THE CORRELATION BETWEEN STUDENTS’ SELF-ESTEEM AND

SPEAKING ACHIEVEMENT OF UNDERGRADUATE EFL STUDENTS OF

ENGLISH EDUCATION STUDY PROGRAM OF ISLAMIC STATE
UNIVERSTY RADEN FATAH PALEMBANG

Undergraduate Thesis
by
Joni Gunawan
(12250064)

ENGLISH EDUCATION STUDY PROGRAM

TARBIYAH AND TEACHING FACULTY
ISLAMIC STATE UNIVERSITY
RADEN FATAH PALEMBANG
2016

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 MOTTO
“LONG LIFE JUST FOR STUDYING AND PRAYING”

Dedication :

This thesis was dedicated to :

1. My inspired Advisors, Hj. Lenny Marzulina, M. Pd and Beni Wijaya, M. Pd

who always guide the writer to finish this study, Special Thanks a billion for
your knowledge, motivation, and patience. Hope, allah gives the best regard for
both of you. Aamin.
2. My beloved parents , a great father (Ismet Ansori), and a lovely mother (Siti
Aisyah), who never stop giving support, pray, economy, directions, and
motivations.
3. My lovely Brothers, Adi Rafika, Billy Andesta, Ary Yansyah, and Rudi Ikhsan.
Thanks a billion for your motivation and support along my academic activities.
4. My great lectures in English Education study programme.
5. Lovely someone who always inspire, support, and give a strong pushing for my
success. The rest will be your turn, DGU, Dwi Kusdina.
6. My best and Academic Friends, Specially for, Fikry, Otoyo, Lusi, Ipta, Intan,
Arwinda, Andi, Icha and Echa.
7. The fifth semester students, who helped tobe the participants in conducting this
study.
8. Last, My Great Almamater.

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 ACKNOWLEDGMENT

Alhamdulillahirobil A’la min, million of thanks is praised to Allah SWT, the

one and only God, the merciful God and the lord of the world and hereafter. May
peace and bless be upon to his great messenger, the prophet Muhammad SAW, and
who always blesses and empowers the writer to finish this thesis. This thesis is
written to fulfill as one of the requirements for obtaining Sarjana Degree (S1) in
English Education Study Program, Faculty of Tarbiyah and Teaching, UIN Raden
Fatah Palembang.
The writer would like to express great appreciation to the people involved in
the processing of this thesis. The writer gives his great attitudes to his wonderful and
inspiring advisors: Hj. Lenny Marzulina, M.Pd., and Beni Wijaya M.Pd for their
guidance, patience, support in accomplishing this thesis. The writer is also grateful of
the Dean of Tarbiyah and Teaching Faculty and all his staff members, and the Head
of English Education Study Program, for the administrations matters. The greatest
gratitude is also given to all lecturers who had taught him during the study at English
Education Study Program.
Special thank is given to the institutions of National Library of Indonesia,
Proquest, Ebesco, and Sriwjaya University Library (PPS) which helped the writer in
finishing this thesis. The writer also would like to express his deepest appreciation to
his beloved family: Umak, Abah, Adi, Billy, Ari and Rudi for their pray, patience,
love and support. The writer also would like to express the big thanks to his beloved
girl, Dwi Kusdina, and his friends, especially in academic year 2012 for their helps
and supports. All in all, this long journey which begins from step by step would never
reach the final line without the helps from everyone who involved to this story.
Hopefully, this thesis will be very useful for the future of our academic world.
Writer

Joni Gunawan

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CONTENTS
ACKNOWLEDGEMENT ................................................................................ i
CONTENTS ....................................................................................................... ii
ABSTRACT ....................................................................................................... v
LIST OF TABLE .............................................................................................. vi
LIST OF FIGURE ............................................................................................ vii
LIST OF APPENDICES .................................................................................. viii
List of Documentation ..................................................................................... ix

I. INTRODUCTION ......................................................................................... 1
1.1 Background ............................................................................................. 1
1.2 Research Problems .................................................................................. 7
1.3 Research Objectives ................................................................................ 7
1.4 Significance of the Study ........................................................................ 8

II. LITERATURE REVIEW ........................................................................... 9

2.1 Correlational Study ................................................................................. 9
2.2 The Nature of Self-Esteem ...................................................................... 10
2.3 The Dual Pillars of Self-Esteem .............................................................. 12
2.3.1 Sense of Personal Efficacy ............................................................ 12
2.3.2 Sense of Personal Worth ................................................................ 13
2.4 Self-Esteem Scales .................................................................................. 14
2.4.1 Global or General Self-Esteem ..................................................... 15
2.4.2 Social Self-Esteem ........................................................................ 16
2.4.3 Family Self-Esteem ........................................................................ 16
2.4.4 Academic Self-Esteem .................................................................. 17
2.5 Self-Esteem Characteristics .................................................................... 18

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2.5.1 Global or General Self-Esteem ..................................................... 18

2.5.2 Social Self-Esteem ........................................................................ 19
2.5.3 Family Self-Esteem ........................................................................ 19
2.5.4 Academic Self-Esteem .................................................................. 20
2.6 Elements of Self-Esteem ......................................................................... 20
2.6.1 Self-Knowledge ............................................................................. 21
2.6.2 Self and Others ............................................................................... 21
2.6.3 Self-Acceptance ............................................................................. 22
2.6.4 Self-Reliance .................................................................................. 22
2.6.5 Self-Expression ............................................................................. 22
2.6.6 Self-Confidence.............................................................................. 23
2.6.7 Self-Awareness .............................................................................. 23
2.7 Elements Self-Esteem Characteristics..................................................... 24
2.7.1 Self-Knowledge ............................................................................. 24
2.7.2 Self and Others ............................................................................... 24
2.7.3 Self-Acceptance ............................................................................. 24
2.7.4 Self-Reliance .................................................................................. 24
2.7.5 Self-Expression ............................................................................. 24
2.7.6 Self-Confidence.............................................................................. 25
2.7.7 Self-Awareness .............................................................................. 25
2.8 Characteristics High and Low Self-Esteem ............................................ 25
2.8.1 The Characteristics of High Self-Esteem ....................................... 25
2.8.2 The Characteristics of Low Self-Esteem........................................ 26
2.9 The Concept of Speaking ........................................................................ 27
2.10 Students’ Speaking Achievement ......................................................... 28
2.11 The Importance of Self-Esteem in English Speaking Achievement ..... 29
2.12 Previous Related Study ......................................................................... 30

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2.13 Hypotheses ........................................................................................... 32

2.14 Criteria for Testing Hypotheses ............................................................ 33

III. METHOD OF RESEARCH ...................................................................... 34

3.1 Research Design ...................................................................................... 34
3.2 Research Variables .................................................................................. 35
3.3 Operational Definition ............................................................................ 35
3.4 Subject of The Study ............................................................................... 37
3.4.1 Population ..................................................................................... 37
3.4.2 Sample ........................................................................................... 38
3.5. Technique for Collecting Data ............................................................... 39
3.5.1 Self-Esteem Questionnaire .............................................................. 39
3.5.2 Speaking Test .................................................................................. 41
3.6 Research Instruments Analyses................................................................ 42
3.6.1 Validity ........................................................................................... 42
3.6.2 Reliability ....................................................................................... 43
3.7 Data Analyses .......................................................................................... 45

IV. FINDING AND INTERPRESTATIONS ................................................. 47

4.1 Research Findings ................................................................................... 47
4.1.1 Result of students’ self-Esteem ...................................................... 47
4.1.2 Result of Students’ Speaking Achievement ..................................... 49
4.2 Statistical Analyses ................................................................................ 51
4.2.1 Normality and Linearity Test ......................................................... 51
4.2.1.1 The Result of Normality Test ............................................. 51
4.2.1.2 The Result of Linearity Test ............................................. 53
4.2.2 Correlation between Students’ Self-Esteem and Their

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Speaking Achievement ................................................................ 54

4.2.3 Influence of Students Self-Esteem on Their
Speaking Achievement ................................................................... 55
4.3. Interpretations ........................................................................................ 57

V. CONCLUSIONS AND RECOMMENDATIONS ..................................... 66

5.1 Conclusions .............................................................................................. 66
5.2 Recommendations .................................................................................... 66
References ........................................................................................................... 68
Appendices
Documentations

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The Correlation between Students’ Self-Esteem and Speaking Achievement of

Undergraduate EFL Students of English Education Study Program at Islamic State
University of Raden Fatah Palembang

ABSTRACT

Joni Gunawan

The main purpose of the present study was to empirically

investigate the possible correlation and the influence between
students’ self-esteem and speaking achievement. Students in the
fifth semester were selected from among undergraduate EFL
students of English Education study program at UIN Raden
Fatah Palembang as the sample. Speaking test was done to
measure students’ speaking achievement. By using oral
Proficiency categories from Brown (2004) students’ speaking
achievement was scored the five subskills of vocabulary,
structure, pronunciation, fluency and comprehensibility. An
adult version of Coopersmith self-esteem inventory (CSEI)
which modified by Ryden (1978) for measuring self-esteem
containing 58 items were also administered to the participants.
Pearson product moment and regression analysis were used to
find out the correlation and the influence between variables. The
result showed that there was a significant correlation between
students’ self-esteem and speaking achievement with r = .635.
Besides, there was also a significant influence of self-esteem on
speaking achievement with 40,4%. This study could have
implications for English language teachers, course designers,
learners, and text book writers.

