose “agree”, it showed that


32

the students did not give up in performing the speech easily. This finding was

supported by the result of the interview. The students SO1, SO3, SO5 and SO6

said:

(14) When I feel blank, I will take a moment of silent and try to remember my speech. If I still forget, I will use like different words to explain but with the same supporting ideas. Sometimes, when I speak, I try to memorize what should I say like the keywords. When I really forget I just change the language. (Interview 1)

(15) When I feel blank, I will stop for a moment and take a look to my cue card then continue speaking. (Interview 3)

(16) When I feel blank, I will use my imagination which is matching with my topic. (Interview 5)

(17) When I feel blank, I just go straight. I hide my nervous so the audiences do not notice that I make mistakes. (Interview 6)

The excerpt number ten showed that the students tried many things to

make good performances. There were many unexpected things could happen in

the middle of the performance, such as when they were blank or forgot about the

speech. They had their own way to remember their speech pretended that

everything was alright although they made mistakes. So, they could deliver their

speech well.

In statement number eleven, there were two students (4%) who chose

“strongly agree” , twenty-five students (54%) who chose “agree”, and ten students

(22%) who chose “undecided”, it showed that the most of the students were not

worried about making mistakes in performing the speech. This finding was

supported by the result of open-ended question. The student SO14F said:

(18) I have a good self-confidence in my speech because I believe I can deliver my important content within it. The way I convince or conquer myself that I can do it. I never think that I will fail or I cannot do it. I am just thinking positively. (Open-ended class F)


33

The excerpt number eleven showed that the student did not feel worried to

make any mistake. It was because he thought that delivered the speech was the

most important thing than his negative thought, such as he would fail or could not

do the performance well.

In this part, the researcher would like to know about students’ self-efficacy

based on experiences in performing a speech. Table 4.3 was the result.

Table 4.3 Questionnaire results of students’ self-efficacy based on experiences in performing a speech



12. I become more

confident if I

succeed in my

previous speech

performance.

25

54,3%

18 39,1%

2 4,3%

1 2,2%

0 0%

13. I am still

confident

although I fail in

my previous

speech

performance.

5 10,9%

18 39,1%

17 37%

5 10,9%

1 2,2%

In statement number twelve, there were twenty-five students (54%) who

chose “strongly agree” and eighteen students (39%) who chose “agree”, it showed

that the students became more confident if they succeed in the previous speech

performance.

In statement number thirteen, there were five students (11%) who chose

“strongly agree”, eighteen students (39%) who chose “agree”, and seventeen


34

students (37%) who chose “undecided”, it showed that they still have confidence

although they failed in their previous performance.

In this part, the researcher provided the last four statements to find out the

students’ self-efficacy based on their own strategies in performing the speech.

Table 4.4 was the result of the questionnaire.

Table 4.4 Questionnaire results of students’ self-efficacy based on their own strategies in performing a speech

No. Statements Strongly

Agree Agree Undecided Disagree Strongly

Disagree 14. I have certain

strategies to

manage my

speech

production.

6

13%

21 45,7%

18 39,1%

1 2,2%

0 0%

15. I have certain

strategies to

control my

body

movement in

performing a

speech.

5 10,9%

18 39,1%

17 37%

5 10,9%

1 2,2%

16. I have certain

strategies to

conduct the

content of my

speech.

1 2,2%

29 63%

16 34,8%

0 0%

0 0%

17. I believe in the strategies I use to perform my speech.

4 8,7%

28 60,9%

13 28,3%

1 2,2%

0 0%


35

In statement number fourteen, there were six students (13%) who chose

“strongly agree”, twenty-one students (46%) who chose “agree”, and eighteen

students (39%) who chose “undecided”, it showed that they had certain strategies

to manage their speech production. The finding was similar with the answer in

open-ended part. The student SO3F said:

(19) My confidence in public speaking, I still less on pronunciation and still so many grammatical errors. I will do more practice and learn also watching some videos that is related to public speaking. (Open-ended class F)

The excerpt number fourteen showed that the student had certain strategies

to manage the speech production. The student was aware that he has lack of many

aspects, such as pronunciation and grammatical errors. Based on that fact, he

made many efforts, such as practice more and learn from video related to public

speaking. They became his strategy to improve his ability in public speaking.

In statement number fifteen, there were five students (11%) who chose

“strongly agree”, eighteen students (39%) who chose “agree”, and seventeen

students (37%) who chose “undecided”, it showed that they had certain strategies

to control their body movement. This finding was supported by the result of

interview. The interviewee SO4 and SO6 said:

(20) For controlling the body movements, I practice in front of the mirror. So, I will know my stand looks like and hand movements to emphasize more points and then also eye contact. While practicing, I pretend that the mirror is my audience so I try to throw my glance to the mirror. It is really helpful because one time when I presented, I totally did not practice and the result is not good. Sometimes, I am still blank although I have practiced before. (Interview 4)


36

(21) In controlling my body movement, I try to move around not only stand in front but move from left to the right. When I just stand straight, my feet tend to make unnecessary movement. For the content, I choose the topic that I master in order to deliver it well. If we do not master the topic, there will be many distractions in the performance. (Interview 6)

The excerpt number fifteen showed that the students had certain strategies

to control their body movement in performing the speech. Most of students

always had a habit, such as making unnecessary movement because they were

really nervous. In order to reduce that habit, some of them tried to practice more

and moved around instead of stay in one place. It helped them to control their

body movement and made the audience feel comfortable because they did not

make any unnecessary movement.

