A”CORRELATION STUDY BETWEEN SPEAKING SKILL AND

STUDENTS SELF-CONFIDENCE AT ELEVENTH GRADE

STUDENTS OF MAN 1 SURAKARTA IN THE

2019/2020 ACADEMIC YEAR”

A”Thesis

Written by :

Ema Nofita Sari

NPM : 15520003

ENGLISH”LANGUAGE EDUCATION

TEACHER TRAINING AND EDUCATION FACULTY

SLAMET RIYADI UNIVERSITY

SURAKARTA

2019”
 “CHAPTER 1

INTRODUCTION”

A. Background”of The Research”

People is one of the social creature in this world that need and does

social interaction. Social interaction can be done with the communication.

Communication will give information, knowledge, and culture for the people

from the world. People will understand each other if they communicated by

using language. There are many language in this world and one of the

language that we have to learn is English language.

English is an international language and one of the most language

that is used by many countries. English language is spoken in most

international events and it is used as the media information of science,

technology, and culture. As we know before that learning a foreign language

is more difficult than learning a mother language or national language. It is

because the foreign language itself has more completely different system and

aspect that should be understood by the students or the learners, such as the

spelling, pronunciation and also the culture background of the language.

English language become the second language in Indonesia that

people have to master because it is an international language and very

important to be learned. In learning the English language, people should start

learn from the Elementary School until University.

 2

“English teaching in Senior High School would increase the students

language ability in way develop students speaking in students daily activity.

Speaking is one of important skills in this world. Speaking is an interactive

process of constructing meaning, producing and also receiving many

informations. According to Thornbury (2005:1), speaking is so much a part

of daily life that we take it for granted.”

“English consists of four skills. There are speaking, listening,

reading, and writing. Speaking skill is one of four skill which important in

English. By learning speaking, communication with others will be more

comfortable and acceptable. In addition, mastering speaking skill is also very

useful for daily conversation. Speaking skill is needed as the main key to

communicate with another people. In teaching and learning process of Senior

High School, speaking is one of four skills that should be mastered by the

students. Speaking lesson can follow the usual pattern of preparation,

presentation, practice and evaluation.”

The teacher that can make the students speaking English well is one

of defiance among the learning process. The success characteristic in learning

is that students can speak as much as possible, the students that can‟t speak

feel losing their self confidence and that can make the students low in

speaking English.

Speaking skill is used everywhere. It is very useful to communicate

with new people more easily. Speaking is always done anytime, anywhere

with anyone.
 3

“Many people feel that speaking in a new language is harder than

reading, writing, or listening for two reasons. First, unlike reading
or writing, speaking happens in real time: usually the person you
are talking to is waiting for you to speak right then. Second, when
you speak, you can not edit and revise what you wish to say, as you
can if you are writing” (Nunan, 2003:48)

Self-confidence has a big impact toward student‟s speaking skill and

also speaking itself has a big impact toward learning process. Students who

have higher self-confidence will not doubt to speak, students will try to

increase their speaking skill with courageous. Meanwhile, the role of the

student self-confidence in foreign language learning must be developing.

Self-confidence is also considered to be one of the affective filters that can

either promote language acquisition and language learning in general.

Indonesian students need strengthening of their speaking skill that

correlated with self-confidence. In this occasion the researcher will use

questionnaire to measure students‟ self-confidence and to measure students‟

speaking skill the researcher will use practice test, the type of test is story

telling.

In”this study the researcher will observe the correlation study

between students‟ self-confidence and speaking skill at eleventh grade

students of MAN 1 Surakarta 2018/2019 academic year.”

According to the English teacher of MAN 1 Surakarta, there are

many problems faced by the students in teaching learning process, such as the

students have low self-confidence in learning English and low self-confidence

in speaking skill. The problems interested in conducting the research.

 4

Based on the background above, the researcher want to determines

the topic entitled, “A CORRELATION STUDY BETWEEN SPEAKING

SKILL AND STUDENTS‟ SEF-CONFIDENCE AT ELEVENTH GRADE

STUDENTS OF MAN 1 SURAKARTA IN THE 2018/2019 ACADEMIC

YEAR”.

B. Limitation”of the Problems”

“The limitation of the study is about Correlation Study Between

Students’ Self-Confidence and Speaking Skill at Eleventh Grade Students of

Man 1 Surakarta in the 2018/2019 Academic Year.”

C. Formulation of the Problems

Based on the background of the study, there are some problems that

can be formulated as follows :

1. How is the students‟ Speaking Skill at Eleventh grade students of MAN 1

Surakarta in 2018/2019 academic year?

2. How is the students‟ self-confidence on learning English at Eleventh

grade of MAN 1 Surakarta in 2018/2019 academic year?

3. Is”there any positive correlation between Speaking Skill and students‟

self-confidence at Eleventh grade students of MAN 1 Surakarta in

2018/2019 academic year?”

 5

D. The”aims of the Research”

The aim of this study are as followings :

1. To find out”speaking skill at Eleventh grade students of MAN 1

Surakarta in 2018/2019 academic year.”

2. To find out students‟ self-confidence at Eleventh grade students of MAN

1 Surakarta in 2018/2019 academic year.

3. To”find out whether there is positive correlation between students‟ self-

confidence and speaking skill at Eleventh grade students of MAN 1

Surakarta in 2018/2019 academic year.”