Index Terms - self-esteem, speaking achievement, testing speaking, UIN

learners of English

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LIST OF TABLE
Page
Table 1 Correlation Coeficient .......................................................................... 11
Table 2 Self-esteem Questionnaire Specification ............................................. 38
Table 3 The Category of Speaking.................................................................... 39
Table 4 Distribution of Population .................................................................... 39
Table 5 Distribution of Sample ......................................................................... 41
Table 6 Self-Esteem Questionnaire Specification ............................................. 42
Table 7 Self-Esteem Category........................................................................... 43
Table 8 Internal Consistency by Using Cronbach Alpha .................................. 46
Table 9 Descriptive Statistics of Self-Esteem ................................................... 50
Table 10 Distribution of students’ Self-Esteem .................................................. 51
Table 11 Descriptive Statistics of students’ Speaking Achievement .................. 52
Table 12 Distribution of Students’ Speaking Achievement ................................ 53
Table 13 Normality Test ..................................................................................... 54

Table 14 Linearity Test ....................................................................................... 56

Table 15 Correlation between Students’ Self-Esteem and Their
Speaking Achievement ........................................................................ 57
Table 16 The Regression Analysis of Students’ Self-Esteem and
Speaking Achievement ........................................................................ 58
Table 17 Model Summary ................................................................................... 59

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LIST OF FIGURE

Page

Figure 1 Correlation Design ................................................................................. 36

Figure 2 Distribution of Self-Esteem Data Normal Q-Q Plot of

Self-Esteem ............................................................................................... 52

Figure 3 Distribution of Speaking Data Normal Q-Q Plot of

Speaking .................................................................................................... 53

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LIST OF APPENDICES

Appendix A : Coopersmith Self-Esteem Inventory (CSEI)

Appendix B : Answering key of Coopersmith Self-Esteem Inventory (CSEI)
Appendix C : Speaking Test
Appendix D : Oral Proficiency Categories (Speaking Rubric)
Appendix E : Form of Speaking Expert Judgement
Appendix F : Tabulation of students’ Self-Esteem Questionaire
Appendix G : Students’ Self-Esteem Category
Appendix H : Tabulation Raters’ Speaking Score
Appendix I : The Average of Speaking Score from each Raters.
Appendix J : Students’ Speaking Category
Appendix K : Students’ score of Self-Esteem and Speaking Achievement
Appendix L : Descriptive Statistics of self-esteem score
Appendix M : Descriptive Statistics of Speaking score
Appendix N : The Result of Normality Test
Appendix O : Q-Q Plot of Self-Esteem and Speaking
Appendix P : The Result of Linearity Test
Appendix Q : The result of Pearson Product Moment Analysis
Appendix R : The result of Regression analysis
Appendix S : Audio Script of Students’ speaking Achievement
Appendix T : Students’ Self-Esteem Answer Sheet
Appendix U : Researchs’ Gallery
Appendix V : r-table correlation list
Appendix W : t-table list
Appendix X : f-table list
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LIST OF DOCUMENTATION

1. Copy of Students Card

2. Copy of Diploma
3. The TOEFL Certificate
4. The Advisor Approval
5. Copy of Transcript
6. Proposal Consultation Card
7. Copy of Computer, KKN, BTA, INTENSIVE, and OSPEK certificate
8. Result of Comprehensive Exam
9. Thesis Consultation Card
10. Result of Munaqosah Exam
11. The Certificate of the Best Graduation of PBI 2016

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 CHAPTER I

INTRODUCTION

This chapter presents (1) background, (2) research problem, (3) objective of

the study, and (4) the significance of the study.

1.1. Background

In making interaction, the bridge is language. It is the expression of ideas in

combining some words to make a sentence. Beside that language is the main tools of

communication in the world. Nowadays, in globalization era, English is the most

important language in the world used as the main tool of communication among

people who are different in their native language. English has been become lingua

franca for communicating in business, education, government and opportunity

general. It is supported by Hammond (2012) that English is a language which has the

most users in the world after Mandarin language. There are 101 countries and 10

organizations that use English as their formal language such as : UK, USA, South

Africa, Singapore, and Switzerland etc. for organizations such as : COE, NATO, and

NAFTA etc. The total of users are about 1000 million people. Indonesian’s English

proficiency stayed in low position in the 34th from 40 non-speaking English countries

(English First [EF], 2011).

There are four skills of English like listening, speaking, reading and writing.

Speaking is one of the four macro skills necessary for effective communication in any

language, particularly when speakers are not using their mother tongue (Boonkit,

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2010, p. 1305). Furthermore, Lightbown and Spada (2006, p. 12) explain that

speaking in the target language is requiring more than one mental task at one time

like choosing words, pronouncing them, and stringing them together with the

appropriate grammatical. Besides, speaking is one of the fundamental skills to master

a foreign language (Rahman & Deviyanti, 2012, p. 1). Not only does it bear a highly

communicative value, but also it is generally regarded as the parameter of one’s

proficiency in a foreign language. Speaking is the most important skill because

speaking is the main parameter of English. It is also as the main goal in learning

English.

By speaking, people can convey information, ideas, and maintain social

relationship in communicating with others (Kalanzeda, Mahnegar, Hassannejad, &

Bakhtiarvand, 2013, p. 2). Richard (2008, p. 19) indicated that the mastery of

speaking skills in English is a priority for many second-language or foreign-language

learners. Many language learners regard speaking ability as the measure of knowing a

language, so that the main purpose of language learning is to develop proficiency in

speaking and communicative efficiency. They regard speaking as the most important

skill they can acquire and asses the progress in terms of their accomplishments in

spoken communication (Kalenzeda et al. 2013; and Septiana, 2013). Furthermore, if

students have good mastery in speaking, it will make them easier to get job in the

future. It is supported by Dino (2013) that English skill especially oral skill is a

primary thing for those who want to work in multinational company, not only that

local company has placed oral skill in English to be one of criteria in looking for
 3

employees. (Harvard Business Review [HDR], 2012) reported that the fastest-

spreading language in human history, English is spoken at a useful level by some

1.75 billion people worldwide. In addition, a large percentage of the world’s language

learners study English in order to be able to communicate fluently. Therefore, the

main purpose of language learning is to develop proficiency in speaking and

communicative efficiency.

On the contrary, for most people, speaking is the most difficult part when they

learn a foreign language. Oral skills have hardly been neglected in EFL/ESL courses

witness the huge number of conversation and other speaking course books in the

market (Richard, 2008, p. 19). sSome problems in speaking are still encountered by

the Students. They often get difficulties in using English when they are trying to

interact with others. They still look hesitant to interact with their friends and their

teachers by using English. In addition, Susilawati (2007, p. 8) states that in an oral

discussion, shyness, nervousness, feeling afraid of making mistakes, not knowing the

way how to pronounce certain words, are the potential problems that can hinder the

students to speak. Shyness is related to self-esteem, and it can cause shy students to

feel left out so that their level of self-esteem suffers further (Lhinsken, 2011, p. 11).

Those factors include in psychological factors of learning language especially in

speaking. It is the same as Juhana (2012, p. 101), there are some psychological factor

that hinder students from practicing their speaking in English class.

Psychological factor is a factor which comes from the inner of individual. One

of psychological factors is self-esteem. The word 'esteem' comes from a Latin word
 4

which means to estimate. So, self-esteem is how someone estimate her/his self

(Sarasota, 2011, p. 7). The theory of self-esteem is in accordance with Plummer

(2007, p. 18) that self-esteem is a primary factor in the building and maintenance of

social, emotional and mental well-being and that it also plays a major part in

academic achievements and physical health. Juyandegan (2016, p. 305) stated self

esteem affected many aspect of people’s life especially in general, academic, family,

and social relationship. Self-esteem often has a connection with mental health,

learning successfully, living effectively, and even the good life (Murk, 2006, p. 26).

Dedmond (2011, p. 3) also defines self-esteem as the complication of feelings that

guide behavior, influences attitudes, and drives motivation. In short self-esteem is a

personal judgment of worthiness that is expressed in attitudes that individuals hold

toward themselves.

Self-esteem as the most important factor of human affective domain has been

found to play an extremely important role in second language acquisition (SLA). As

Brown (2000, p. 217) indicated that non-linguistic factor is an aspect to support

students in achieving speaking skill. This factors involve personality area such as

self-esteem, self-concept, and extroversion personality. He proposed that no

successful cognitive or affective activity can be carried out without some degree of

self-esteem, self-confidence and self-efficacy to successfully perform that activity

(2007, p. 154). Furthermore, Juyandegan (2016, p. 305) states that self-esteem is

considered as one of the important affective factors because success or failure of a

person depends mostly on the degree of one's self-esteem. Researchers have assumed
 5

that a high level of self-esteem facilitates the achievement of goals. Teachers who are

aware of the levels of self-esteem of their students have about themselves can develop

activities and lessons that lead to success for the students. Students who are able to

achieve their goals of being successful in school, experience a boost in self esteem

and encouragement in addition self-esteem can affect many things in a students’ life

from their relationship with peers and teachers to their academic success (Hisken,

2011, p. 6).

When students have a low self-esteem, they can suffer from a range of

psychological difficulties such as loneliness, academic failure, criticism, rejection and

depression. Low self-esteem can negatively affect language learning, and they

especially appear in oral communication (Juyandegan, 2016, p. 206). Struggling with

self esteem builds adverse effects on all areas of a student’s life from social to

academic (Sinha & Imam, 2016, p. 384). In line with Ahour and Hassanzadeh (2015,

p. 443) described that When a person has low self-esteem, it brings lack of self-

confidence, concern, social distance and other negative circumstances. Besides,

Lhisken (2011, p. 2) explained that students with low self-esteem struggle with

problems they face in school, whether it is academically or socially. He added their

daily lives outside of school can also suffer from a lower level of self-esteem because

the main problem seen with self-esteem issues is that students become more focused

on how they are viewed by their peers rather than focused on their school work. The

factors still exist in learning English Speaking.

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The rationales of conducting this research are first, today’s life has demanded

people to be able to speak in English (Widiati & Cahyono, 2006, p. 1). Second,

problem often occurs in the process of fostering speaking skill, especially in the

aspect of behavior (Sad, 2008, p. 34). Last, students’ speaking skill in Asia Continent

remains limited in speaking and is sometimes influenced by confucianism which

makes them in doubt to express their opinion in the class, conservative and

uncomfortable in asking questions about things they do not understand ( Brice &

Roseberry-Mcikibbin, 1999, p. 53; Lim, 2003, p. 1). In the term of self-esteem, a

study found that low self-esteem prospectively predicts antisocial behavior, eating

disturbances, depression, and suicidal ideation (Donnellan, Trzesniewski, Robins,

Moffitt, & Caspi, 2005; McGee & Williams, 2000; Orth, Robins, & Roberts, 2008).