In statement number sixteen, twenty-nine students (63%) who chose

“agree”, and sixteen students (35%) who chose “undecided”, it showed that they

have certain strategies to conduct the content of their speech. This finding was

strengthened by the result of interview and open-ended question. The students

SO2, SO6 and SO20F said:

(22) In performing speech, I choose an interesting topic for me. For example in public speaking class, informative speech, I choose topic that I like so I can easily remember what I am going to say. When I perform it, before I speak in front of the audience then looking at them, building my self-confidence so I can speak well. (Interview 2)

(23) For the content, I choose the topic that I master in order to deliver it well. If we do not master the topic, there will be many distractions in the performance. (Interview 6)

(24) I try not to remind the content but I try to understand the content so that when I am speaking I can develop the content based on the idea. (Open-ended class F)


37

The excerpt number sixteen showed that the students applied their own

strategies to deliver the content of their speech. There were many things that they

did to deliver their speech well. The first step that they did was choose the right

topic of the speech. It was easier for them if they understood and mastered the

topic well. So, when they forgot the script, they could develop the idea that they

had known.

In statement number seventeen, there were four students (9%) who chose

“strongly agree”, twenty-eight students (61%) who chose “agree”, and thirteen

students (28%) who chose “undecided”, it showed that they believed in their own

strategies to perform the speech. This finding was similar with the answer in the

interview. The interviewee SO4 said:

(25) What I have experienced so far is, I have to keep practicing because it really helps you when you do a public speaking. If you are lazy, it will not help you to do a better public speaking in front of many people. The example of my strategy is I prepare a note so in that note I write the key points of my reasons and then I try to practice continuously. So, I will know my strength and weakness of doing the performance.

The excerpt number seventeen referred to that the student believed that her

strategy could help her in public speaking class. The student believed that

practicing could make her performance better. By practicing continuously, she

knew her strengths and weaknesses. It helped her to evaluate herself and made her

performance better. Based on the questionnaire results, the researcher could

conclude that the students had enough self-efficacy to perform speech in the

Public Speaking class. The students’ self-efficacy gave encouragement to improve

their abilities in performing the speech. Most of the students believed their

abilities to achieve their goals which gave many good impacts for their


38

performance. As the result that the researcher have described above, most of the

students had high self-efficacy but at least there are many students tried to

improve their performance, such as facial expression, movement and gesture, eye

contact, pronunciation, accent, and fluency from the previous experiences or other

feedbacks.

B. Discussion

This section is addressed to answer the research questions. There are two

research questions in this research: (1) What is students’ self-efficacy to perform

speech in public speaking class? (2) How does students’ self-efficacy influence

their speech performance in public speaking class?

1. Students’ self-efficacy to perform speech in the public speaking class

The research results showed that the students’ self-efficacy played such a

big role to perform the speech in the public speaking class. Their beliefs influence

the process in achieving their goals and their performance as well. Papalia, Olds,

and Feldman (2009) states that self-efficacy is someone’s belief if he or she has an

ability that needed to reach any success. Self-efficacy can affect motivation and

behavior in performing something. People respond differently in the same

situation because they have different estimate of their capabilities (Wortman &

Loftus, 1985, p. 377). All participants had different result in this research. It was

different because they had different goals, experiences and strategies.

Most of the students had high self-efficacy in particular aspects, such as

achieving their goals, handling any situation while performing the speech,


39

thinking positively, and believing their abilities to perform the speech well.

Besides, there were many things that made the students were not sure enough in

performing the speech. It might be depended on the situation. The students were

not sure enough that they still had confidence if they failed in the previous

performance or after seeing that their friends failed. Then, they were not sure that

they would not be nervous when they knew that they would have to perform the

speech. Most of them felt nervous when they knew their turn to perform the

speech.

Sirait (2007) says that public speaking is the art of combining all skills that

we have. In the other word, it is an applicative not theoretical. In public speaking

we need to deliver some messages to people with different backgrounds. So, it is

needed to know who the audience are and exploit what things we know to make

our topic can be heard by the audience. For example, a speaker has to deliver

information, entertain and convince the audience all at one. If the speaker does not

have enough knowledge, he or she can be wrong in delivering the information.