E. The Benefit of the Research

There are some benefit of this research for the teacher, the researcher

and also for the students namely :

1. Theoretical benefits

a. For”the Teacher”

“The result of this research is useful as a material for teaching

and learning process especially about students‟ self-confidence and

speaking skill.”

b. For the Students

The students are able to know their ability about self-

confidence and speaking skill.

 6

c. For the Researcher

“The result of the study can be used as a rules and regulation

for the researcher to get the college degree.”

2. Practical benefits

a. For the Teacher

The teacher can teach English for better technique of self-

confidence and speaking skill.

b. For the Students

Students can learn English seriously and intensively in the

teaching and learning process.

c. For”the Researcher

“Hopefully there will be another researcher who investigates

the similar topics. So, this study will be continued and then there will

be better findings.”
 8

CHAPTER II

THEORITICAL REVIEW

A. Speaking Skill

1. The Notion of Speaking

a. Definition Speaking

There are some definitions of speaking stated by some

experts. According to Bashir (2011) in Roysmanto (2018), speaking

is skill that must produce sentences or an utterance in the oral mode.

Different from the other skills, it is more dificult than the other,

because it is more than just pronouncing words.

Bygate (1987 : 1) defines speaking is a „popular‟ form of

expression which uses the unprestigious „colloquial‟ register : literary

skill are on the whole more prized. It means that speaking is a list of

the daily speaking routinities.

According to Cameron (2001 : 40) “Speaking is the active of

use of language to express meaning so that other people can make

sense of them”. It means that speaking is a language that can make

the other feel our feeling or our expression.

Based on several definitions of speaking above, it can be

concluded that speaking is a skill that can produce sentences that

mean the ability to express our feeling, ideas and also opinion”in a

conversation. Speaking is a productive skill because when we speak,

 9

it”means that we are thinking about something. A good speakers is

able to delivered the messages which can be understood well by the

listeners.

b. Basic type of Speaking

According to Brown (2003: 141) cited four categories of

listening performance assessment tasks. A similiar taxonomy

emerges for oral production as follows:

1) Imitative”

“At one end of a continuum of types of speaking

performance is the ability to simply parrot back (imitate) a word

or phrase or possibly a sentence.”

2) Intensive”

A”second type of speaking frequently employed in

assessment contexts is the production of short stretches of oral

language designed to demonstrate competence in a narrow band

of grammatical, phrasal, lexical, or phonological relationships.”

3) Responsive”

Responsive”assessment tasks include interaction and test

comprehension but at the somewhat limited level of very short

conversations, standard greetings and small talk, simple requests

and comments, and the like.”

 10

4) Interactive”

“The difference between responsive and interactive

speaking is in the length and complexity of the interaction, which

sometimes includes multiple exchanges and/or multiple

participants.”

5) Extensive”(monologue)

“Extensive oral production tasks include speeches, oral

presentations, and story-telling, during which the opportunity for

oral interaction from listeners is eighter highly limited or ruled

out altogether.”

c. Element of Speaking

Harmer (2003: 269) states that the ability to speak fluently

presupposes not only a konwledge of language features, but also the

ability to process information and language „on the spot‟. The

following are as bellows:

1) Language Features

There are some elements which necessary for spoken

production, they are the followings :

a) Connected”speech: effective speakers of English need to be

able not only to produce the individual phonemes of English

but also to use fluent „connected speech‟. In connected speech

sounds are modified (assimilation), omitted (elision), added

(lingking), or weakened (through contractions and stress

 11

patterning). It is for this reason that we should involve students

in activities designed specifically to improve their connected

speech.”

b) Expressive”devices: native speakers of English change the

pitch and stress of particular parts of utterances, vary volume

and speed, and show by other physical and non-verbal means

how they are feeling.”

c) Lexis”and grammar: spontaneous speech is marked by the use

of a number of common lexical phrases, especially in the

performance of certain language functions.”

d) Negotiation”language: effective speaking benefits from the

negotiatory language we use to seek clarification and to show

the structure of what we are saying.”

2) Mental/”Social Processing”

If”part of a speaker‟s productive ability involves the

knowledge of language skills such as those discussed above,

success is also dependent upon the rapid processing skills that

talking necessitates.”

a) Language”processing: effective speakers need to able to

process language in their own heads and put it into coherent

order so that it comes out in forms that are not comprehensible,

but also convey the meanings that are intended.”

 12

b) Interacting”with others: most speaking involves interaction

with one or more participants. This means that effective

speaking also involves a good deal of listening, an

understanding of how the other participants are feeling, and a

knowledge of how linguistically to take turns or allow others to

do so.”

c) (On-the-spot)”Information processing: quite apart from our

response to others‟ feelings, we also need to be able to process

the information they tell us the moment we get it.”

d. Micro and Macro Skill of Speaking

To achieve the purpose of speaking and succeed the oral

communication, the speakers need some components namely micros

kills and macro skills. Brown (2003: 143) states that “the micro skills

refer to producing the smaller chunks of language such as phonemes,

morphemes, words, collocations, and phrasal units. The macro skills

imply the speaker‟s focus on the larger elements: fluency, discourse,

function, style cohesion, nonverbal communication, and strategic

options”.

