LEVEL AND SOURCES OF SELF-EFFICACY IN SPEAKING SKILLS OF ACADEMIC YEAR 2012/2013 ENGLISH DEPARTMENT STUDENTS FACULTY OF LETTERS, JEMBER UNIVERSITY

Abstract

In recent years, many students of English Department, Faculty of Letters, Jember University are reluctant to speak English. They do not want to speak English because they feel that their English is not very good. This paper aims to investigate how do students’ self-efficacy beliefs of speaking to examine whether there is a relationship between self-efficacy beliefs of speaking and speaking performance and to explore what the influencing factors are. This research involves 92 English Department students especially 2012/2013 academic year and uses two kinds of questionnaires to gather the data. Self-efficacy questionnaire is used to seek students’ self-efficacy score of speaking based on phonology, vocabulary and grammar, while source of efficacy questionnaire is used to gather individual answer of source of efficacy. It also uses speaking performance score to find the correlation between self-efficacy beliefs of speaking and speaking performance by recapitulating those variables on Pearson Correlation Coefficient calculator. The results of this study says that there are 11 highly self-efficacious students, 65 medium self-efficacious students and 16 lowly self-efficacious students that are mostly influenced by grammatical and vocabulary efficacies. Second, there is a weak positive correlation (r=0,437) between English speaking self-efficacy beliefs and English speaking performance that indicates that there is inconsistent correlation between two variables. And the last, there are four main sources of self-efficacy namely performance accomplishment, vicarious experience, social persuasion and emotional state that are varied based on participants individual differences.