The Effect of Speaking Self-Efficacy and Gender in Speaking Activities

Sundari, Hanna; Dasmo, Dasmo

doi:10.17509/bs_jpbsp.v14i2.719

Cited by 10 publications

(13 citation statements)

References 6 publications

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“…This material contains oral communication activities to help students achieve confidence and become effective speakers to many types of communications challenges both formal and informal gatherings (Romano, 1994). Each activity is designed to help participants better understand some facet of communications and gain expertise and proficiency in communication (Hanna Sundari & Dasmo, 2014).…”

Section: Discussionmentioning

confidence: 99%

Drama Excerpt: Tool in Enhancing Speaking Ability for Junior High School

Hidayat

Apriyanto

2019

IJECA

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The study aims to analyze drama excerpts as a tool in teaching speaking for Junior High School at the University of Saint Anthony. It also aims to determine the following: 1. Speaking ability, of the students before exposure on drama excerpt 2. The speaking ability after exposure on drama excerpt 3. The observed improvement among students along with body language, eye contact, introduction and closure, pacing, poise, and voice. 4. Develop Oral communication guide for effective speaking material based on the findings of the study. A descriptive survey is used as a method of this study. The study population consisted of 10 students from 7th-grade students at Saint Anthony University in the Philippines. Based from the findings of the study, found that the respondents were able to perform the conversation in the drama excerpt (because English is the medium of instruction in the Philippines, the result is higher, due to the interventions of a treatment given by the subject teacher on the correct and proper way of delivery and dialogue on drama excerpt, and there is a significant improvement observed to the students after the exposure to drama excerpt.

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Section: Discussionmentioning

confidence: 99%

Drama Excerpt: Tool in Enhancing Speaking Ability for Junior High School

Hidayat

Apriyanto

2019

IJECA

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“…The difference also occurs in the variable of self-efficacy. The result of the earlier research showed that self-efficacy did not affect the speaking activities of the students (Sundari & Dasmo, 2014); but the later study proved that the correlation between self-efficacy and the performance of the students in speaking skills was significant (Sari, 2016). Therefore, in this current research, the researcher wanted to find out the correlation between the usage of multimedia in the academic context and the speaking performance of engineering students at Sriwijaya State Polytechnic.…”

Section: Introductionmentioning

confidence: 91%

“…Some studies regarding the usage of multimedia and its correlation to academic achievement have been conducted by some researchers (Kiat et al, 2020;Mahdi, 2022;Setiawan & Phillipson, 2020;Shakil et al, 2020). The research regarding self-efficacy and its influence on academic attainment have also been discussed (Meral et al, 2012;Musyarrafah & Korompot, 2022;Sari, 2016;Sundari & Dasmo, 2014). Unfortunately, the literature regarding the contribution of multimedia and selfefficacy on the speaking performance of the students was very rare.…”

Section: Introductionmentioning

confidence: 99%

Contribution of Multimedia and Self-Efficacy towards Students’ Speaking Performance: Correlational Study

Kusmartini¹

2023

JBIT

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This current research regarding the contribution of multimedia in academic context and self-efficacy towards students’ speaking performance was a quantitative correlational study. The population of the research was engineering students of State Polytechnic of Sriwijaya in the academic year of 2021-2022. The number of the sample were 140 respondents. The data were collected through questionnaire, interview and speaking test. The data were analyzed by using descriptive analyses, Pearson Product Moment Coefficient Correlation, Linear Regression, and Compare Means. The result showed that multimedia and efficacy contributed significantly to students’ speaking performance. The result also showed that there was no significant mean difference in self-efficacy of engineering students on the basis of gender. Some points need to be considered. First, support the students with suitable media for each learning process. Second, facilitate them with reliable multimedia that can increase the interactions and interest to learn English, especially speaking. Third, warn them about the misuse of multimedia and remind them the function of multimedia in the learning process. Fourth, all parties involved in the learning process of speaking must do their best to improve the students' speaking performance. Fifth, simultaneously consider the variables of multimedia usage and self-efficacy to improve the students' speaking performance.