In conclusion, micro skills and macro skills are the

components in speaking to achieve speaking purpose and succeed the

oral communication. The micro skills focus on the smaller things in

speaking such as phonemes, morphemes, words, etc. While the macro

skills focus on the larger elements in language. By understanding

 13

those components, teacher can direct the students to mastering

speaking skill through the designed speaking tasks.

e. Assessment of Speaking

Assessment on speaking can be a very judgmental issue, in

which people tend to relate on native/nonnative speakers on the basis
of pronunciation (Luoma, 2004). Additionally, Nunan (1999) viewed
that speaking requires someone to be linguistically competence in
term of well articulating the sound, having sufficient vocabulary, and
mastering structural or grammatical components. To speak also needs
functional competence which means answering questions completely
and logically. Another competence is strategic competence in which
the speaker is able to use repairing strategies when conversation
breaks down. And the last one is sociolinguistic/cultural competence.
It demands the speakers to use the language appropriately to the
context.
This theory then developed as the criteria of speaking test
assessment. However, the design of speaking assessment may vary;
depend on the types of speaking assessed. Then, what should to be
tested? (Nunan, 1999).
1. Pronunciation
Pronunciation deals with how often errors in
pronunciation occur and how the pronunciation aspect interfere
the communication are the criteria of the assessment..
2. Vocabulary”
The”range, precision, and the usage of vocabulary
features in a conversation used by test takers indicate the level of
how proficient they are.”
3. Accuracy”
“Understanding the context of the conversation and able
to give appropriate response according to the question.”
 14

4. Fluency”
The”language fluency indicates that the production of
speech in a conversation is well delivered. Have confidence in
delivering the speech and able to responds specific theme
without many hesitation in choosing words.”
5. Task”
Task”deals with finishing the command given during the
speaking test. Like all test scores, speaking scores must be
dependable, fair, and above all useful for the intended purposes
(Luoma, 2004). To ensure speaking skill assessment is
trustworthy, there are factors that should come into consideration
(Hughes, 2003; Luoma, 2004; Nunan, 1999):”
a) Practicality
The first principle of making language assessment is
practicality. Before deciding a test, we need to analyze”how
practical the test is to be used considering the time
constraint of running and interpreting the scoring of the test,
budget limitation, and facilities.”
b) Validity”
“Consistently accurate measurement must be
provided to assign a valid test. It has to measure what
should be measured by excluding all irrelevant variables to
be tested. When speaking skill is tested, making essay is not
a valid test as it fails to provide information of the test
takers speech production. In result, it may not bring about
the real test takers‟ ability. In accordance to types of
speaking, test designer should decide what kind of speaking
types would be tested as it will influence the design of
assessment. Using interview test for imitative speaking may
lead to invalidity of assessment.”
 15

c) Reliability
The need of consistent scoring measurement is very
important to make a test reliable.”In addition, clear rubric
and scoring criteria is also a must. Sometimes a reliable test
may not be a valid test. However, a test designer should
struggle to keep a reliable test as valid as possible. As a
need of reliable scoring system is unavoidable in speaking
test, before conducting speaking test, test takers must
prepare a standard scoring system. The items on it should
represent all aspects of what are to be assessed from the
students. The weight of the score must be printed clearly on
the form as well to make sure each student‟s ability is well
presented. During the test, the standard scoring system will
be used to record students‟ work. Without a good scoring
system, it is hardly possible to have a reliable result of the
test.”
d) Authenticity
It refers to a”contextual language or language in use.
Students are asked to represent something related to their
values. In that case, the language produced is authentic. One
goal of language testing is its backwash effect. It tells both
teacher and learners of the effect of the learning and
teaching (Hughes, 2003, p.53). As it is important, therefore,
this issueshould also be explored in designing a test.”
6. Scoring Rubric
Students‟”score was determine from their speaking performance in terms

of test; pronunciation, vocabulary, fluency and accuracy.”

1) Scoring”and classifying the students‟ speaking ability as suggested by

heaton in Rusdi (2015). Here were the detail explanation above about its

criteria:”
 16

“The Assessment of Pronunciation”

Classification” Score” Criteria”

Very”Good 5 Pronunciation”is lightly influenced by mother
tongue. A few minor grammatical and lexical
errors but most utterances are correct.”
Good” 4” Pronunciation”is still moderately influenced
by mother tongue but no serious phonological
errors. A few grammatical and lexical errors
but only one or two major error causing
confusion.”
Average” 3 Pronunciation”influenced by the mother
tongue but only a few serious phonological
errors. Several grammatical and lexical errors,
some of which cause confusion.”
Poor” 2” Pronunciation”seriously influenced by mother
tongue with errors causing a breakdown.
Many “basic” grammatical and lexical
errors.””
Very”Poor 1” Serious”pronunciation errors as well as many
„basic” grammatical and lexical errors. No
evidence of having mastered any of the
language skills and areas practiced in the
course”

“The Assessment of Vocabulary”

Classification” Score” Criteria”

Very”Good 5” Has”to make an effort at time to search for
words. Nevertheless, smooth delivery on the
 17

whole and only a few unnatural”

Good” 4” Although”he has to make an effort and search
for words, there are not too many unnatural
pauses. Fairly smooth delivery mostly.
Occasionally fragmentary but succeeds in
conveying the general meaning. Fair range of
expression”
Average” 3” Has”to make an effort for much of the time.
Often has to search for the desired meaning.
Rather halting delivery and fragmentary.
Range of expression often limited.”
Poor” 2” Long”pauses while he searched for the desired
meaning. Frequently and halting delivery.
Almost gives up making the effort at times
limited range of expression.”
Very”Poor 1” Full”of long and unnatural pauses. Very
halting and fragmentary delivery. At times
gives up making the effort. Very limited range
of expression.”
 18