Moreover, if the speaker does not have a high self-confidence, he or she cannot

convince the audience well. The students knew that understanding the topic of

their speech was a crucial thing in the public speaking. They tended to choose the

topic that they mastered enough. If they chose the wrong topic, it could be a

distraction in the middle of their performance. While performing a speech they

felt blank, they knew how to develop the ideas based on the content. However,

any kind of distraction could influence the students’ performance and the


40

audience. When the audience noticed the speaker’s mistakes, it made the audience

did not understand the ideas of the speech.

This research indicates the ELESP students’ self-efficacy to perform the

speech in the public speaking class. Based on the results, the students had high

self-efficacy while preparing and performing the speech. The students found many

influences from self-efficacy that affected their performance. They could improve

their performance, such as confidence, convincing someone, starting a good

speech, facial expression, movement and gesture, eye contact, pronunciation,

accent, and fluency from the previous experiences or other feedbacks.

2. How students’ self-efficacy influences their speech performance in public

speaking class

Based on the research results, it could be seen how students’ self-efficacy

could influence speech performance in the public speaking class. Their beliefs in

performing the speech could be influenced by their own strategies and also their

experiences. Lelita (2016) states that “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 he or she will persist in achieving the targets and goals” (pp. 18-19).

The students could use certain strategies or learn from their experiences. It helped

them to give a good speech performance.

Most of the students had many efforts to improve their abilities by trying

many strategies which helped them to make a good speech performance. They

also believed in their own strategies, although sometimes the result was not good


41

enough. The students had high self-efficacy in applying their strategies, especially

to manage their speech production, control the body movement, and deliver the

content of the speech.

In addition, experiences played a big role in the students’ speech

performance in the public speaking class. Performance attainment, also called

enactive mastery, mastery experience, or enactive attainment, is the most powerful

source of self-efficacy (Wise & Trunnel, 2001). Smith (2002) states two reasons

for this. The first reason is performance attainment which is based on experience

which is direct and personal. Second, performance attainment is usually attributed

to someone’s own effort and skill. The success that someone has reached would

bring them to the higher self-efficacy. The failure of previous experience could be

lower the self-efficacy, especially if the failure happened in the beginning of the

task and did not cause by lacks of effort or the external obstacles. Based on the

research results, most of the students agreed that their previous performances

influenced their next performances. If they succeed in the previous performances,

it would boost their self-confidence. Although they failed in the previous

performances, they were confident to perform speech after that.

Another influence of self-efficacy toward students’ speech performances

was verbal persuasion. Verbal persuasion was used to give a belief that they had a

satisfy ability to reach their own goals. “If people receive realistic encouragement,

they will be more likely to exert greater effort and to become successful than if

they are troubled by self-doubts” (Wood & Bandura, 1989, p. 365). Someone that

could be convinced verbally would put more efforts if he or she was compared by


42

others who have doubt and think about the weakness of their selves. Most of the

students agreed that other feedbacks could give motivations and more efforts for

the students. The feedback from their friends and lecturer were needed in order to

develop their ability. It was used because there were many aspects that the

students had to improve. Those aspects were about the way to speak fluently, try

to understand the main idea of her topic, control the body movement, make an eye

contact with the audience and also improve the pronunciation. When the students

got a positive feedback, they would have more motivation to improve their

weaknesses.

Although most of students have high self-efficacy, they still lack in some

aspects. As we can see in statements five and six, most of the students were not

sure they could handle their nervousness and did not feel nervous when they knew

they would perform. Their nervousness can come from unexpected situations that

happened before their performance or when they about to perform. Those

unexpected situations happened when the researcher observed the respondents’

class. The first unexpected situation was the students suddenly were asked to

perform outside the class. They performed on the corridor near the student hall.

They became nervous because there were many other people from other classes

and study programs who watched their speech. In another situation, a student who

had good self-efficacy observed a friend’s speech and the speech was not good.

Her friend could not deliver the content of the speech and did not get good

responses from the audience. So, the student became nervous. The other

unexpected situation that happened was the audience was not cooperative and did


43

not give good responses. It happened because some of the students did not focus

on the speaker’s speech. The students who about to perform after the speaker

focus on their own speech. They tried to memorize the speech, wrote notes about

their speech, or just talked with other friends. So, the audience could not give

good responses because they were busy with their own activities.

However, in general self-efficacy that the students have may help and

support them in many aspects in performing speech. In general, the higher self-

efficacy they gain, the higher expectation they have for themselves to perform

well, and thus there are better possibilities to get higher scores.


44

CHAPTER V

CONCLUSION AND RECOMMENDATIONS

This chapter consists of two parts. The first part is about the conclusion of

the research. The second part provides some recommendations related to this

research for the students, the English lecturer and for the future researchers.

A. Conclusion

The researcher conducts this research in order to find out students’ self-

efficacy to perform speech in the public speaking class. The researcher draws up

two research questions. The first question is “What is students’ self-efficacy in

performing speech in public speaking class?” and the second question is “How

does students’ self-efficacy influence their speech performance in public speaking

class?”.