Self-esteem has become a household word. Teachers, parents, therapists, and others

have focused efforts on boosting self-esteem (Baumeister, 2003, p. 1).

Based on the informal interview with some students of English Education

Study Program of Islamic State University of Raden Fatah Palembang, the researcher

found some problems. First, they did not join English course or other learning of

English before. When they were trying to speak around other friends, some students

said that “they were arrogant although they could speak English and it was not

important to share”. Another problem is that they were afraid that they would be

laughed by other students if they make a mistake. Wherefore, they have capability to

speak with good vocabulary, grammar and pronunciation, they are still unconfident,

nervous, and afraid making mistakes. Related to the term or self esteem, the
 7

researcher found that teachers ignore students’ self-esteem and students are not really

aware with their self-esteem performance. Furthermore, the most fundamental

problem that they have more serious obstacles in non linguistic factors rather than

linguistic factors.

Some researchers have previously explored those related variables : self-

esteem and speaking achievement. but it is still inconsistent found upon the results.

Kalenzeda, et al. (2013) found that there was a statistically significant correlation

between the students’ self-esteem and their verbal performance. On the contrary,

Pornsri (1993) found no relationship between self-esteem and oral communicative

ability. Other ways, James C. McCroskey & John A. Daly (2003) found that the

results clearly confirmed that communication apprehension and self-esteem were

negatively related.

The previous studies concerning self-esteem and speaking achievement were

also appealing to be investigated in another non-English speaking country like

Indonesia. Based on the explanation above that psychological factor that consist of

self esteem is serious problem for students to be successful in speaking, therefore, it

is important to focus on this issue.

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1.2. Research Problems

Based on the background, the research problems are formulated in the

following questions:

1. Is there any correlation between students’ self-esteem and their speaking

achievement of undergraduate EFL students of English Education Study

Program of UIN Raden Fatah Palembang?

2. Does students’ self-esteem influence their speaking achievement of

undergraduate EFL students of English Education Study Program of UIN

Raden Fatah Palembang?

1.3. Research Objectives

In accordance with the problems above, the objectives of this study are:

1. To find out whether or not there is a correlation between students’ self-

esteems and their speaking achievement of undergraduate EFL students of

English Education Study Program of UIN Raden Fatah Palembang?

2. To know if Students’ self-esteem influences their speaking achievement of

undergraduate EFL students of English Education Study Program of UIN

Raden Fatah Palembang.

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1.4. The Significance of the Study

From this study, the researcher hopes that this study gives some

information in the development of language teaching and learning process.

Especially understanding the students’ self-esteem related to the students’

speaking achievement. To get success in learning, learners need to be

conscious with their capability as a power to reach the purpose of learning.

Therefore, the study hopefully can be useful for teachers in teaching English

especially speaking subject, and teachers and parents know the concept of

self-esteem as one factor that can affect the students’ success or failure in their

study. Besides, this study can be useful for course designer and material

developer in designing and creating material related to students’ self-esteem.

Specially for the students when they know about their self-esteem, it helps

them how to improve their ability effectively, and this research is a reference

for the next researcher.

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CHAPTER II

LITERATURE REVIEW

This chapter presents (1) correlational study, (2) the nature of self-esteem, (3)

dual pillar of self-esteem, (4) self-esteems’ scales, (5) self-esteems’ characteristic, (6)

elements of self-esteem, (7) elements self-esteems’ characteristic, (8) characteristic of

high and low self-esteem, (9) the concept of speaking, (10) speaking achievement,

(11) The importance of self-esteem in English speaking achievement, (12) previous

related studies, (13) hypotheses, and (14) criteria for testing hypotheses.

2.1. Correlational Study

Johnson and Christensen (2012, p. 44) state that in correlational

research, the researcher studies the relationship between one or more

quantitative independent variables and one or more quantitative dependent

variables. There is correlation coefficient, which is a numerical index that

provides information about the strength and direction of the relationship

between two variables. It provides information how variables are correlated.

More specifically correlation coefficient is a number that can range from -1 to

1. Positive correlation means if the number is higher than zero. Negative

correlation claims if the number is less than zero. No correlation happens when

the number is equal to zero. When the number is equal to +1.00 or equal to -

1.00, the correlation is called perfect. Positive correlation is present when

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scores on two variables tend to move in the same direction while negative

correlation is present when score on two variables then to move in opposite

direction – as one variable goes up, the other tends to go down, and vice versa.

The meaning of a given correlation coefficient can be seen below

based on Johnson and Christensen (2012, p. 340):

Table 1
Correlation Coefficient

Interval Coefficient Level of Correlation

0.00 – 0.34 Very Weak

0.34 – 0.40 Weak

0.41 – 0.64 Fair

0.65 – 0.84 Strong

0.85 – 1.00 Very Strong

2.2. The Nature of Self-Esteem

Tracy (2016) self-esteem defines how much an individual like his/her

self, how much an individual respect his/her self, and how much an individual

value his/her self in his/her interaction with other people. It can be concluded

self-esteem refers to a person’s overall evaluation of his or her own worth. It

measures of how much or little persons value themselves. Dedmond (2011, p.

6) claims self-esteem is the complication of feelings about ourselves that

 12

guides our behavior, influences our attitudes, and drives our motivation. In

addition, Acharya and Deshmukh (2012) define self-esteem as a psychological

and social phenomenon in which an individual evaluates his/her competence

and own self according to some values. From the two definitions above, it can

be concluded that self esteem is how’s person respect and evaluate themselves

that influences psychology, guides behavior, controls feeling and drives

motivation.

Barrow (2010, p. 41) explains self-esteem as the ability to cope with

life challenges, the feeling of being worthy and deserving and the right to

enjoy the product of hard work. In other words, self-esteem is a crucial factor

which can affect many things in a students’ life from their relationship with

peers and teachers to their academic success. In line with a number of studies

(Gonzalez-Pienda, Nunez, Gonzalez-Pumariega, 2000; El- Anzi's, 2005)

examined the effect of self-esteem, which is usually classified as an affective

factor, determines success in academic performance in general.

Self-esteem also means how people feel about themselves and expect to

be accepted and valued by others who are important for them. It means that

self-esteem as one of affective factors has important role in life. It can affect

many things. including in driving motivation to be successful person both in

relationship with others and learning achievement.

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2.3. The Dual Pillars of Self-Esteem

Murk (2012, p. 18) argued self-esteem has two interrelated aspects.

Those are self-efficacy and self-respect.

2.3.1 Sense of Personal Efficacy ( Self-Efficacy)

Self-efficacy can affect people’s choice of activities, and it can make

people’s motivation be increased (Zulkozky, 2009, p. 94). Self-efficacy

functions as the internal motivator for gifted students to endure challenges and

achieve goals (Taylor, 2014, p. 8). It means that self-efficacy is the ability in

confidence in the functioning of mind, the ability to think, in the processes by

which the judge, choose, decide and internal motivation. Confidence in the

ability to understand the facts of reality that fall within the sphere of the

interests and needs cognitive self-trust, cognitive self-reliance.

Cubukcu (2008, p. 150) argues self-efficacy is believed to be related to

student engagement and learning. There are some components related to self-

efficacy, those are behavioral engagement, cognitive engagement, and

motivational engagement. All of the three components achieve the goal of

learning and achievement (Linnebrick & Pintrich, 2003, p. 122).

He separates behavioral engagement in the three terms, those are

effort, persistence, and instrumental help seeking. He also state two aspects in

cognitive engagement, it includes strategy that uses and metacognition.

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Furthermore, he adds three aspects from motivational engagement, those are

interest, utility value, and affect (value belief).

It is supported by Cubukcu (2008, p. 151) behavioral engagement

includes observable students’ behavior. The teacher can easily find if students

are engaged in terms of effort, diligence and help seeking. Related to

cognitive engagement, he argues, it takes place in students’ heads especially

related to their intelligences, that is why it is difficult for teachers to gain

access to students’ cognition and thinking. In the term of motivational

engagement, he examines it consist of personal interest (like and dislike),

value (importance and utility) and affect.

In short, behavioral engagement is one of self-efficacy element that

controls and keeps someone’s’ behavior. in the term of cognitive engagement

is the main essential influence students cognitive that focus on what they have

in their heads and their brains. Related to motivational engagement, it is

individual intention in deciding what is the positive thing and negative thing

that can affect students’ life.

2.3.2 Sense of Personal Worth (Self-Respect)

The concept of self-respect as a potentially more useful construct In

developing and remediating youth resilience, independence, and strength

(Niemi, 2013, p. 1). Self-respect means assurance of the value an affirmative

 15

attitude toward the right to live. In short self respect defines as how people

respect about themselves. Self-respect refers to tendency to accept the self as a

qualified person who is worthy of honor and high regard and argue that self-

respect rest on being a principled and thrust worthy person, behaving in such a

manner as to earn the “honor” and dutiful regard of oneself and others

(Kumashiro, Finkel, & Rusbult, 2002, p. 1016). People who are respect with

themselves likely to follow characteristics below (Kumashiro, et al., 2002, p.

1016).

a. Control the braveness-level impulse toward destructive reciprocity

b. Think deeply the broader consideration that are relevant to the actions (e.g.,
moral standards, concern to the partners’ well being, and accordingly)
c. Making actions that positive (yet costly and effortful) for his/her self and
others in relationship
d. Expect the partners to behave in a considerate and honorable manner, even
when it is not in the partners immediate to do so on.

2.4. Self – Esteems’ Scales

Self-esteem is one of the personality factors in psychology term that

influence human’s productivity among many aspects of students’ life.

Juyandegan (2016, p. 305) states that self-esteem is considered as one of the

important affective factors because success or failure of a person depends

mostly on the degree of one's self-esteem. While considering what people got

of their sense in self esteem from the accumulation and calculation of their
 16

experience, with others and from assessment world around them. Self-esteem

play an essential role in many aspect of life. In part with Coopersmith (as

cited in Juyandegan 2016, p. 305) described four scales of self-esteem, they

are general self-esteem, social self-esteem, family self-esteem, and academic

self-esteem.