“The Assessment of Accuracy and Fluency”

Classification” Score” Criteria”

Very”Good 5” The”speaker‟s intention and general meaning
are fair clear. A few interruption by the
listener for the sake of clarification are
necessary”
Good” 4” Most”of what the speaker says is easy to
follow. His attention is always clear but
several interruptions are necessary to help him
to convey the message or seek clarification”
Average” 3” The”listener can understand a lot of what is
said, but he must constantly seek clarification.
He cannot understand and then with
considerable effort by someone who is used to
listening to the speaker.”
Poor” 2” Only”small bits (usually short sentence and
phrase) can be understood and then with
considerable effort by someone who is used to
listening to the speaker hardly anything of
what is said can be understood.”
Very”poor 1” Even”the listener make a great effort
interrupts, the speaker is unable to clarify
anything he seems to have said.”

2. Definition”of Skill

“There are some definitions of skill stated by some

experts.”According to Bygate (1987: 7), “skill is the ability to use

language in order to satisfy particular demands. There are at least two

demands which can affect the nature of speech. The first of these is
 19

related to internal condition of speech. A second kind involves the

dimension of interpersonal interaction in conversation”.

Richard”(1979:6) explain that skill is abilities, technique, and

strategies which are used when speaking, reading, writing or listening for

study purposes. It means that skill is a way for apprehend the purpose in

study.”

Hornby (2004: 1109) states that skill is the ability to do

something well. It means that having skill make people to do something

better.

From”the definitions above, it can be synthesized that skill is an

abilities, technique, and strategies that used in speaking, reading, writing,

and listening for study purpose, conversation and another purpose.”

3. Definition”of Speaking Skill

Nunan”(2003: 48 ) states that “speaking skill is the skill that is

directed at the learner or sometimes referred as receptive skill”. It means

that speaking skill is one of skill that intended to people that learn

speaking and it can be called receptive skill.”

According to Richards (1990: 1), “speaking skill is a priority for

many second or foreign language learners. Learners consequently to

evaluate their success in language learning as well as the effectiveness of

their English course on the basis of how well they have improved in

their spoken language”.

 20

Thornbury (2005: iv) states that speaking is a skill, therefore it

requires to be practiced and developed and that there is more to speaking

than to form grammatically correct sentences than to pronounce them.

From the definitions mentioned above, the researcher concludes

that speaking skill is a respective skill that requires a lot of practice in

order to master it. Speaking skill is a skill that can produce sentences or

utterance that can be the ability to develop our feeling, ideas and also

opinion in a conversation. Speaking skill is also a productive in the oral

mode speaking because when we speak, it means that we are thinking

about something.

B. The Self-Confidence of the Students

1. Definition of Self-Confidence

Self-Confidence has been a key to start any action especially for

speaking in foreign language besides all other language skill. Speaking

is one of the effective ways to communication and self-confidence is one

of the facilitators to begin conversations.

According”to Genctan, {1984} in Agri Ibrahim (2015), self-

confidence is defined as individual recognition of his own abilities,

loving himself and being aware of his own emotion. It means that self-

confidence is a way to understood about how to process people‟s emotion

and the abilitis to love himself more.”

 21

According to Tracy (2012: 23-24), “self-confidence is that it is a

mental quality that can be learn with practice. Because it is learnable,

self-confidence can be develop and built up systematically and

progressively.”

According to Utama et al (2013) in Roysmanto (2018) self-

confidence is the crucial part in the speaking skill, because that can give

enthusiasm, brave and simulation to the learners. It means that if the

learners have high self-confidence, they will be achive the best

performance in speaking skill fluently.

According”to Huitt (2004) in Mardiansyah (2018), self-

confidence is a personal factor that pays a supportive role in the

achievement of foreign language learning.”

From”the definition above, it can be concluded that self-

confidence is the abilities that can develop mental quality of the person in

way learn to loving our self. Self-confidence itself can control our

emotion and can simulate or motivate to the learners. Self-confidence is

learnable, so it can built up by progress. High self-confidence can make

people to be more brave and will be have the best performance when they

speak.”

2. Indicator”of Self-Confidence

There”are certain characteristics of those who have high self-

confidence in their ability to affect the journey of their life. These factors

are universal and can be learned if they are not present in your life right
 22

now. (Didik Setyawan, 2012:40-41). The indicator of Self-confidence

are:”

a) They”are ambitious. They want more from life, then existence or

survival. They can dream themselves in better circumstances and

surroundings.”

b) They”are goal oriented. They seek a challenge of completing

and setting new goals for themselves. They are not especially

competitive, except against themselves. They enjoy breaking their own

records.”

c) They”have learned to communicate. They know how to ask for

what they want and to hear advice and counsel. It is less important for

them to be right than to be effective. They listen more than they speak.”

d) They”are loving and kind. Those people who are a good inner

self-image from nourishing relationships instead of toxic ones. They have

learned to detach from relationships which do not allow them to be

authentic.”

e) They”attractive and open to others. The self-confidence people

is usually drawn to one another. They vibrate their confidence in a way

that attracts good things and good people to them. Being attractive does

not necessarily mean physically attractive in the usual sense of the word,

but rather spiritually beautiful.”

The”researcher summarize the indicator of self-confidence, it has

five points namely: ambitious, goal oriented, learned to communication,

 23

love and kind, attractive and open to others. Self-confidence is the

important thing because the students need self-confidence to complete

with the other friends. Therefore, the students remind the leaning process,

in the other benefit, the students have good relationship with other and

the students can be successful in academically.”