Most of the students have high self-efficacy in performing the speech in

the public speaking class. They assume that self-efficacy gives a big influence to

their performances. Their self-efficacy helps them to achieve their goals, succeed

in every speech, handle any situation while performing a speech, apply their own

strategies in order to deliver a good speech and also control their nervousness. The

students can overcome their difficulties in performing a speech. It means that

students’ self-efficacy gives a big impact for their performances.

In conclusion, the higher goals set by the students; it needs higher

students’ self-efficacy. The students need to higher their self-efficacy for using the


45

more effective strategies. Then, the students also need to higher their self-efficacy

for putting the more efforts. Moreover, if the students have more confidence and

ability to control their selves, especially the nervousness and anxiety, they will

have a higher opportunity to be success in performing the speech.

B. Recommendations

There are some suggestions for English Language Education study

program students, lecturers, and future researchers who want to conduct similar

research.

1. English Language Study Program Students

The students need to practice speaking regularly, try many possible

strategies and also learn from the experiences in order to master the aspects of

public speaking. Self-efficacy plays a big role in performing a speech. The

students who want to have higher possibility to achieve their goals, use more

effective strategies, put more efforts and more confident to control their

nervousness, it needs higher self-efficacy.

2. English Language Study Program Lecturers

English Language Study Program lecturers need to give more attention to

students’ self-efficacy in the public speaking class. The lecturers need to facilitate

the students to give the appropriate strategies or tricks in the public speaking

class. The lecturers also give the information about how to deal with the

difficulties in the public speaking class.


46

3. Future Researchers

This research is expected to motivate and inspire future researchers to

conduct similar research about self-efficacy. This research can also help the future

researcher to develop this topic into other settings, such as in writing, reading, or

listening classes.


47

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50

APPENDICES


51

APPENDIX 1: The Questionnaire Blueprint

Aspects Theories No Statements

Students’

self-

efficacy to

achieve

goals in

performin

g speech

“Self-efficacy is someone’s

belief if he or she has an

ability that is needed to

reach any success.”

Papalia, Olds, and

Feldmand (2009)

1.

2.

3.

4.

I believe I can accomplish my

goal successfully in performing

a speech.

I believe I can handle any

situation in performing a speech.

I believe I can succeed in

performing every speech.

I believe in my ability to do well

in performing a speech.

Students’

self-

efficacy in

performin

g speech

“People respond differently

in the same situation

because they have different

estimate of their

capabilities.”

Wortman & Loftus (1985, p.

377)

5.

6.

7.

I can handle my nervousness in

performing a speech.

Knowing that I will perform

speech does not make me

nervous.

I believe I can do well although

my friends fail.

Students’

self-

efficacy in

performin

g speech

“If people receive realistic

encouragement, they will be

more likely to exert greater

effort and to become

successful than if they are

troubled by self-doubts”

Wood & Bandura (1989, p.

365)

8.

9.

I will feel more confident if my

classmates tell me that I have an


I will feel more confident if my

lecturer tells me that I have an


“When a learner possesses a

high sense of self-efficacy,

that is, they feel capable of

10.

I do not give up easily in


I am not worried about making


52

Students’

self-

efficacy in

performin

g speech

carrying out a given task,

they may devote an

appropriate degree of effort

to achieving success.”

Mbato (2013, p. 42)

11. mistakes in performing a speech.

Students’

self-

efficacy

based on

experience

s in

performin

g speech

“Performance attainment is

based on experience which

are direct and personal.”

Smith (2002)

12.

13.

I become more confident if I

succeed in my previous speech

performance.

I am still confident although I

fail in my previous speech

performance.

Students’

self-

efficacy

based on

their own

strategies

“Proficient models build

self-beliefs of capability by

conveying to observers

effective strategies for

managing different

situations”

Wood & Bandura (1989, p.

364)

Rubric for Speaking Performance (2017)

14.

15.

16.

17.

I have certain strategies to

manage my speech production.


control my body movement in



conduct the content of my

speech.

I believe in the strategies I use to

perform my speech.


53

APPENDIX 2: The Questionnaire Sheet

QUESTIONNAIRE

The aim of this questionnaire is to analyze students’ self-efficacy to

perform speech in public speaking class. Answer these questions below based on

your own experience and belief. Your answers will be kept confidential. The

answer will be used as the data of my undergraduate thesis. Thank you for your

cooperation and participation for filling out this questionnaire.

A. Put a tick (√) to the degree of agreement which corresponds to the

statements.

SA : Strongly Agree N : Undecided SD: Strongly Disagree

A : Agree D : Disagree

No Statements SA A N D SD

1. I believe I can accomplish my goal

successfully in performing a speech.

2. I believe I can handle any situation

in performing a speech.

3. I believe I can succeed in

performing every speech.

4. I believe I can do well although my

friends fail.

5. I believe in the strategies I use to

perform my speech.

6. I have certain strategies to manage

my speech production.

