CORRELATION BETWEEN STUDENTS' ACADEMIC SELF-EFFICACY AND THEIR ENGAGEMENT IN SPEAKING ENGLISH CLASS

Desilya Anggraini, Ag. Bambang Setiyadi, Sudirman Sudirman

Abstract


Penelitian ini bertujuan mengungkapkan hubungan antara self efficacy akademis siswa dan keterlibatan mereka di dalam pembelajaran berbicara Bahasa Inggris dan menganalisis seberapa jauh self efficacy akademis siswa berkontribusi pada keterlibatan mereka dalam pembelajaran berbicara Bahasa Inggris. Enam puluh satu siswa SMA Sugar Group Lampung Tengah dipilih sebagai sampel penelitian ini dengan menggunakan sampel bertujuan. Untuk mengumpulkan data, peneliti menggunakan dua macam angket atau kuesioner; kuesioner self efficacy akademis dari Pintrinch and De Groot (1990) dan indeks keterlibatan dalam pembelajaran dari Schreiner and Louis (2006). Hasil penelitian menunjukan bahwa koefisien hubungan dua variabel 0.384 dan ini merupakan hubungan yang signifikan dimana r-hasil 0.384 > r-tabel 0.254. Ditemukan pula bahwa self efficacy akademis siswa memberikan kontribusi 14,8% pada keterlibatan mereka dalam pembelajaran berbicara Bahasa Inggris. Jadi, dapat disimpulkan bahwa self efficacy merupakan faktor penentu kualitas keterlibatan siswa dalam proses pembelajaran.


This research is aimed at finding out the correlation between students’ academic self efficacy and their engagement in speaking class and finding out how far students’ academic self efficacy contribute their engagement in speaking English class. Sixty one students of SMA Sugar Group Lampung Tengah were selected as sample of this research by using purposive sample. To collect the data, the researcher used two kinds of questionnaire; students’ academic self efficacy questionnaire by Pintrinch and De Groot (1990) and Engaged Learning Index by Schreiner and Louis (2006). The result showed that the coefficient correlation of two variables was 0.384 and it was significant where r-value is (0.384) > r-table (0.254). It was also found that students’ academic self efficacy contributed 14.8% to their engagement in speaking English class. So, it can be concluded that self efficacy is a factor in determining quality of student’s engagement in learning process.


Keywords: correlation, speaking involvement, students’ academic self efficacy, students’ engagement


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References


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