3. Self-Confidence”Signs

There”are the differences between learners who have high level of

self-confidence and those who have not. The characteristics of those who

have high level of self-confidence are explained by M. Farouk Radwan

Msc (2012). The explanations of the characteristics of those who have

high level of self-confidence such as bellow:”

a. Confidence”body language

Each”posture or position leaves a certain impression in the

viewers‟ mind and that is why sticking to self-confidence postures

and boy language will make other people think that you are

confident.”

b. Confident”people are relaxed

Confident”people are relaxed. They do not become anxious

when they are with others. They do not bite their finger nails and

they are not nervous. This does not mean that people who are not

relaxed are not self-confidence, but it means that you cannot both

feel confident and anxious in the same time.”

c. Remain”calm wen being criticized

 24

Confident people accept criticism with a smile. They do not

lose their temper when somebody challenges their competency and

sometimes they do not even bother to defend themselves when they

are being criticized.”

d. Hyperactivity”

It”is not a general rule but in many cases confident people are

hyperactive ad it happens because lack of confidence and it forces

the person to retreat the rear lines which is not.”

e. Assertiveness”

Clear”tones of voice structured phrases, assertive body

language are all clear signs of self-confidence. Assertiveness is a

skill that can be learned. If you want to learn how to become

assertive just check out this guide. Assertiveness will not only

make you feel self-confident but also it can prevent depression.”

C. Review”of Related Study

There”are some studies which can be related to the study. In this

section of the thesis, they will be presented.”

The”first research by Roysmanto, (2018) in title ”A Correlation

between Self-Confidence and the Students‟ Speaking Skill”. The objectivities

of the research is to knowing correlation data between self-confidence and

speaking skill. The research obtained the data by the quantitative research.

The research used correlational design an this research shows thats there is a
 25

significant correlation between score of questionnaire of self-confidence and

interview of speaking skill. It can be seen from the data results of interview

that showed that total score of comprehension aspect is higher than their

fluently score, 1.332 > 907.2. The results showing that there is a positive

influence between students speaking skill and students self-confidence.”

The”similarity of research conducted by Roysmanto with my research

is in the dependent and independent variable, that is Speaking skill and self-

confidence.”

Second”research article by Agri Ibrahim, (2015) in title “Correlation

between Self-Confidence and Speaking Skill of English Language and

Literature Preparatory Students” showing that both of self-confidence levels

influence the speaking grade. The research used correlational research model.

The objectivities of the research is to knowing correlation between Self-

Confidence and Speaking Skill of English Language and Literature

Preparatory Students. Results indicated that there is significant correlation

between self-confidence and speaking skill within the level of .01.It means

that self-confidence level have significant differences regarding to the gemder

but not department. There is positive stastically significant correlation

between self-confidence with speaking skill.”

The”similarity of research conducted by Agri Ibrahim with my

research is in the dependent and indipendent variable, that is self-confidence

and speaking skill.”

 26

The”third research article by Gaya Tridinanti, (2018) in title “The

correlation between Speaking Anxiety, Self-Confidence, and Speaking

Achievement of Undergraduate EFL Students of Private University in

Palembang” showing that students‟ self-confidence and students‟ speaking

achievement were moderately correlated. The objectivities of this research is

to knowing a correlation data between Speaking Anxiety, Self-Confidence,

and Speaking Achievement of Undergraduate EFL Students of Private

University in Palembang. The research used correlation design. The data were

analyzed that speaking anxiety has no significant correlation with speaking

achievement, and self-confidence has a significant correlation with speech

achievement (p = .01). its mean that student with self-confidence have higher

speaking achievement. There is positive stastically significant correlation

between self-confidence with speaking achievement.”

The similarity of research conduct by Gaya Tridinanti with my

research is in the independent variable, that is self-confidence. There is

positive stastically significant correlation between self-confidence with

speaking achievement.

D. Rationale

In teaching learning process, self-confidence becomes an important

factor to increase the students speaking skill. Every students has a different

way to express the self confidence in learning process. There are students in

the learning process has high self-confidence and low self-confidence.

 27

Speaking is one of the important language skill that must be mastered

by learners. The success characteristic in learning is students can much to try

speak, the students that can‟t speak feel losing their self-confidence and that

can make the students low in speaking English. If students‟ have high self-

confidence they will easier to express and speak their feeling. Meanwhile, the

students‟ with low self-confidence will find a difficulties in speaking

learning.

Based on the explanation above the researcher may assume that

students‟ self-confidence can be determinant factor for speaking skill. Besides

it, students‟ who have good self-confidence ability will easily to express their

felling or ideas. Therefore, it can also increasing the students‟ speaking skill

in the learning process.

E. Hypothesis

Considering”the previous explanation. The hypothesis to the

problem is stated as follows : There is positive correlation between speaking

skill and students‟ self-confidence at eleventh grade of MAN 1 Surakarta in

the 2018/2019 academic year.”

The researcher can be concluded if the value of t count < ttable then there

is no correlation of Speaking Skill and Studrnts‟ Self-Confidence and if

 28

the tcount > ttable, there is the positive correlation of Speaking Skill and

Students‟ Self-Confidence.
 CHAPTER III

RESEARCH METHODOLOGY

A. Time and “Place of the Research

The research will be conducted at eleventh grade students of MAN 1

Surakarta in the 2018/2019 academic year. It is located in Jl. Sumpah Pemuda

no. 25 Kadipiro, Banjarsari, Surakarta Jawa Tengah. The research of the

study will be implemented on May-June 2019.”