Name : Class :

Gender : Whatsapp Number:

E-mail :


54

No Statements SA A N D SD

7. I have certain strategies to control

my body movement in performing a

speech.

8. I have certain strategies to deliver

the content of my speech.

9. I become more confident if I

succeed in my previous speech

performance.

10. I am still confident although I fail in

my previous speech performance.

11. I will feel more confident if my

classmates tell me that I have an


12. I will feel more confident if my

lecturer tells me that I have an


13. I can handle my nervousness in


14. Knowing that I will perform speech

does not make me nervous.

15. I do not give up easily in


16. I am not worried about making

mistakes in performing a speech.

17. I believe in my ability to do well in



55

B. In this part, please answer the question based on your own opinion.

1. Describe your self-confidence in Public Speaking.


56

APPENDIX 3: The Questionnaire Result



1. I believe I can accomplish my goal successfully in performing a speech.

8 17,4%

32 69,9%

6 13%

0 0%

0 0%

2. I believe I

can handle

any

situation in

performing

a speech.

1 2,2%

19 41,3%

21 45,7%

5 10,9%

0 0%

3. I believe I

can succeed

in

performing

every

speech.

3 6,5%

24 52,5%

16 34,8%

3 6,5%

0 0%

4. I believe in my ability to do well in performing a speech.

5 10,9

29 63%

11 23,9%

1 2,2%

0 0%



5. I can handle

my

nervousness

in

4

8,7%

9 19,6%

23 50%

8 17,4%

2 4,3%


57

performing

a speech.

6. Knowing

that I will

perform

speech does

not make

me nervous.

1 2,2%

8 17,4%

23 50%

10 21,7%

4 8,7%

7. I believe I can do well although my friends fail.

4 8,7%

26 56,5%

13 28,3%

2 4,3%

1 2,2%

8. I will feel

more

confident if

my

classmates

tell me that

I have an

ability to

conduct a

speech.

14 30,4%

22 47,8%

9 19,6%

1 2,2%

0 0%

9. I will feel

more

confident if

my lecturer

tells me that

I have an

ability to

20 43,5%

18 39,1%

7 15,2%

1 2,2%

0 0%


58

conduct a

speech.

10. I do not

give up

easily in

performing

a speech.

11 23,9%

26 56,5%

9 19,6%

0 0%

0 0%

11. I am not worried about making mistakes in performing a speech.

2 4,3%

25 54,3%

10 21,7%

8 17,4%

1 2,2%



12. I become

more

confident if I

succeed in

my previous

speech

performance.

25

54,3%

18 39,1%

2 4,3%

1 2,2%

0 0%

13. I am still

confident

although I

fail in my

previous

speech

performance.

5 10,9%

18 39,1%

17 37%

5 10,9%

1 2,2%


59



14. I have

certain

strategies

to manage

my speech

production.

6

13%

21 45,7%

18 39,1%

1 2,2%

0 0%

15. I have

certain

strategies

to control

my body

movement

in

performing

a speech.

5 10,9%

18 39,1%

17 37%

5 10,9%

1 2,2%

16. I have

certain

strategies

to conduct

the content

of my

speech.

1 2,2%

29 63%

16 34,8%

0 0%

0 0%

17. I believe in the strategies I use to perform my speech.

4 8,7%

28 60,9%

13 28,3%

1 2,2%

0 0%


60

APPENDIX 4: The Open-ended Answers

OPEN ENDED ANSWERS CLASS C

1. SO1C Mine is not really good enough. I can handle my self-confidence if

I perform it in front of my close friends (classmates), but if it comes to the test, I always do unimportant movements to forget about my nervousness. I feel my self-confidence is way better than last semester.

2. SO2C Sometimes I feel nervous when I do my public speaking in class.

Especially if I forget my next topic, I will feel “blank”. Yet, if I understand my materials I do not feel nervous, because I have prepared my material.

3. SO3C I will feel nervous when I perform a speech in front of new people.

But, when I do that in front of my classmates, I feel more confident because I know that when I do mistakes they will tell me directly and help

me. 4. SO4C

In my speaking class, I am good at pronunciation, attention getting opener, knowledge of my material and interaction with audience. But, I have to improve my skill harder. I will nervous if I have not prepare my outline before speech.

5. SO5C My self-confidence in public speaking was weak/fair or not good

because my English grammar and vocabulary is not good for this speaking class.

6. SO6C

Actually, in this class I’ve already the progress of my self-confidence. I need more practices and exercises to improve my confidence in class. Because, I believe if I can do it better in my practice, I will be a good speaker.

7. SO7C As far as I do the speech, I have enough self-confidence to perform

speech but I have quite problem in my articulation/pronunciation. I think with practice more and more, I can boost my self-confidence too.

8. SO8C My self-confidence is unconstable. Sometimes I am good in self-

confidence but sometimes I am very nervous. I think my self-confidence depends on the preparation. When I prepare enough for my speaking I will feel confidence but when I feel my preparation is not good enough I will feel nervous.