2.4.1. General or Global Self- Esteem

Naoul (2015, p. 4) argues global self-esteem is a quite fixed and steady

characteristic in grown up people, without an treatment, people can not

change their global self-esteem overtime. It is similar with Brown (2007, p.

155) global self-esteem becomes relatively balance and stable in a mature

adult and resistant to change except by active and extended therapy. In short,

self-esteem is an form of reflection which refer to personality aspect that

expresses the way people generally feel about them selves and it is considered

as the examiner of ones’ own value across both time and distinguish

situations.

Bagheri & Faghih (2012, p. 1646) describe the characteristics of

global or general in self-esteem as follow :

Student with a positive global self-esteem :

a. do not give up when they face any difficulty
b. take a leadership role in a group or community
c. do not kick themselves for a mistake
d. never prevent to participate in a discussion
 17

e. are difficult to believe ones’ opinion

Student with a negative global self-esteem :

a. feel unsatisfied with their ability

b. feel that people often consider what they say are not important
c. feel worse than others
d. speak unconfidently when he/she is not sure what she/he is saying

some critics make them withdraw from them

e. avoid voluntary tasks

2.4.2. Social Self- Esteem

Social self-esteem refers to how people feel and cooperate with others.

Harter (2012) Social constructivist is the self of socially constructed through

interactions with significant others, such as parents, teachers, and peers.

(Sveningsson (2012, p. 3) states Social status is measured by sociometric

methods, reflects levels of acceptance and rejection within a peer group, and

self-esteem is a stable and enduring evaluation of how an individual appraises

one’s self. In other words, social self esteem means how people feel about

themselves in interaction, socialization and communication with others. One

of the main areas of focus for adolescent behavior is friend and peer relations

(Yapuzer, Karatas, Civilidag, & Gundogdu, 2014, p. 62). Furthermore, Social

field included friend and peer relations can bring negative and positive effects

to one’s self-esteem.
 18

2.4.3. Family Self- Esteem

One of the most important social contexts for the development and

expression of self-esteem is family. The family is the first primary group that

people experience the place where people grow up and take a shape in the

term of self-esteem. One of the tools is homeschooling. It is a learning process

in which family, especially parents, take charge of their children’s education

(Korkmaz & Duman, 2014). Self-esteem can be built while having ages. Good

self-esteem in childhood brings advantages in adulthood. Klarin, Sasic, and

Prorokovic (2012, p. 2) argue parents’ supporting is a significant predictor of

global self-esteem, especially in early adolescence. In other word, all of the

formation in self-esteem begin in family life, and parents are the main actor in

forming one’s self-esteem. Mulyadi, Raharjo, and Basuki (2016, p. 604) argue

in building self-esteem in family, parenting style must be actively. The current

study showed strong relationship among four parenting styles (authoritative,

authoritarian, permissive, and neglecting) and self-esteem (Driscoll, 2013, p.

8).

2.4.4. Academic Self-Esteem

Self-esteem and academic achievement is one that is regarded by

many educators as a well established fact (Arshad, Zaidi, & Mahmood, 2015,

p. 158). Academic self-esteem is exist in the field of school and university.

Though many students are taken to school to benefit from education, only a
 19

small fraction of those taken to school are able to advance and reach their

expected success many are impeded by disabilities, socioeconomic and

psychological factors. Maropamabi (2014, p. 9) examines self-esteem really

affect students’ academic performance and inform relevant stakeholders in

enhancing students’ academic performance and or self-regulatory abilities.

Aryana (2010, p. 2474) argues nowadays self-esteem as one of the influential

factor which affect student’s academic achievement has received increasing

attention. It has been declared that high self-esteem can lead to high academic

achievement. From above, it can be concluded, self-esteem has important role

in deciding failure or success students’ academic achievement wheather it is at

school, university, or other educational centers.

2.5. Self-Esteem Characteristics

Self-esteem can affect many aspect in persons’ life such as in the term
of global or general area, academic, family and social relationship. There are
some characteristics which described based on self-esteem scales. Those are
following table :
 20

Table 2

Self-esteem Characteristics

Self-
No esteem Positive self-esteem Negative self-esteem
scales

People feel good about People who have negative

themselves. They have self- feelings about themselves. They
love, self-respect & self- do not like themselves and they
confidence. Besides, They feel unlovable and incompetent.
have a positive attitude about Besides, they often feel as if they
life, and They are optimistic are not good enough. Also, They
and hopeful. (Counselling & have a pessimistic, negative
Global or Learning Support[CLS], 2010). attitude about life. (Counselling &
1
General Learning Support[CLS], 2010).
Bagheri & Faghih (2012, p. Bagheri & Faghih (2012, p. 1646)
1646) argued people with this indicated that they feel worse than
competence do not give up others, they speak unconfidently
when they face any difficulty, when he/she is not sure what
and they take a leadership role she/he is saying some critics make
in a group or community them withdraw from them and
avoid voluntary tasks

People in this area, their self- People in this area, they need the
esteem does not depend on approval and praise of others to
2 Social external circumstances; it feel good about themselves. They
stems from within. Their often compare themselves with
feelings about themselves are others and they have difficulty
 21

not dependent on others’ resisting social pressures. Also,

opinions and they do not spend They often feel isolated and
a lot of time comparing disconnected from others
themselves to other people (Counselling & Learning
(Counselling & Learning Support[CLS], 2010).
Support[CLS], 2010).
They make their own decisions They can not speak up, calmly
and conform to what others tell and kindly telling others their
them to be and do only when opinions and what their own
they agree. Furthermore, They wants and needs are. Besides,
see the world in realistic terms, They gave difficulties to make a
accepting other people the way constructive difference in other
they are, while pushing people’s lives (Smith & Harte,
themselves to change in a more 2015. 43).
positive and confident
direction (Smith & Harte,
2015. 43).
Drive to succeed: people with Students with negative self-
positive self-esteem have the esteem feel they are not a
drive to succeed. They are important student in a classroom
generally more flexible and job, and the students avoid
find it easier to overcome voluntary task in the process of
3 Academic challenges anddisappointments learning in the class (Shore’s,
along the way. They do not 2016).
worry about mistakes and even
when they do make mistakes,
they have the inner resources
to learn from mistakes and then
 22

move on (Stover, 2013).

Positive self-esteem in On the contrary, they may

education aspect, they are very convince themselves they are not
focused on self-improvement smart enough to pass a test.
and success and are often good Because they do not believe
at planning and setting goals as themselves capable of earning a
well as achieving them. Also, good grade, they do not put much
They have a sense of purpose energy or effort into preparing for
and direction and confidently the test (Moreli & Dombeck,
go for the goals (Stover, 2013). 2016).

In family, they can accept Another characteristic of low self-

themselves completely they are esteem is a tendency to be
able to take responsibility for impatient or easily irritated by
themselves and the mistakes, flaws, or inadequacies.
consequences of their actions Most frequently this is directed at
Therefore, they are readily able the self but it can also be directed
to acknowledge mistakes and at family and other people (Frank,
4 Family
accept limitations from their 2011)
family (Frank, 2011)

People with this competence, In family, they never feel that they
they have a sense of harmony are worthy of being loved and
and peace within family and accepted by others including
with the world. (Counselling & family and friends (Moreli &
Learning Support[CLS], 2010). Dombeck, 2016).
 23

2.6. Elements of Self-Esteem

Self-esteem is about being able to recognize the competencies and accept

the need to continue learning and developing. In building self-esteem, people

should not always be successful in doing everything, but they can learn and

develop their competencies and abilities from their mistakes. There are seven

elements in building healthy self-esteem (Plummer, 2006, p. 17). Those elements

are :

2.6.1. Self-Knowledge

Self-knowledge of personality is accurate self-perceptions about how one

typically thinks, feels, and behaves, and awareness of how those patterns are

interpreted by others (Vazire & Carlson, 2010, p. 606). In other words, it is

understanding differences and commonalities, for example, how person is

different from others in appearances and characters, or how person can have an

interest and aim in common with others. Furthermore, people are also developing

and maintaining their personal values and developing a sense of their personal

history.

2.6.2. Self and Others

In accordance with Plummer (2006, p. 18) self and others refers to person

who is understanding the joys and challenges of relationships. Andreouli (2010,

p. 14) argues that self-other is an interactions through the concepts of rights and
 24

duties. It includes learning to cooperate with others, being able to see things

from another person’s perspective and developing an understanding of how they

might see others, and learning respect and tolerance for other people’s views.

2.6.3. Self-Acceptance

Self-acceptance means accepting oneself unconditionally regardless of

whether one behaves competently or correctly and whether others are likely to

express approval or respect (Davies, 2007, p. 2). In other words, it is realizing

people’s own strengths and recognizing areas that they find difficult and they

want to work on. This includes accepting that it is natural to make mistakes and

that this is sometimes how people learn best.

2.6.4. Self-Reliance

The concept of self-reliance refers more significantly to the commitment to

intelligent and imaginative independence and freedom whereby one has the

courage and enthusiasm to think and to express one’s own thoughts (O’dweyer,

2012, p. 106). In another perspective, it is knowing how to take care of

themselves. Developing an understanding that life is often difficult but there are

lots of things that ones can do to help themselves along the path. Plummer (2006,

p. 17) asserts that building a measure of independence and self-motivation is

being able to self-monitor and adjust actions, feelings and thoughts according to
 25

realistic assessments of ones’ progress, and believing that one has mastery over

his/her life and one can meet challenges.

2.6.5. Self-Expression

Self-expression is a notion that is closely associated with a horde of

positive concepts, such as freedom, creativity, style, courage, self-assurance, and

even healing spirituality (Kim & Ko, 2007, p. 2). It means understanding how

people communicate with each other, developing creativity, recognizing ideas,

and celebrating the unique ways in expressing.

2.6.6. Self-Confidence

According to Tuncel (2015, p. 2575) self-confidence can be considered as

a cognitive human perception that plays important roles in fulfilling basic human

requirements such as happiness and success. Yashima, Zenuk-Nishide, &

Shimizu (2004) explain that self-confidence is the most essential factor that

determines students’ willingness to participate in oral activities in language

classrooms. In other words self confidence is being conscious with ones’

opinions, thoughts and actions that have value and students have the right way

and free to express them, developing their knowledge and abilities so that people

are feel able to experiment with different methods of problem solving and can be

flexible enough to alter their strategies.