B. Research Method

In “this study, the researcher use quantitative approach with

correlation method. According to Muijs (2004: 1), Quantitative research is

explaining phenomena by collecting numerical data that are analyze using

mathematically based method (in particular statistic).

Fraenkel and Wallen (2009: 328) state that correlation research is also

sometimes referred to as a form of descriptive research because it describes

an existing relationship between variable.

According to Tuckman (2012: 183), in a correlation study a researcher

collects two or more sets of data from a group of subjects for analysis that

attempts to determine the relationship between them : “

Speaking Skill Self-Confidence

21
C. Population, Sample, and Sampling

1. Population

Population is a “larger group to which one hopes to apply the result (Frankel and

Wallen, 2009: 90). The population of the research is all students of eleventh grade

students of MAN 1 Surakarta in the 2018/2019 academic year.

2. Sample

Sample is part of population. According to Ary et al (2006: 649), sample is a

group selected from population for observation in a study. In this research, the researcher

use class XI IPA as a sample.”

3. Sampling

Ary et al (2006: 649) stated that two major type of sampling procedure are

probably sampling and non probably sampling. In this research, the researcher use

random sampling.

D. Validity “and Reliability of the Data

1. The validity of Instrument

Validity is the most important idea to consider when preparing or selecting an

instrument for use (Fraenkel and Wallen, 2009: 147). Suharsimi Arikunto explain that

there are two kind of validity. They are internal validity and external validity. Internal

validity refers to the interpretability of research. External validity refers to the extent to

which the result can be generalized from sample to population.

In this study, researcher uses product moment in internal validity. The formula

product moment is as follow :

22
 ∑ ∑ ∑
=
√ ∑ ∑ ∑ ∑

(Arikunto, 1997: p.69)

Where:

r xy : the coefficient of correlation between X and Y

N : the number of the students

ΣX : the sum of the scores of each item

ΣY : the sum of the scores of each student

2. The Reliability of Instrument

Reliability is meant the stability of test score. The researcher use Spearman

Brown formula to know the reliability of students‟ self-confidence and speaking skill.

The formula is as follow :

(Tuckman, 2012: p.207)

Where :

r2: corrected reliability

r1: uncorrected reliability

n: number of part (e.g., for halves, n = 2) “

E. Techniques of Collecting Data

Collecting the data is need in the research. The researcher in her research use

questionnaire and test to collect the data. The questionnaire uses the data about students‟

self-confidence, while test use to collect the data of students‟ speaking skill.

1. The Questionnaire of students‟ Self-Confidence

23
 According to Sugiyono (2017: 142) “kuisionere merupakan teknik pengumpulan

data yang dilakukan dengan cara memberi seperangkat pertanyaan atau pernyataan

tertulis kepada responden untuk dijawabnya”. It means that, questionnaire is a technique

of collecting the data to respondence by giving a set of question or written statement to

answer. The questionnaire method is used to get the answer data of students‟ self-

confidence.

2. The Test of Speaking Skill

In this research, researcher use pre-test and test. In collecting the data about the

students speaking skill, the researcher use the story telling.

3. Documentation

Documentation is the way to collect the data by searching and collecting the

document which is needed and support the research.”

F. The “Technique of Analyzing the Data

To analyze the data of the research, the researcher use Pearson Product moment

correlation technique with formula as follow :

∑ ∑ ∑
=
√{ ∑ ∑ }{ ∑ ∑ }

Where :

= the coefficient correlation between X and Y

X = the independent variable

Y = the dependent variable

24
 N = the number of students”

(Arikunto, 1993;220)

Hypothesis :

Ho : There is no Correlation between Speaking Skill and Students‟

Self-Confidence.
Ha : There is any positive Correlation between Speaking Skill and

Students‟ Self-Confidence.

Determine the results of the Pearson Product Moment using:

1. The average value of the pretest and posttest

2. Sig. correlation with the provisions :

a. Sig. > 0.05 has a strong relationship

b. Sig. < 0.05 has a weak relationship

3. Determine “the relationship with the provisions :

a. The relationship is strong if the correlation value is > 0.05 (vulnerable -1 to 1)

b. The relationship is weak if the correlation value is < 0.05 (vulnerable -1 to 1)

4. By looking at the price of the rtable we can conclude the criteria that:

a. Ho is rejected if rxy < rtabel

b. Ha is accepted if rxy > rtabel

5. Sig. (2-tailed) provided that:

a. Ho is accepted if the value is Sig. > 0.05

b. Ho is treated if the value is Sig. < 0.05

6. Lower and Upper with conditions:

a. Ho is accepted, if the lower and upper values pass 0

25
 b. Ho is accepted, if the lower and upper values do not exceed 0

From the expalining above, the researcher can be concluded if the value of rcount <

rtable then there is no correlation of Speaking Skill and Studrnts‟ Self-Confidence and if the

rcount > rtable, there is the positive correlation of Speaking Skill and Students‟ Self-

Confidence.”

26
 CHAPTER IV

RESULT OF THE RESEARCH

In this “chapter researcher describes data descriptions and testing of research hypothesis,

and discussion of the research result.”