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9. SO9C My self-confidence is based on my mood. If I feeling happy of

course my self-confidence flying like a jet but when down I just feel like a tuk-tuk. But, I never give up to raise my self-confidence and I appreciate the feedback.

10. SO10C In my opinion, I need to learn harder and do repetition of practice

over and over again to increase my self-confidence because I have lack of self-confidence when I deliver my speech in front of a lot of people. My nervousness always comes up and it disturbs my mind so I cannot deliver my speech as good as my friends.

11. SO11C I’m not confident enough to speak in front of people. I also still

have bad body movement. I also often feel nervous if I make a mistake while I deliver my speech even though my friends say I can do it very well.

12. SO12C Public speaking drives me crazy. Easily to get nervous is one of

my weakness. That is why before I speak in front, I have to prepare it well. If I am not prepare it, my performance will not be good. Conveying ideas through words is not easy.

13. SO13C While speaking, I can manage my confidence by thinking positive

sides. But sometimes I’m nervous when I forget the materials. 14. SO14C

Actually I’m not really confidence whenever I do the speech. But if I practice well I will confidence in giving speech.

15. SO15C In public speaking, I often fail because I get nervous. When I get

nervous, I cannot deliver the information well. But, I want to fix my weakness because I want to survive in this though world. I’ trying to beat myself.

16. SO16C I’m not really confidence to do performing speech in front of

people. When I have to speech in front of people as usual, I will nervous and all my material that I want to say suddenly disappear from my mind.

17. SO17C I think I have a good confidence to speak in front of public. It is

not a new thing for me to face a lot people and I used to teach Sunday school pupils so it might make me confident more. But sometimes I lost my confident when my preparation is bad. Fortunately I like challenge to make something creative unconditionally.


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18. SO18C My self-confidence in public speaking is depend on my struggle. I

mean that when I struggle hard for my speech, I will be more confidence but if not I will not confidence with my speech.

19. SO19C I think my confidence is bigger than my mistakes in grammar, etc.

20. SO20C My self-confidence in public speaking is still need improvement

and I will be more confident if I have prepared and practiced. 21. SO21C

Well, I am not pretty confident if I am talking in front of many people. My grammar and articulation also not good. But for all this time I keep practice to improve my skill.

22. SO22C My self-confidence in public speaking, to be honest, is not good

enough. My nervousness still occurs occasionally whenever I am about to

do my speech. If I can get accustomed to speak English, however, I believe I can handle my nervousness.

23. SO23C Honestly, I cannot handle my self-confidence when deliver my

speech. I always faced with nervous and sometimes I cannot speak up what I already prepared before. But then if I do a preparation and remember the speech the night before, I feel that I have enough self-confidence to speak in front of people. Moreover, my self-confidence will in the best condition if I just have to speak in a small group.

24. SO24C I actually feel worried that I want to death but if I prepared the

material properly I think I am able to do the speech. If there is an important speech, as long as I know the material I think I will able to perform it. There is a thing when I do a speech, I constantly trembled and I slightly cannot breath at first.


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OPEN ENDED ANSWERS CLASS F

1. SO1F In my opinion, self-confident is very crucial in public speaking

because it is the most important key to deliver a speech in a very successful way. People have their own ways to gain self-confidence, and we can actually learn from them. Master self-confidence and you’ll succeed in many activities.

2. SO2F Self-confidence is an important aspect in public speaking. If I have

a good self-confidence I can manage all the situation during my speech and perform a fabulous public speaking performance.

3. SO3F My confidence in public speaking, I still less on pronunciation and

still so many grammatical errors. I will do more practice and learn also watching some videos that is related to public speaking.

4. SO4F I need to improve my self-confidence in public speaking. Because

every time I speak in front of my friends, I still get nervous. 5. SO5F

I think my self-confidence is 50% in public speaking, because I am

frequently getting nervous, and it is hard for me to minimize the nervousness, but I am trying, and I believe that in the end I can get my self-confidence or change it into 90-100%.

6. SO6F It depends on my preparation and my mastery in my topic. If I

think I prepare well and practice well also I feel confident. And if I feel that I have mastered the topics well, I will be confident.

7. SO7F My self-confidence in public speaking is still not clear for me.

Sometimes I can speak with confidence and sometimes not. Maybe my

self-confidence is depends on my mood. 8. SO8F

I think I do not have enough self-confident in public speaking because of my grammar and managing idea. But what can make me have self-confident is that I have loud voice and good pronunciation.

9. SO9F I will be more confident enough if there is a lecturer who look at

me because she or he will give more and detail feedback more than my friend.


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10. SO10F I love to talk in front of my friends. Especially, if I know really

well about the information that I want to tell them, and hoping this information can be beneficial to all of us.

11. SO11F Well actually I think I am confidence enough in public speaking

but a little things like grammar, the condition of the audience, and my habit that speak too fast always makes me experienced anxiety before I do my public speaking.