 26

2.6.7. Self-Awareness

Rahim, Shalaby and Hasan, (2014, p. 706) argue that self-awareness is

having a clear perception of personality, including strengths, weaknesses,

thoughts, beliefs, motivation, and emotions. It means self awareness is

developing of the ability to be focused in here and now rather than absorbed in

negative thoughts about the past or future. It can be concluded that people who

have good awareness understand that emotional, mental and physical changes are

a natural part of life, and they have choices about how they change and develop.

2.7. Elements Self-Esteem Characteristics

Plummer (2006, p. 17-18) describes there are some characteristics of students’

self-esteem divided based on each element of self esteem. People with the

characteristics can be showed below.

2.7.1. Self-Knowledge
a. The students are able to develop and maintain their personal values.

b. The students respect about themselves.

2.7.2. Self-Others
a. The students understand how to learn co-operate with others.

b. The students are able to make good relationship with people around them.

c. The students feel they are being accepted in their environment.

 27

2.7.3. Self-Acceptance
a. The students believe in their own strengths.

b. The students have good perceptions of their achievement.

2.7.4. Self-Reliance
a. The students know what they will do to motivate themselves to be better.

b. The students are able to solve each problem during learning process.

2.7.5. Self-Expression
a. The students know how to communicate with each other.

b. The students are able to develop their expression and are able to

recognize the unique ways in which they express who they are.

2.7.6. Self-Confidence
a. The students feel free to express their opinions, thoughts, and actions.

b. The students cope the challenges successfully.

2.7.7. Self-Awareness
a. The students evaluate their weaknesses in learning English.

b. The students always have choices about how they change and develop

their ability.
 28

2.8. Characteristics High and Low of Self-Esteem

To know the differences of persons’ self-esteem, it can be seen from the

level. In accordance Sherman (2015, p. 1) there are high (positive) and low

(negative) of self-esteem. Each level has its own characteristics below.

2.8.1. The Characteristics of High Self-Esteem

A high self-esteem person has some certain characteristics. He/she may

have some of all characteristics below (Sherman, 2015, p. 1).

1. Believing can placed values and principles and being able to defend or assert

his/her self in the face of opposition to people. If after learning something

new, the old value does not fit, individuals with positive self-esteem do not

have difficulty modifying the belief.

2. Being able to decide choices, trust about his/her ideas, and not feel guilty

about choices if someone does not agree.

3. Not living in the past or future, not worrying about “what if ’s.” Living fully

in the present.

4. Believing in his/her capacity to solve problems, adjust to failures, and ask for

assistance.

5. Contributing in and enjoy many activities and hobbies.

 29

6. Believing that he/she is valuable, and that others will enjoy spending time

with him/her.

7. Resisting manipulation by others.

8. Being sensitive to the feelings and needs of others; accept

and abide by social norms.

9. Considering her/his self-worthy and equal to others, regardless of differences

in finance and personal success.

2.8.2. The Characteristics of Low Self-Esteem

In contrast, low self-esteem is characterized by:

1. Heavy self-criticism, tending to create a habitual state of dissatisfaction with

his/her self. Exaggerating the magnitude of mistakes or behaviors and not able

to reach self-forgiveness.

2. Hypersensitivity to criticism leading to feeling attacked and not being open to

constructive criticism.

3. Having difficulty indecision due to fear of making mistakes.

4. Excessive will to please out of fear of displeasing people.

5. Perfectionism, which leads to constant frustration or underachievement when

perceived perfection is not achieved.

6. Hostility or irritability easily angered even over small things.

7. Feelings of insignificance.
 30

8. General negativity about life and often an inability to enjoy

life.

2.9. The Concept of Speaking

Speaking is the most important skill among other skills. because it is a

symbol for people who have good mastery in English. People do not believe

that someone has good mastery in English if he/she can not speak fluently.

Pathan, Aldersi, and Alsout, (2014, p. 96) argue speaking is regarded as the

most crucial and central one as it enables the learners to establish successful

communication in that language, which is often the main aim of learning any

foreign language. In line with Rahman & Deviyanti (2012, p. 1), speaking is

one of the fundamental skills to master in learning a foreign language. Also,

Naouel (2015, p. 2) argues that to most people, mastering the art of speaking

is the single most important factor of learning a second or foreign language

and success measured in terms of the ability to carry out a conversation in the

language. Not only does it bear a highly communicative value, but also it is

generally regarded as the parameter of one’s proficiency in a foreign

language. Speaking is productive skill in the oral mode. It is like the other

skills, is more complicated than it seems at first and involves more than just

pronouncing words.

Pathan, et al., (2014, P. 97) argue that the most important language

skill that has been the subject matter of constant discussions, debates and
 31

researches for pedagogues and language researchers for centuries is oral skill.

it is supported by Richard (2008, p. 29) that speaking class should be concern

on how learners practice and apply what they learn about language especially

of speaking part.

2.10. Students’ Speaking Achievement

Achievement refers to the learning outcome in which obtained from

students’ effort for certain period (Yuliana, 2014, p. 9). Speaking achievement

is the students’ ability in expressing their ideas, thoughts, and feelings in

speaking that is measured by a speaking test. The result of the test is assigned

in the form of grades. In this study, students’ speaking achievement is the

result of speaking achievement test of undergradute EFL students of English

Department UIN Raden Fatah Palembang in the academic year 2016-2017

given in the form of an oral speech speaking achievement test. It was

conducted to those who have finished with all the speaking courses (Speaking

I, Speaking II, Speaking III and Speaking IV). Brown (2004, p. 172) explains

that in assessing students’ speaking achievement, there are some aspects

should be measured, those are fluency, pronunciation, grammar, vocabulary,

and comprehension.
 32

2.11. The Importance of Self- Esteem in English Speaking Achievement.

Rosenberg and Owen (2001) looked at the effects of self-esteem

correlates positively with learning behavior, such as school achievement, with

the highest correlation happening between task self-esteem and performance

in oral production. It means that when a learner has low self-esteem, any

efforts to acquire second language as well disturbed, and she/he might fail to

acquire English as second language.

The main goal in learning English is to speak fluently. According to

Schutz (2007), in acquiring second language, learner is affected by some

factors including motivation, self confidence, and anxiety. He claimed that

with high motivation, self confidence, good self-esteem, and low level of

anxiety, learner will be better for success in second language acquisition.

Speaking skill required two factors, those are namely linguistic and

non-linguistic aspect; first, linguistic aspect is the primary requirement that

the English learner should possess to make learners speak well. It contains of

pronunciation, vocabulary, fluency, structure and comprehension. Second,

non-linguistic aspect is an aspect to support learners to achieve a success in

acquiring speaking skill. This aspect involves personality dimensions, such as

self-esteem, self concept and extroversion (Brown 2000, p. 217).

 33

Based on the explanation above, it can be summed up that self esteem

plays an important role in students speaking ability as non – linguistic aspect.

Students with high self esteem had better ability in learning English especially

in learning speaking.

2.12. Previous Related Studies

Touran Ahour and Zahra Hassanzadeh (2015) found significant

relationship between Iranian intermediate EFL learners' self-esteem, their use

of indirect strategies, and oral language proficiency. The participants in this

study were 136 EFL learners. The instrument used was Oxford' strategy

inventory including 21 items for the indirect strategies. Along with Sorenson

self-esteem test was administered to the main participants of the study. An

oral language test (TOEIC test) was administered to assess the participants'

oral language proficiency. Spearman rank order correlation test was run to

collect data through the questionnaires and the oral test used to find the

correlation.

Pornsri (1993) found no relationship between self-esteem and oral

communicative ability with the same goal among 320 men and women of

physical education in China. Two tests were administered in this study, the

self-esteem inventory and the English speaking ability test and then took the

correlation between them.

 34

Gholam-Ali Kalanzadeh, Farshad Mahnegar, Esmaeil Hassannejad,

and Morteza Bakhtiarvand (2013) investigated the relationship between the

EFL intermediate students self-esteem and their speaking skills. There are two

groups of university students were selected as the sample who before checked

high and low level by giving a questionnaire developed by Lui et al. (2005) to

measure self – esteem. Oral proficiency test was obtained by using scales

provided by Farhadi et al. (1995). The data from questionnaire and oral test

were analyzed. The high self-esteem students were found to be more effective

in conversation and spoken activities. There was a statistically significant

correlation between the students self – esteem and their verbal performance.

Bahareh Koosha, Saeed Ketabi, and Zohreh Kassaian (2011) identified

the relationship between self-esteem, age and gender on the one hand and

speaking skills on the other hand. 21 intermediate Persian learners of English

at Islamic Azad University were the participants in this study. There were two

raters evaluated the speaking ability. The Sorensen’s (2005) questionnaire for

measuring self-esteem containing 50 items was also administered to the

participants. The result showed a significant relationship between self-esteem

and speaking skill with fluency exerting the most influence.

Bekele Birhanie Aregu (2013) examined the effects of self efficacy,

self esteem and gender on performances in speaking tasks among first year

university students. 128 participants were selected who had been interested to
 35

participate. To gather data, scales and tests were used. Both descriptive and

inferential statistics, namely, t-test, Pearson product moment correlation

coefficient, and multiple regression analyses were used in analyzing the data.

The results showed that male students surpass female students in all the

variables treated. It also is evident that all the variables were interrelated

positively. Among these, speaking self-esteem and speaking efficacy were

found to have great effects on performance in speaking tasks.

Wilma Vialle, Patrick C. L Heaven and Joseph Ciarrochi (2011)

identified the relationship between self-esteem and academic achievement.

Sample was drawn from a longitudinal study of over 900 students. The

research demonstrated that there were no differences in measured self-esteem

between the gifted and non-gifted students. More contentiously, though, the

research found no correlation between self-esteem and academic achievement

for the gifted group.

James C. McCroskey and John A. Daly (2003) reported research

conducted self esteem and communication apprehension construct. Five

studies were reported which indicate between oral communication

apprehension and self-esteem. There were five group sample in this research.