A. Data Descriptions

The “variable of this research was the speaking skill and self-confidence. The data

that was collected by the researcher were the result of the test of eleventh grade students of

MAN 1 Surakarta. Because the instrument must be valid and reliable, the researcher gave

the try out test first. “

The researcher took 23 students as the sample of speaking test and self-confidence

questionnaire. The researcher also took 26 student as the sample of speaking skill and self-

confidence try out. It is necessary for the researcher to conduct speaking skill try out to

know whether the instrument are valid and reliable or not.

The “data obtained namely the speaking skill test result and students self-confidence

quesstionairre resule which can be described as follows :”

1. The data “of the Speaking Skill Test

From the data of the test of speaking skill of recount text, it was obtained that the

highest score was 90, the mean 71.9, the median 70 the modus was 65, the standard

deviation was 7.50 and the lowest score was 65. The data distribution of the score of

speaking skill on recount text was represented on table 1. The frequency distribution of

the score of the speaking skill of the recount text was represented on table 2, and

histogram and polygon on figure 1.

27
 Table 1 shows the data distribution of the scores of speaking skill. It was obtained

that the highest score was 90, the mean 71.9 and the lowest score was 65.”

Table 1. The data distribution of the score of Speaking Skill (X)

No. Classification Result

1. The Highest score 90

2. The Lowest score 65

3. Score range 71.9

4. Class number 6

5. The length of class interval 2

Table “2 shows the frequency distribution of the scores of speaking skill. It was

obtained that the students that have lowest score 60-65 was 11 students. Srudents who

have scores 66-67 was 3 students. students who have scores 71-75 was 5 students, who

have scores 76-80 was 2 students and students who have scores 81-85 and 86-90 was

only one student.”

28
Table 2. Frequency Distribution
Class Limit Frequency Mid Point
61-65 11 63
66-70 3 68
71-75 5 73
76-80 2 78
81-85 1 83
86-90 1 88

Picture 1 : Histogram and Polygon Of Frecuency Distribution Of Speaking Skill

12

10

8
Frequency

0
61-65 66-70 71-75 76-80 81-85 86-90
Cllas Limit

2. The Data of the Self-Confidence Quesstionairre

The “researcher used 30 items for the try out test. After the researcher computed

and analyzed the data, there were 25 items to be valid and reliable. The researcher used

25 items for questionnaire of students self-confidence.

The result of the test of self-confidence shows that the highest score was 80.8 and

the lowest scores was 70.4, the mean of this variable was 73.15, the median was 72 and

the modus was 72. The standard deviation was 2.55.

29
 The data distribution of the score of self-confidence was presented at table 3, the

frequency distribution of the score of self-confidence was presented at table 4 and the

histogram and polygon was gave at figure 2.”

Table 2 “shows the data distribution of the scores ofstudents self-confidence. It

was obtained that the highest score was 80.8, the mean score was 73.15, and the students

lowest score was 65.”

Tabel 3. The data distribution of the score of Self-Confidence (Y)

No. Classification Result

1. The Highest score 80.8

2. The Lowest score 70.4

3. Score range 73.15

4. Class number 6

5. The length of class interval 2

Table 4 shows the frequency distribution of the scores of students self-

confidence. It was obtained that the students that have lowest score 70-71 was 6 students.

Srudents who have scores 72-73 was 10 students. students who have scores 74-75 was 4

students, who have scores 76-77 was 1 students and students who have scores 78-79 and

80-81 was only one student.

Table 4. Frequency Distribution of self-confidence (Y)

Class Limit Frequency Mid Point
70-71 6 70.5
72-73 10 72.5
74-75 4 74.5

30
 76-77 1 76.5
78-79 1 78.5
80-81 1 80.5

Picture 2 : Histogram Of Frequency of self-confidence

12

10

8
Frequency

0
70-71 72-73 74-75 76-77 78-79 80-81
Class Limit

B. The Hypothesis Testing

The researcher “used Pearson Product Moment technique to analyzed the data

collected. The data used to test the research hypothesis and to measure the correlation

between speaking skill and students self-confidence.

In this research, the researcher used the null hypothesis (Ho) against the

alternative hypothesis (Ha) the hypothesis is stated as follows:

a. Ho = rxy<rtable = there is no significant correlation between speaking skill (X) and

students self-confidence (Y).”

b. Ha = r x>rtable = there issignificant correlation between speaking skill (X) and students

self-confidence (Y).

31
 Based on “the explanation above, the null hypothesis (Ho) of the study the

statement that there was no significant correlation between speaking skill (X) and

students self-confidence (Y) was rejected. This can showed as Ho = r xy rtable. It means that

rtable was higher than r-observation (rxy).

The significant level of this study was 1% and 5%. The correlation of the

collected data shows that coefficient of the correlation between speaking skill (X) and

students self-confidence (Y) was 0.519 with the level significant 5% for degree of

freedom (df) = 21 the rtable is 0.413 and the level significant 1% for degree of freedom

(df) = 21 the rtable is 0.525 which Ha = r xy>rtable. It means that r-observation (rxy) was

higher than rtable (rt) and it was concluded that the alternative hypothesis (Ha) of this study

was accepted, there was a positive significant correlation between speaking skill (X) and

students self-confidence (Y).”

C. The “Discussion of Research Finding

In finding the data, the researcher conducted two tests, there were try out and test

for both of the variable speaking skill and students self-confidence. “

1. The Data of Speaking skill (X)

From the research, it was found that the highest score from the variable was

90. The students who had the highest score in speaking skill also speak in front of the

class well. From the four indicators (vocabulary, pronunciation, fluency and

accuracy) that students have done to speak well.

