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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
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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
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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
Yohana Belinda Rosaria
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:
STUDENTS’ SELF-EFFICACY TO PERFORM SPEECH
IN PUBLIC SPEAKING CLASS
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
Yohana Belinda Rosaria
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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.
Yohana Belinda Rosaria
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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
between speaker and listener orally. In other words, the main point of speaking
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
between speaker and listener orally. In other words, the main point of speaking
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,
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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
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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
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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
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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.
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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
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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.
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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
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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
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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 %
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∑ 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.
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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,
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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
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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)
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(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
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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%
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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:
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(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.
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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
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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)
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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
No. Statements Strongly Agree
Agree Undecided Disagree Strongly Disagree
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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%
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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)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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)
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
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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
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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
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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
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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.
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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
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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.
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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.
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APPENDICES
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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
ability to conduct a speech.
I will feel more confident if my
lecturer tells me that I have an
ability to conduct a speech.
“When a learner possesses a
high sense of self-efficacy,
that is, they feel capable of
10.
I do not give up easily in
performing a speech.
I am not worried about making
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
I have certain strategies to
control my body movement in
performing a speech.
I have certain strategies to
conduct the content of my
speech.
I believe in the strategies I use to
perform my speech.
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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 :
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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
ability to conduct a speech.
12. I will feel more confident if my
lecturer tells me that I have an
ability to conduct a speech.
13. I can handle my nervousness in
performing a speech.
14. Knowing that I will perform speech
does not make me nervous.
15. I do not give up easily in
performing a speech.
16. I am not worried about making
mistakes in performing a speech.
17. I believe in my ability to do well in
performing a speech.
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B. In this part, please answer the question based on your own opinion.
1. Describe your self-confidence in Public Speaking.
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APPENDIX 3: The Questionnaire Result
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%
No. Statements Strongly Agree
Agree Undecided Disagree Strongly Disagree
5. I can handle
my
nervousness
in
4
8,7%
9 19,6%
23 50%
8 17,4%
2 4,3%
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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%
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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%
No. Statements Strongly Agree
Agree Undecided Disagree Strongly Disagree
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%
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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%
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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
feedback give impact for you?
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)
1. What is your opinion about self-efficacy or self-confidence?
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.
2. What is your strategy in performing speech especially when you
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.
3. When you feel blank while performing your speech, how do you
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.
5. What is your friend’s feedback about your performance? Does the
feedback give impact for you?
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)
1. What is your opinion about self-efficacy or self-confidence?
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.
2. What is your strategy in performing speech especially when you
prepare and perform it?
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.
3. When you feel blank while performing your speech, how do you
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.
4. What factors may help you develop your self-confidence while
performing your speech?
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.
5. What is your friend’s feedback about your performance? Does the
feedback give impact for you?
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)
1. What is your opinion about self-efficacy or self-confidence?
In my opinion, self-confidence is about filling yourself with
positive vibe and mind so you can do something.
2. What is your strategy in performing speech especially when you
prepare and perform it?
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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.
3. When you feel blank while performing your speech, how do you
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.
4. What factors may help you develop your self-confidence while
performing your speech?
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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.
5. What is your friend’s feedback about your performance? Does the
feedback give impact for you?
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)
1. What is your opinion about self-efficacy or self-confidence?
Self-confidence is when you talk without feel nervous. So, you can
express or deliver your idea.
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2. What is your strategy in performing speech especially when you
prepare and perform it?
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.
3. When you feel blank while performing your speech, how do you
overcome it?
When I feel blank, I will use my imagination which is matching
with my topic.
4. What factors may help you develop your self-confidence while
performing your speech?
I will use the paper that I bring. So, when I get nervous, I will fold
the paper.
5. What is your friend’s feedback about your performance? Does the
feedback give impact for you?
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)
1. What is your opinion about self-efficacy or self-confidence?
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.
2. What is your strategy in performing speech especially when you
prepare and perform it?
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.
3. When you feel blank while performing your speech, how do you
overcome it?
When I feel blank, I just go straight. I hide my nervous so the
audiences do not notice that I make mistakes.
4. What factors may help you develop your self-confidence while
performing your speech?
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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5. What is your friend’s feedback about your performance? Does the
feedback give impact for you?
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.
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