12. SO12F Actually, I am not that good in public speaking. I know myself

well and sometimes I still get the “stage fever” when I have to do a public speaking. The most important thing is preparing the speech well and overcome the nervousness. I still need many improvements and I am trying to do my best.

13. SO13F

I am not really confident with speaking in public. I always get nervous to speak everywhere, but I try to calm down myself. I am still learning how to build my confidence.

14. SO14F I have a good self-confidence in my speech because I believe I can

deliver my important content within it. The way I convince or conquer myself that I can do it. I never think that I will fail or I cannot do it. I am just thinking positively.

15. SO15F I am not so confidence when I am in front of many people because of:

1. I am confused about to make my grammar and my speaking skill

coherence. 2. I am afraid of making mistake when I perform, so I will lose my

material in my head. 16. SO16F

My self-confidence always depends on my preparation situation. If I prepare it well, I know and being master on my topic, automatically I can build my self-confidence well too. Actually everything depends on my preparation.

17. SO17F I am confident enough. I can handle my nervousness by pretending

I am okay even though not really am. But I try to take it until I make it. 18. SO18F

Well, actually I am always nervous when I speak in front of public but I always try to hide it. Then it works. When I do my presentation it seems like I am totally confident. Other thing that makes me confident is that if I can master my topic, I will be more confident.


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19. SO19F My self-confidence in public speaking is okay, I get nervous here

and there but it is alright because once I am comfortable everything will be okay.

20. SO20F I try not to remind the content but I try to understand the content so

that when I am speaking I can develop the content based on the idea. 21. SO21F

To show the self-confidence in public speaking I only need to speak not to be the best.

22. SO22F I believe that I can cope my nerves.


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APPENDIX 5: Interview Guideline

Interview Guideline

1. What is your opinion about self-efficacy or self-confidence? 2. What is your strategy in performing speech especially when you prepare

and perform it? 3. When you feel blank while performing your speech, how do you overcome

it? 4. What factors may help you develop your self-confidence while performing

your speech? 5. What is your friend’s feedback about your performance? Does the

feedback give impact for you?


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APPENDIX 6: The Transcript of the Interviews

INTERVIEW

Interviewee 1 (SO1)

1. What is your opinion about self-efficacy or self-confidence?

Self-confidence is the basic of your speaking. When you are not

confident, your speech will be poor. So, you need self-confidence in your

speaking.

2. What is your strategy in performing speech especially when you

prepare and perform your speech?

I usually write note or simple note. So, when I forget, I can read

my note. When I perform, I will use the note. I will speak in front and

when I forget, I will see my note.

3. When you feel blank while performing your speech, how do you

overcome it?

When I feel blank, I will take a moment of silent and try to

remember my speech. If I still forget, I will use like different words to

explain but with the same supporting ideas. Sometimes, when I speak, I try

to memorize what should I say like the keywords. When I really forget I

just change the language.


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4. What factors may help you to develop your self-confidence while

performing speech?

My hand movements, eye contact, facial expression. I don’t have a

good gesture. I still do unimportant movement.

5. What is your friend’s feedback about your performance? Does the


There are so many feedback from my friends and all of them give

different feedback. They say that I still have to work hard with my

grammar. I am not consistent with my grammar. Sometimes, they say I

speak too fast. Other friends say that I have a good self-confidence but in

my opinion I still have to work hard with my confidence. It is because

when I see my lecturer, I will feel nervous. My friends’ feedback really

give impact for me.

Interviewee 2 (SO2)


In my opinion, self-confidence is an ability to show off in front

people. I mean if I can speak clearly or confidently, it is what I meant by

self-confidence. It is important because with self-confidence you can get

the attention from the audience.


prepare and perform it?


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In performing speech, I choose an interesting topic for me. For

example in public speaking class, informative speech, I choose topic that I

like so I can easily remember what I am going to say. When I perform it,

before I speak in front of the audience then looking at them, building my

self-confidence so I can speak well.


overcome it?

When I feel blank, actually I will improve my thought with simple

words so the main idea is still the same but the words is different with the

one that I have prepared. Sometimes, I also skip the idea if it is not so

important or relevant with the next topic.

4. What factors may help you develop your self-confidence while

performing your speech?

Actually, confident is the main factor for me to speak in front of

the audience well. By taking a moment of silent before I speak, I can get

my confidence so that is the factor. My body movement, how I stand and

my hands work also help me to speak confidently.



My friend often say that my speech is not fluent enough because

sometimes I try to remember my speech. They can consider that I am

remembering so my speaking is not so natural. I need to improve it. They

also say about me when I do unimportant movement and it is annoying.


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Their feedbacks really help me because my self-assessment cannot be

trusted 100% so other opinions help me a lot. When they say I am good, I

will be more motivated to improve my bad side.