Results from two college student samples (N = 192 and N = 272), two

samples of elementary and secondary teachers (N = 202, N = 384), and a

sample of federal employees (N = 211) indicate highly consistent

 36

relationships across age groups and occupational types. The results clearly

confirmed that communication apprehension and self-esteem have negative

correlation.

2.13. Hypotheses

The hypotheses of this study are proposed in the forms of null and

research hypotheses below:

1. Ho : There is no significant correlation between students’ self-esteem and

their speaking achievement.

H1 : There is a significant correlation between students’ self-esteem and

their speaking achievement

2. Ho : There is no significant influence between students’ self-esteem on

their speaking achievement.

H1 : There is a significant influence a correlation between students’ self-

esteem on their speaking achievement

2.14 Criteria for testing hypotheses

In testing hypotheses, there are some criteria. Those are in the following

(Creswell, 2012, p. 188-189; Fraenkel, Wallen & Hyun, 2012, p. 228-229; Cohen,

Manion, & Marrison, 2007, p. 519-520).

 37

1. If p-value is higher than 0,05 (p >0,05), the level of significance is 5 %, H0 is

accepted and H1 is rejected.

2. If p-value is less than 0,05 (p<0,05), the level of significance is 5 %, H0 is

rejected and H1 is accepted.

 38

CHAPTER III

METHOD OF RESEARCH

This chapter explains (1) research design (2) research variable (3)

operational definitions (4) population and sample (5) techniques for collecting data

(6) validity and reliability, and (7) data analysis.

3.1. Research Design

In conducting this research, Correlational research with the

explanatory design was used to find out the correlation between variables and

explain and interpret the appeared results. The procedures were that, first; the

student’s self-esteem was identified by using questionnaire. Second; by using

speaking test, the student’s speaking achievement was obtained. Then the

correlation, and the influence between variables were analyzed through

Statistical Package for Social and Science (SPSS) 16.00 based on the results of

the questionnaires and speaking test. Last, explanation and interpretation of the

results were discussed.

The research design is as follows:

Figure I
Correlation design

X Y

38
 39

X = Students’ self-esteem

Y = Students’ speaking achievement

3.2. Research Variables

According to (Fraenkel, Wallen & Hyun, 2012, p. 80), a common and

useful way to think about variables is to classify them as independent or

dependent. The independent variable is a stimulus variable or input, it is that

factor which is measured, manipulated, or selected by the researcher to

determine its relationship to an observed phenomena. Meanwhile, the

dependent variable is response variable or output, it is that factor which is

observed and measured to determine the effect of the independent variables. In

this research, the students’ self-esteem is the independent variable and

symbolized by X, and students’ speaking achievement in learning English is the

dependent variable and symbolized by Y.

3.3. Operational Definitions

To avoid the possibility of misunderstanding about some terms in this

research, especially those used in the title, the definitions are provided.

Correlation is the study which has purpose to investigate the

correlation between one independent variable with one or two dependent

variable. In this research, there are two variables that are correlated which are

students’ self-esteem, and speaking achievement.

Self-esteem is a non-linguistic factor that influence many cognitive and

affective aspects in ones’ life such as : behavior, physical health, learning

 40

achievement and academic success. In this research there are four dimensions

of self-esteem. To know their self-esteem, it was identified from the

questionnaire which they answered. Below is the table of the three categories

of self esteem.

Table 2
Self-Esteem Questionnaire specification

No Self Esteem Items in the Questionnaire

1 General self-esteem 2,3,8,9,10,15,16,17,22,23,24,

29,30,31,36,37,38,43,44,51,

52,57, and 58

2 Social self-esteem 4,11,18,25,32,39,46, and 53

3 Family self-esteem 5,12,19,26,33,40,47, and 54

4 Academic self-esteem 7,14,21,28,35,42,49,and 56

5 Lie Scale Self-esteem 1, 6,13,20,27,34,41,and 48

Speaking achievement refers the ability of student in making and

processing information in the level of interaction that will be obtained by the

score as a result of speaking test . The test is in the form of speech that was

delivered by the students in 2-3 minutes and the researcher will record his/her

voice. The indicators of evaluating the speaking test are pronunciation,

 41

vocabulary, grammar, fluency and comprehension. The following is the

category of the students’ speaking achievement.

Table 3
The Category of Speaking

No Score Interval Letter Rank Category

1 85-100 A Very Good

2 75-84 B Good

3 60-74 C Average

4 50-59 D Poor

5 <50 E Very Poor

(Source : State University in Development Country)

3.4. Subject of the Study

3.4.1. Population

According to Creswell (2005, p. 145), population is a group of

individuals who have the same characteristic. The population of this study is

all the active students of English Education Study Program UIN Raden Fatah

Palembang in the academic year 2016-2017. The distribution of population of

the study can be seen below.

 42

Table 4
Distribution of Population
No Semester Number of Students

1 I 140

2 III 128

3 V 103

4 VII 97

Total 460

(Sources : English Education Study Program of UIN)

3.4.2. Sample

The sample of this study was taken by using purposive sampling

method. Purposive sampling (judgmental sampling) is used in both qualitative

and quantitative research (Johnson & Christensen, 2012, p. 235). Based on

Creswell (2005, p. 204), in this method, the researchers selected individuals

and sites to learn and understand about the topic whether they were

“information rich”. Moreover, Johnson and Christensen (2012, p. 231) add

that in purposive sampling, the researcher specifies the characteristics of a

population of interest and then tries to locate individuals who have those

characteristics.

In this study, the student’s self-esteem and their speaking achievement

are correlated. Therefore, in order to know the students’ speaking

achievement, a group of students who have already taken all the Speaking
 43

courses (Speaking I, Speaking II, Speaking III and Speaking IV) from the

population are considered as the sample. Since the students of the seventh

semester have already finished with them all, they did not become the sample

because they did not have class any more. In contrast, the students of third

semester were not going to be included as the sample because they have not

taken and finished with Speaking IV course yet. The students of the fifth

semester were the participants in this research because they have taken all of

speaking subjects.

According to Creswell (2012, p. 146) there are approximately 30

participants for a correlational study that relates variables. Meanwhile,

Fraenkel et al., (2012, p. 103) state that for correlational studies, a sample of

at least 50 is deemed necessary to establish the existence of a relationship.

So the sample of this research all of the active students in the fifth

semester. The distribution of the sample is as follows:

Table 5
Distribution of Sample

Class Semester Number of Students

PBI A V 26
PBI B V 22
PBI C V 26
PBI D V 29
Total 103
(Sources : English Education Study Program of UIN)
 44

3.5. Technique for Collecting Data

In colleting data, there are two kinds of instruments used to collect the

data; self-esteem questionnaire and speaking test.

3.5.1. Self-Esteems’ Questionaire

Johnson and Christensen (2012, p. 162) define questionnaire as a self-

report data-collection instrument that each research participant fills out as part

of a research study. To obtain the information about students’ self-esteem, an

adult version of Coopersmith self-esteem inventory (see appendix A) that has

modified by Ryden (1978) was distributed before the speaking test was

conducted. There were 58 items in the questionnaire. There are five subscales,

those are general self esteem (26 items), social self-esteem (8 items), family

self-esteem (8 items), academic self-esteem (8 items) and lie scale of self-

esteem (8 items). Each item of the questionnaire had a dichotomous one with

“Like me or Unlike me”. Higher score shows higher self esteem. The questions

were responded by students in about 30 minutes. The following is the table of

self-esteem questionnaire specification.

 45

Table 6
Self-Esteem Questionnaire Specification

No Self Esteem Items in the Questionnaire

1 General self-esteem 2,3,8,9,10,15,16,17,22,23,24,

29,30,31,36,37,38,43,44,51,

52,57, and 58

2 Social self-esteem 4,11,18,25,32,39,46, and 53

3 Family self-esteem 5,12,19,26,33,40,47, and 54

4 Academic self-esteem 7,14,21,28,35,42,49,and 56

5 Lie Scale Self-esteem 1, 6,13,20,27,34,41,and 48

In addition, eight of the items are called lie scale items (items 1, 6, 13,

20, 27, 34, 41, and 48) and the answers to these questions are not considered

in calculating the total score. In fact, the purpose of including these items in

this questionnaire was to find out whether a participant is honest in his or her

responses or not. If a participant agrees with 3 or more of these items, it

suggests that he or she is trying too hard to present him or herself in a positive

light.

In determining students’ self-esteem level. It was calculated from the

result of the questionnaire. The answer score was based on the scoring key

(Appendix E). Each gender “male and female” have different interval score. It

was cause the questionnaire was tried out more dominant to 32 adult women
 46

and 51 (male and female college students). From the result the Ryden

indicated women is one step weaker than men. It contributed to self-esteem

categorize depend on gender. The highest score was 50, and the lowest score

was 0. The range score of self-esteem category is followed :

Table 7
Self-Esteem Category

No Men Women Category

1 < 33 - 35 <32 - 34 Significantly below average

2 36 – 39 35 - 38 Somewhat below average

3 40 – 43 39 - 42 Average

4 44 – 46 43 - 45 Somewhat above average

5 47 - 50 46 - 50 Significantly above average

(Source : Ryden, 1978)

3.5.2. Speaking Test

Based on Brown (2008, p. 384), test is a method of measuring persons’

ability or knowledge in a given domain. To obtain the students’ speaking

achievement, speaking test was conducted. The students’ speaking test was in

the form of speech based on the given topic, The Importance of English in the

modern era. It last in 1-3 minutes, by using speaking rubric from (Brown,

2004, p. 172-173) (See Appendix D), with the indicators follows :

1. Fluency
2. Pronunciation
 47

3. Grammar
4. Vocabulary
5. Comprehension

3.6. Research Instruments Analyses

In this research the questionnaire and real test were administered, the

researcher firstly considered the validity and reliability. Johnson and

Christensen (2012, p. 137) explain that validity and reliability are the two

most essential psychometric properties to consider in using a test or

assessment procedure. Validity refers to the accuracy of the inferences or

interpretations make from the test scores, while reliability refers to the

consistency or stability of the test scores.

