THE CORRELATION BETWEEN ENGLISH EXTRACURRICULAR STUDENTS' SPEAKING SELF-EFFICACY AND THEIR SPEAKING PERFORMANCE AT SENIOR HIGH SCHOOL
Penelitian ini ingin mengetahui sumber efikasi diri apa saja
yang dapat memengaruhi kemampuan berbicara siswa. Selain itu,
penelitian ini bertujuan untuk mengetahui apakah ada korelasi
atau tidak antara self-efficacy siswa ekstrakurikuler bahasa Inggris
dan kemampuan berbicara mereka di kelas. Selain itu, penelitian
ini. Desain penelitian adalah kuantitatif dan hasil analisis data
berupa angka. Sampel penelitian adalah 30 siswa kelas 10 yang
tergabung dalam ekstrakurikuler bahasa Inggris. Instrumen yang
digunakan adalah angket yang terdiri dari 20 item pernyataan
berdasarkan empat sumber efikasi diri, yaitu mastery experience,
vicarious experience, verbal persuation, dan physiological &
emotional state. Selanjutnya, ditemukan bahwa sumber efikasi diri
yang menonjol adalah Persuasi Verbal (M=3.85) dan Kondisi
Fisiologis & Emosional (M=3.73). Selain itu, terdapat korelasi yang
signifikan antara self-efficacy siswa dan kinerja berbicara mereka
(r=0.422, ρ=0.038 ≤ 0.05). Dengan demikian, dapat disimpulkan
bahwa self-efficacy berbicara memiliki korelasi dengan kinerja
berbicara siswa dan sumber self-efficacy memberikan pengaruh
terhadap kinerja berbicara siswa.
Kata Kunci: Ekstrakurikuler Bahasa Inggris, Efikasi berbicara, Performa
Berbicara.
This study want to know what sources of self-efficacy that can
influence students’ speaking performance. Also, this study aimed
to find out whether there is a correlation or not between English
extracurricular students’ speaking self-efficacy and their speaking
performance in the classroom. The research design was
quantitative and the result of data analysis in the form of
numerations. The research samples were 30 students of 10th grade
who were members of the English extracurricular. The instrument
was a questionnaire which consisted of 20 statement items based
on four sources of self-efficacy, namely mastery experience,
vicarious experience, verbal persuasion, and physiological &
emotional state. Further, it was found that the prominent sources of
self-efficacy were Verbal Persuasion (M=3.85) and Physiological &
Emotional State (M=3.73). In addition, there is significant
correlation between students’ speaking self-efficacy and their
speaking performance (r=.422, ρ=.038 ≤ .05). Thus, it can be
concluded that speaking self-efficacy has correlation with students’
speaking performance and sources of self-efficacy give influence
towards student’s speaking performance.
Keywords: English Extracurricular, Speaking self-efficacy, Speaking
performance.