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“…Ketika siswa diminta bercerita di depan kelas, siswa seringkali tidak mempunyai ide, malu, grogi sehingga kata yang diucapkan menjadi tersendat-sendat/diulang-ulang. Hal ini disebabkan oleh kesulitan siswa dalam praktik bercerita di antaranya karena faktor dalam diri siswa menjadi kurang jelas dan siswa kurang mampu mengorganisasikan perkataannya pada saat bercerita (Hanna Sundari & Dasmo, 2014;Lindblad, 2011). Dengan demikian, dapat diidentifikasi bahwa keterampilan bercerita siswa masih rendah.…”

Section: Pendahuluanunclassified

Upaya Meningkatkan Keterampilan Bercerita Siswa Dengan Menggunakan Media Boneka Tangan Pada Kelas Vii E Semester Ii SMP Negeri 2 Wanareja

Hanida¹

2022

JIC

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Penelitian ini bertujuan untuk meningkatkan keterampilan bercerita siswa kelas VII E SMP Negeri 2 Wanareja dengan menggunakan media boneka tangan. Latar belakang diadakannya penelitian di SMP Negeri 2 Wanareja yaitu kurangnya keterampilan peserta didik dalam bercerita. Penelitian ini merupakan penelitian tindakan kelas. Subjek penelitian adalah siswa kelas VII E yang terdiri dari 32 siswa. Penelitian ini terdiri dari dua siklus. Setiap siklus terdiri dari empat tahap, yaitu perencanaan, pelaksanaan tindakan, pengamatan, refleksi. Hasil penelitian menunjukkan bahwa penggunaan media boneka tangan dapat meningkatkan keterampilan bercerita siswa kelas VII E SMP Negeri 2 Wanareja. Peningkatan setelah dilakukan tindakan dapat dilihat dari peningkatan skor hasil bercerita siswa pada setiap siklus. Kemampuan rata-rata siswa dalam bercerita sebelum adanya tindakan berkategori kurang. Namun, setelah implementasi tindakan selama dua siklus, kemampuan rata-rata siswa dalam bercerita menjadi kategori baik. Nilai rata-rata proses pembelajaran keterampilan bercerita siswa menggunakan media boneka tangan yang telah dilakukan diketahui sebesar 63,66 pada kondisi awal, dan setelah diberi tindakan maka siklus I meningkat menjadi 71,52 dan siklus II meningkat menjadi 78,66. Jumlah siswa yang dinyatakan telah tuntas belajar pada kondisi awal sebanyak 13 siswa atau 40,63%, dan setelah diberi tindakan pada siklus I jumlah siswa yang tuntas belajar sebanyak 25 siswa atau (78,13%) siswa setelah dilakukan tindakan pada siklus II mengalami penambahan siswa yang tuntas belajar menjadi 31 siswa atau (96,88%). Dengan demikian, keterampilan bercerita siswa kelas VII E SMP Negeri 2 Wanareja telah mengalami peningkatan baik secara proses maupun produk setelah diberi tindakan menggunakan media boneka tangan.

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The Effect of Speaking Self-Efficacy and Gender in Speaking Activities

Abstract: The present study tries to find out the effect of speaking self-efficacy and gender

Cited by 10 publications

References 6 publications

Drama Excerpt: Tool in Enhancing Speaking Ability for Junior High School

Drama Excerpt: Tool in Enhancing Speaking Ability for Junior High School

Contribution of Multimedia and Self-Efficacy towards Students’ Speaking Performance: Correlational Study

Upaya Meningkatkan Keterampilan Bercerita Siswa Dengan Menggunakan Media Boneka Tangan Pada Kelas Vii E Semester Ii SMP Negeri 2 Wanareja

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