Interviewee 3 (SO3)


In my opinion, self-confidence is something important that we

should have while performing something. We should have self-confidence

because when we don’t have self-confidence absolutely we cannot brave

enough to speak in front of others in public speaking class. For example,

delivering about something that we really interest but we still feel shy, it

makes our performance not good enough.



Actually, my strategy while preparing it is I type a script about

what I am going to speak in front of the class. After that, I will make small

notes or cue card to help me speak in front of the class. While perform it, I

take a look the notes for a moment to help me memorize or remember the

idea.


overcome it?


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When I feel blank, I will stop for a moment and take a look to my

cue card then continue speaking.



I will use my hand movement and sometimes I also walk to my

friends and ask them about some questions then going back. I just make

some movements to make myself comfortable.



Some of them give impact on my public speaking and the rest do

not give any impact. They give feedback about my facial expression, eye

contact, and voice volume that need to be improved. They say my facial

expression is flat. My voice is not loud enough. For eye contact, I avoid

the audience. Sometimes, I look their eyes but sometime I just look

somewhere else.

Interviewee 4 (SO4)


In my opinion, self-confidence is about filling yourself with

positive vibe and mind so you can do something.




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What I have experienced so far is, I have to keep practicing because it

really helps you when you do a public speaking. If you are lazy, it will not

help you to do a better public speaking in front of many people. The

example of my strategy is I prepare a note so in that note I write the key

points of my reasons and then I try to practice continuously. So, I will

know my strength and weakness of doing the performance. For controlling

the body movements, I practice in front of the mirror. So, I will know my

stand looks like and hand movements to emphasize more points and then

also eye contact. While practicing, I pretend that the mirror is my audience

so I try to throw my glance to the mirror. It is really helpful because one

time when I presented, I totally did not practice and the result is not good.

Sometimes, I am still blank although I have practiced before.


overcome it?

The important thing to do when I feel blank is to keep myself calm.

I do not show that I am panicking because it makes the audiences think

that I do not prepare it well. It will make the audience do not trust the

points that I try to deliver. It makes me not trustworthy. Then, I can also

look for other words or paraphrase my points in a simple way.




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The important factor is hands movement. One time, the lecturer

showed us some videos like Barack Obama when he is doing a public

speaking. I think he is very cool to use his hands movements to emphasize

the points and persuade more the audience to believe his speech. That’s

why the power of hands movements is very important. In my opinion, the

stand is also important. If we just stay in position, it will become boring

for the audience. I have to attract the whole audience from right to the left

side.



As far as I get from what I have done is about my feet. Sometimes,

I cannot control it well by making unnecessary movements. The next is the

articulation and pronunciation because sometimes I still do slip of tongue.

Even for the simple word, I still mispronounce. I become more motivate

when I get a good feedback like if my friends say I am good enough in

particular part. Then, my lecturer feedback is I have to be creative in

making attention getting opener. It is one of the hardest part to throw a

question in order to attract the audience’s attention to listen your speech.

Interviewee 5 (SO5)


Self-confidence is when you talk without feel nervous. So, you can

express or deliver your idea.


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My strategy is by creating the speech in a paper which is matching

with the time limit. Then, I memorize the speech and practice the speech.


overcome it?

When I feel blank, I will use my imagination which is matching

with my topic.



I will use the paper that I bring. So, when I get nervous, I will fold

the paper.



My friend’s feedback give me motivation to improve my speech.

By getting the feedback, I can improve my speech like improve the eye

contact with the audience and my pronunciation.

Interviewee 6 (SO6)


I think self-confidence is really important. When we speak in

public and we are not confident, it is difficult for us to stay focus and there

will be kind of distraction. We have be able to hide our nervous because it

will be difficult for us to deliver the speech. When we have a good self-


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confidence, it will show that we master the material of the speech. It also

helps us in convincing the audience about our speech.



In public speaking class, I do not prepare anything and practice as

well. I only practice before I get my turn to do a speech. I always try to

brainstorm the material that I am going to say. I try to speak spontaneously

with the idea in my mind and it really works in me. In controlling my body

movement, I try to move around not only stand in front but move from left

to the right. When I just stand straight, my feet tend to make unnecessary

movement. For the content, I choose the topic that I master in order to

deliver it well. If we do not master the topic, there will be many

distractions in the performance.


overcome it?

When I feel blank, I just go straight. I hide my nervous so the

audiences do not notice that I make mistakes.



My gesture is one of factors that help me. It is because when I walk

around, it can make me more confident and it seems that I can deliver the

speech well.


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As I have said before that I only practice when I get my turn, it

makes me forget the material easily. Sometimes, I lost my focus and

avoided eye contact by looking up. So, my friend’s feedback is about

mastering the material of my speech. In public speaking class, I always do

impromptu speech or I do not have any preparation. My goal is I can

deliver my speech although I do not prepare it enough. Then, my friends

and lecturer give a good feedback, it makes me realize that I can do better.


Documents

STUDENTS’ SELF-EFFICACY TO PERFORM SPEECH IN PUBLIC