Meanwhile, the lowest score from this variable was 65. The students having

this scores had less in speaking skill in indication :

32
 a. Vocabulary, “Pronunciation influenced by the mother tongue but only a few

serious phonological errors. Several grammatical and lexical errors, some of

which cause confusion.

b. Pronunciation, Long pauses while he searched for the desired meaning.

Frequently and halting delivery. Almost gives up making the effort at times

limited range of expression.

c. Fluency and Accuracy, The listener can understand a lot of what is said, but he

must constantly seek clarification. He cannot understand and then with

considerable effort by someone who is used to listening to the speaker.”

2. The data of students self-confidence (Y)

From “the result of the research, it was found that the highest score was

80.8. the students that had the highest score in self-confidence questionnaire choosen

well in some aspect, that is they were loving their self, brave, confidence and believe

in their self..

Meanwhile, the lowest scores was 70.4. the students having this score had

less in believe theirself, they were unbelieve on their in speak.

Based on the hypothesis test, the students who have got good speaking

English, they have high self confidence in their self and the students who have not

speak English well, they have low self-confidence. So, the researcher found that

there was a positive correlation between speaking skill (X) and students self-

confidence (Y).”

3. The Data “Of Correlation Between Speaking Skill (X) And Self-Confidence (Y)

33
 From the data of speaking skill and students self-confidence, it can be seen

that the result of speaking skill was higher, it can be caused that speaking skill was

influenced not only by the high of the self-confidence, but also there are some

factors, there are vocabulary, pronunciation, fluency and accuracy of the speaking

indicators. It was proved by the result of the computation of r-observation (rxy) using

Pearson Product Moment correlation, which r xy 0.519 was higher than rtable for the

level of significant 1% for df = 21 students the rtable was 0.525 and the level of

significant 5% for df = 21 students the rtable was 0.413.

Based on the hypothesis testing, the correlation both of the variable, speaking

skill as independent variable and students self-confidence as dependent variable

shows that there is a positive correlation between speaking skill and students self-

confidence at eleventh grade students of MAN 1 Surakarta in the 2019/2020

academic year. The significant level of this study was 1% and 5%. The correlation of

the collected data shows that coefficient of the correlation between speaking skill (X)

and students self-confidence (Y) was 0.519 with the level significant 5% for degree

of freedom (df) = 21 the rtable is 0.413 and the level significant 1% for degree of

freedom (df) = 21 the rtable is 0.525 which Ha = rxy>rtable. It means that r-observation

(rxy) was higher than rtable (rt) and it was concluded that the alternative hypothesis

(Ha) of this study was accepted, there was a positive significant correlation between

speaking skill (X) and students self-confidence (Y). It means that, the good speaking

skill will be followed by the high of the students self-confidence.”

34
 CHAPTER V

CONCLUSIONS, IMPLICATIONS, AND SUGESTIONS

This “chapter presents the conclusions, implications and suggestions of this research.

Conclusions describes the result of correlation between Speaking skill and Students self-

confidence.”

A. Conclusions

This research involve two variable, there are speaking skill and self-confidence.

Speaking “skill is the independent variable and self-confidence is the dependent variable. It

has objectives of describing speaking skill and self-confidence of the eleventh grade students

of MAN 1 Surakarta in the 2019/2020 academic year and of predicting correlation between

speaking skill and self-confidence from the research, it can be concluded that :

1. Speaking skill of eleventh grade students of MAN 1 Surakarta is on average level. It is

based on the score of speaking skill in class eleventh which can be describe as follows:

the highest scores is 90, the lowest score is 65 and the mean score is 71.09.

2. Self-confidence of eleventh grade students of MAN 1 Surakarta is on average level. It is

based on the score of self-confidence in class eleventh which can be described as

follows : the highest score is 80.8, the lowest score is 70.4. And the mean score is 73.15.

3. There is a positive correlation between speaking skill and students self-confidence at

eleventh grade students of MAN 1 Surakarta in the 2019/2020 academic year. The

significant level of this study was 1% and 5%. The correlation of the collected data

shows that coefficient of the correlation between speaking skill (X) and students self-

confidence (Y) was 0.519 with the level significant 5% for degree of freedom (df) = 21

35
 the rtable is 0.413 and the level significant 1% for degree of freedom (df) = 21 the rtable is

0.525 which Ha = rxy>rtable. It means that r-observation (rxy) was higher than rtable (rt) and

it was concluded that the alternative hypothesis (Ha) of this study was accepted, there

was a positive significant correlation between speaking skill (X) and students self-

confidence (Y). It means that, the good speaking skill will be followed by the high of

the students self-confidence.”

B. Implications

From the result of this research, the implications of the research is understanding of

speaking skill can affect by self-confidence of the students. Highest self-confidence can

affect in the speaking skill of the students. It means that, self-confidence is very important

for the students in speaking learning. If students want to highest scores in speaking skill they

must be students that have high of self-confidence.

C. Suggestions

1. For the teachers

For teaching learning of speaking, the teacher must have interest themes and

make the students believed to their self, so the students can be comfort when they

speaking in English.

2. For the students

Students are able to know their ability and have to believed of their self, the

students must always practice to speak up.

3. For the researcher

36
 The “result of the study that there is a positive correlation between

speaking skill and students self-confidence. The researcher who want to conduct the

same themes in the several time can use this research as additional reference.”

37