3.6.1. Validity

Fraenkel, et. al. (2012, p. 147) argue that validity is the most important

idea to consider when preparing or selecting an instrument for use.

Questionnaire can be designed by the researcher or they can be taken based on

some ready made index including the fact of these have been validated and

tested for reliability, Also be normative data available as a baseline to

compare the results (Mathers, Hunn, & Fox, 2007, p. 9). In this research, the

researcher used ready made an adult version of Coopersmith self-esteem

inventory by Ryden (1978). The validity of the questionnaire were

administered to a random 32 adult women and 51 college students over

 48

periods 6 to 58 weeks. Those samples have same level and characteristics with

the participants in this study.

In addition, the researcher made use of content validity to find out the

validity of the speaking test by having expert judgment. There were three

validators evaluating the test whether it was appropriate or not. There are five

aspects of determining the appropriateness based on likert scale, those are

(absolutely inappropriate, inappropriate, moderate, appropriate, and absolutely

appropriate) with the score 1 until 5. The validators scored some of items (

instructions, topic, time allocation, content, and rubric) for speaking test. The

result (Appendix E) showed that topic, content, and rubric were absolutely

appropriate, and instruction and time allocation were appropriate.

3.6.2. Reliability

In accordance with Fraenkel, et. al. (2012, p. 154), reliability refers to

the consistency of the scores obtained how consistent they are for each

individual from one administration of an instrument to another and from one

set of items to another. Johnson and Christensen (2012, p. 340) stated that

when used to check reliability of scores, the coefficient should be at least 0.70,

preferably higher. Therefore, the questionnaire was reliable if the coefficient is

0.70 or higher. The coefficient of reliability by using cronbach alpha is

followed :
 49

Table 8
Internal Consistency by Using Cronbach Alpha
Cronbach Alpha Internal Consistency

>0.90 Very highly reliable

0.80 - 0.90 Highly reliable

0.70 – 0.79 Reliable

0.60 – 0.69 Minimally reliable

<0.60 Unacceptably low reliability

Ryden (1978) used Test-retest reliability technique which was brought

out by using SPSS to find out the internal consistency reliability of the

questionnaire. Cronbach alpha of .80 was obtained. It was a valid

questionnaire. In addition the correlation of the score with the Marlowe-

Crowne social desirability scale for 51 college students was .47 obtained.

It can be concluded the internal consistency of Cronbach alpha was .80

(high reliable). The correlation score with the Marlowe-Crowne social

desirability scale for 51 college students was .47. The CSEI for adult was valid

and reliable.

Further, the reliability of speaking test was obtained. Since it was

measured as the result of three expert judgments. The result showed that

speaking test with the topic, content, and rubric were absolutely appropriate,
 50

and instruction and time allocation were appropriate. All in all, speaking test

was reliable.

3.7. Data Analysis

Firstly, the data from questionnaire were analyzed to determine the

students’ self-esteem by observing the mostly checked item in the column. the

scoring system was used a dichotomous with “Like me or Unlike me” based

on the scoring key (Appendix B). Eight of the items of lie scale (items 1, 6,

13, 20, 27, 34, 41, and 48) and the answers to these questions are not

considered in calculating the total score. In fact, the purpose of including

these items in this questionnaire was to find out whether a participant is

honest in his or her responses or not. If a participant agrees with 3 or more of

these items. The respondent will be omitted. The results were classified for

analyzing the frequency and percentage of each self-esteem.

Secondly, the students’ speaking test was analyzed by the three raters,

those who validate the speaking test, by using speaking rubric from Brown,

(2004, p. 172-173) (See Appendix D). There are five aspects of the speaking

scoring system, and the scale of all aspect is from five to one. As a result, the

highest score of all is 25 and the lowest score is 5. Since there were three

raters, the total score from them determined the students’ speaking

achievement. To categorize students’ speaking achievement, it was conversed

with 4 times. It can be assumed that the highest score was 100, and the lowest

score was 4.
 51

Third, Pre-required analysis was obtained to know the data normal

each variable and linear between variables. Normality test was used to

determine whether sample data draw from a normally distributed population

or not. It was conducted due to many parametric statistical methods, including

Pearson correlation test and regression test. Therefore, the researcher was

obtained Kolmogorov-Smirnov test by using SPSS 16th. The data were

normally if the p-value was greater than 0.05 (p > 0.5).

The linearity test was conducted in order to recognize whether the data

between the variables were linear or not. Test for linearity by using SPSS 16th

was obtained in order to recognize whether the data of the variables were

linear or not. Therefore, if the p-value (linearity) was less than 0.05 (p-value <

0.05), the data distribution were linear. Then, after the researcher conducted

those test. If the data were normal and linear, the further analyses would be

able to be administered.

Above all, to analyze the data obtained from the questionnaire, and

student’s speaking test in order to see the correlation and influence between

one variable and another variable, the Statistical Package for Social and

Science (SPSS) 16th version computer program was employed. To find out the

correlation between students’ self-esteem as a whole and their speaking

achievement, Pearson - Product Moment Correlation Coefficient was used.

Other ways to achieve the influence students’ self-esteem as a whole and their

speaking achievement, Regression Analysis was applied.

 52

CHAPTER IV

FINDINGS AND INTERPRETATIONS

This chapter presents (1) researh findings, (2) statistical analyses, and (3)

interpretations.

4.1. Research Findings

There were two kinds of researh findings in this study: (1) the result of

students’ self-esteem and (2) the result of students’ speaking ahievement.

4.1.1 Results of Students’ Self-Esteem

The total active students in the fifth semester of English Education Study

Program were 103 students. 89 students participated in this study, and the others did

not attend when conducting this study. The 58 items of Coopersmith self-esteem

inventory (CSEI) were used to investigate the participants’ self-esteem. The CSEI

was rated by a dictamous scale (like me or unlike me). In scoring the students’ self-

esteem, 50 items were calculated based on the answering key of high self-esteem. 8

items were not calculated because they used “lie scale”. The purpose of building the

scale was to know if the students responded honestly or not. If students responded

“like me” to lie scale (number : 1,7,14,21,28,34,41,48) more than three items, it

means that the participants tried to push his/her self having high self-esteem. In other

words, the students were not honest and objective in responding the questionnaire.

52
 53

The result showed that there were no students who answered “like me” more than

three items of lie scale. It means that students responded the questionnaire honestly

and objectively.

The desriptive statistical analysis of CSEI for the participants is shown in

Table 9. The maximum score is 48, and the lowest score is 16. The mean of the self-

esteems’ scores for the participants is 32.87 and the standard deviation is 8.42. The

range of the CSEI is 32. This mean score indicates that the level of self esteem of

participants is significantly below average.

Table 9

Descriptive statistics of self-esteem

N Valid 89
Missing 0
Mean 32.8764
Std. Error of Mean .89343
Median 31.0000
Mode 28.00
Std. Deviation 8.42860
Variance 71.041
Range 32.00
Minimum 16.00
Maximum 48.00
Sum 2926.00
 54

It was revealed that from the questionaire, the five levels of self-esteem were

all perceived by the students with different numbers; “somewhat above average” as

the least perceived level and “significant below average as the most perceived one

(See Apeendix G). The details are as follow:

Table 10

Distribution of Students’ Self-Esteem

Category Frequency Percentage

Significantly Below Average 54 60.67%

Somewhat Below Average 13 14.60%

Average 7 7.86%

Somewhat Above Average 6 6.74%

Significantly Above average 9 10.11%

Total 89 100%

4.1.2 Result of Students’ Speaking Achievement

The desriptive statistical analysis of speaking for the participants is shown in

Table 11. The maximum score is 23, and the lowest score is 11. The mean of the

speaking scores for the participants is 16.24, converse to 4, the mean score is 64.87,
 55

and the standard deviation is 2.88. The range of the CSEI is 12. This mean score

indicates that the level of speaking achievement of participants is Average.

Table 11

Descriptive statistics of students’ speaking achievement

N Valid 89
Missing 0
Mean 16.2472
Mean score conversed to
64.8764
4
.30625
Std. Error of Mean
Median 16.0000
Mode 17.00
Std. Deviation 2.88917
Variance 8.347
Range 12.00
Minimum 11.00
Maximum 23.00
Sum 1446.00

For each category, 2 students had very good speaking achievement. 17

students had good speaking achievement. 42 students had average speaking

achievement. 18 students had poor and 10 students had very poor speaking

achievement (See Appendix J). The distribution is presented in the following table:
 56

Table 12

Distribution of Students’ Speaking Achievement

Number of
No Score Interval Category Percentage
Students

1 85 - 100 2 Very good 2.2%

2 75 - 84 17 Good 19.10%

3 60 - 74 42 Average 47.19%

4 50 - 59 18 Poor 20.22%

5 >50 10 Very poor 11.23%

4.2 Statistical Analyses

There were three statistical analyses that the researher applied in this study:

1. The statistical analysis of normality and linearity

2. The statistical analysis of correlation analysis between students’ self-esteem

and their speaking achievement in all participants.

3. The statistical analysis of regression analysis between students’ self-esteem

and their speaking achievement in all participants.

 57

4.2.1. Normality test and Linearity test

Normality test and linearity test were conducted prior to data analysis through

SPSS 16th version for windows. As parametric statistics, in term of correlation and

regression, and purposive sampling technique were used in this research, it was

fundamental to see if the distribution of data were normal for each variable and linear

between variables.

4.2.1.1 The Result of Normality Test

The data are interpreted normal if p> 0,05. If p< 0,05, it means the data are

not normal. Kolmogorov-smirnov was used to see the normality. The results of

normality test is shown in table 11 indicated that the data from each variable were all

normal and appropriate for data analysis with coeficients .187 for self-esteem and

.412 for speaking achievement (See the test of normality on appendix N).
 58

Table 13
Normality Test

One-Sample Kolmogorov-Smirnov Test

SELF-
ESTEEM SPEAKING
N 89 89
a
Normal Parameters Mean 32.8764 16.2472
Std. Deviation 8.42860 2.88917
Most Extreme Absolute .115 .094
Differences Positive .115 .094
Negative -.076 -.086
Kolmogorov-Smirnov Z 1.089 .887
Asymp. Sig. (2-tailed) .187 .412
a. Test distribution is Normal.

The normal Q-Q plot of each variable is illustrated in the following figures:

Figure 2. Distribution of Self-Esteem Data

Normal Q-Q Plot of Self-Esteem
 59

Figure 3. Distribution of Speaking Achievement Data

Normal Q-Q Plot of Speaking Achievement

4.2.1.2 The Result of Linearity Test

For linearity test, deviation of linearity was obtained. If probability is

more than .05, the two variables are linear. The results showed that, the deviation

from linearity between self-esteem and speaking achievement was .228. To sum

up all the data were linear for each correlation and regression (see test of linearity

on appendix P).
 60

Tabel 14

Linearity Test

ANOVA Table
Sum of Mean
Squares df Square F Sig.
SPEAKI Between (Combined) 460.128 29 15.866 3.411 .000
NG * Groups Linearity 296.607 1 296.607 63.767 .000
SELF-
Deviation
ESTEE
from 163.522 28 5.840 1.256 .228
M
Linearity
Within Groups 274.433 59 4.651
Total 734.562 88

4.2.2 Correlation between Students’ Self-Esteem and Their Speaking

Achievement

This section answered the first research problem. By analyzing the result of

desriptive statistics for the Coopersmith self-esteem inventory (CSEI) and speaking

ahievement.

Based on Pearson Product Moment Correlation Coeficient, the result indicated

that the pattern of correlation between self-esteem and speaking achievement was

positive. The correlation coeficient or the r-obtained (.635) was higher than r-table

(.206). then the level of probability (p) significance (sig.2-tailed) was .000. It means

that p (.000) was lower than .05. Thus, there was a significant correlation between the

students’ self-esteem and their speaking achievement.

 61

Table 15

Correlation between Students’ Self-Esteem and Their Speaking Achievement

SELF-
ESTEEM SPEAKING
SELF- Pearson Correlation 1 .635**
ESTEEM Sig. (2-tailed) .000
N 89 89
SPEAKING Pearson Correlation .635** 1
Sig. (2-tailed) .000
N 89 89
**. Correlation is significant at the 0.01 level (2-tailed).

4.2.3 Influence of Students Self-Esteem on Their Speaking Achievement

This section answered the second research problem. By analyzing the result of

desriptive statistic for the Coopersmith self-esteem inventory (CSEI) and speaking

achievement.

In addition, since there was a significant correlation between the self-esteem

and speaking achievement, it can be inferred that students’ self-esteem has significant

influence on their speaking achievement. However, regression analysis was still used

to find out if students’ self-esteem influenced their speaking achievement.

The results indicated that the students’ self-esteem influenced speaking

achievement significantly with tvalue (7.676) was higher than ttable (1.987) with sig.
 62

value (.00) was lower than probability (.05). Therefore, there was a significant

influence between students’ self-esteem toward their speaking achievement of

English Education Study Program of UIN Raden Fatah Palembang. It means that

there was a significant influence of students’ self-esteem on their speaking

achievement.

Table 16

The Regression Analysis of Students’ Self-Esteem and Speaking Achievement

Coefficientsa
Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 9.086 .963 9.438 .000
SELF-
.218 .028 .635 7.676 .000
ESTEEM
a. Dependent Variable:
SPEAKING

In addition, to know the percentage of self-esteem influence on speaking

achievement, R-Square was obtained. The result of the analysis revealed that the R

Square (R2) was .404. It means that students’ self esteem gave significant effect in

the level of 40.4 % toward speaking achievement, and 59.6% was unexplained factors

value. Table 15 is shown as the result of Model Summary follow.

 63

Table 17

Model Summary

Adjusted R Std. Error of

Model R R Square Square the Estimate
1 .635a .404 .397 2.24365
a. Predictors: (Constant), SELF-ESTEEM

4.3. Interpretation

In order to strengthen the value of this study the interpretations are made

based on the result of data analyses. According to the findings, there was a significant

correlation between self-esteem and speaking achievement. Also, there was a

significant influence of self-esteem on speaking achievement.

First, based on the result of pearson product moment correlations, it was

found that there was a positive and a significant correlation between self-esteem and

speaking achievement of undergraduate EFL students of English Education study

program at UIN Raden Fatah Palembang (r- .635). This means that self-esteem had

relation to their performance in speaking achievement. The explanation to support

this finding is that from the beginning of the first semester the participants had been

involved in English speaking practices and assignments or explores to English

speaking materials and interactions from printed textbooks, online media, English

speaking environment, and social networks. Brown (2004, p. 142) stated that
 64

speaking consists of micro skills and macro skills. He explained that micro skills refer

to producing the smaller chunks of language such as phonemes, morphemes, words,

collocations, and phrasal unit. Other ways, Macro skill involve larger elements such

as fluency, discourse, function, style, cohesion, nonverbal communication, strategic

option, situations and goals. Also, Richard (2008, p. 20) indicated in designing

speaking activities or instructional materials recognize very different functions

speaking performs in daily communication and the different purposes for which our

students need speaking skills.

Furtheremore, it might be because EFL students of English Education Study

Program of UIN are aware of their self-esteem performance. They tried to push

themselves to be social person, good motivation, believe on their capability brave in

taking risk, positive attitude, fell confidence and respect about one’s and others’

feeling. Hisken (2011, p. 2) argued that students with a high level of self-esteem

ensures to be as successful as possible, they do not waste as much time worrying

about the way they are viewed by others, and allow them to focus on their

schoolwork and learning more than how they are seen by their peers. He claims that

positive self-esteem are able to be more successful academically and socially. Mruk

(2013, p. 6) explained having high self-esteem appears to be associated with certain

undesirable forms of behavior, most notably egotism, narcissism, and even violence.

The result of this present study is in agreement with the studies of Koosha,

Katabi, & Kassaian (2011). They indicated that a significant relationship between
 65

self-esteem and speaking skill with fluency exerting the most influence. Due to the

fact that interpreted to mean that those who enjoy higher levels of self-esteem are

more sociable, more risk taking and more prepared to share their views with others

regardless of whether, lexically or grammatically, they produce what can be regarded

as accurate or standard or even correct English. Moreover, Khoirani (2011, p. 15)

argues that in psychological area, people with high self-esteem are associated closely

with optimism. Wherefore, this correlation is in part with Brown (2008, p. 154) stated

that self-esteem correlated positively with the performance of oral production. In

relation with this present study, each level of self-esteem gives different goal in

achieving speaking achievement. Students who enjoy their high self-esteem are

socialable and confidence in practicing with English although sometimes incorrect

English. they are potential to achieve speaking rather than low self-esteem.

Ahour (2015) Also indicated that based on the results of Eta test, there was a

significant positive association between level of self-esteem and oral language test

scores (Eta= .873). The causes were learners who had higher levels of self-esteem

had also better presentation in the speaking test. Learners with a high self-esteem

highly respect themselves and believe their own abilities. They perceive themselves

to be efficient and believe that they can go over well in learning English.

Consequently, they try hard to execute very competently while speaking in the

foreign language. However, students whose self-esteem is low think that they do not

achieve what they want in language production because they do not have the ability

to talk and to understand English verbal exchanges. Since, learners are not certain of
 66

their general ability to learn English, consequently they demonstrate the least attempt

to talk and finally have low speaking. Thus, building the students to have good self-

esteem for the success in language learning is required (Khoirani, 2011, p. 2). In part

with this present study that non linguistic factor such as self-esteem affects students’

speaking conversation, presentation and interaction. This study showed that most of

high self-esteem level achieve very good speaking achievement.

Besides, Satriani (2014) showed that there was a strong positive correlation

between students’ self esteem and their English language proficiency including

speaking ability. Wherefore, students who have high score in TOEFL, showed that

they have good self esteem in handling English proficiency test. It can be emphasized

that they did not give up easily when they face any difficulty, in this term they did not

give up when finished their English proficiency test. Second, they did not blame them

selves a lot when they make a mistake. Third, they were confident with what they are

doing. That was in line with Murk (2006) argues that high self esteem may also help

students to have the confidence to challenge difficult situations as well as find

satisfaction from their progress and success. In agreement with this present study that

students implicate the process of leaning speaking is not short. Students have

experienced since the first until the fifth semester. They faced a lot of obstacles but

they did not hopeless and blame themselves. It was as a result of good self-esteem.

In addition, Gurler (2015) indicated that there was a positive statistically

significant correlation in the level of .01 between self-confidence (self-esteems’

element) and speaking achievement with r=.35). Furthermore, participants who are
 67

aware of their own abilities, love themselves or aware of their own emotions. Who

have higher marks from their speaking courses than those who are unwilling to

communicate and lack enough self-confidence. This positive correlation, as Avcu and

Işıklar (2010) stated the individuals who constitute confidence have effective

communication skills, especially in speaking. Related to this present study showed

that students who achieve high level of speaking indicates good confidence in

presentation. Besides, they are also confidence and sociable in other programs.

On the contrary, Dev and Qiqieh (2015) this study could not find out any

positive relationship among the variables. It indicated that language proficiency

(IELTS) has no direct impact on the ADU students’ self-esteem scores and academic

achievement (GPA). It was caused as place of birth and the student’s mother tongue

were closely associated with language proficiency. Comparing with the UAE

nationals, the students from other nationalities have had better English language

proficiency. It was also revealed that the students who have English as their first

language have better IELTS score than students who speak other languages as their

mother tongue. Ucheoma (2011, p. 3) explained that Some factors affect the learning

and proficiency of a second language are the nature and structure of the first

language, culture environment, age, method of acquisition and the amount of efforts

invested. He claims that the degree of differences and similarity between the mother-

tongue and the target language are important factors in the learning of a second

language. This study was agree with Pornsri (1993) found no relationship between

students’ self-esteem and communicative ability.

 68

Also, James C. McCroskey & John A. Daly (2003) reported communication

apprehension and self-esteem have negative correlation. It was because the

consistency of result is not specific to any one subject population, such as college

students. Besides, self-esteem is as subjective phenomena are difficult to observe,

measure, or test (Mruk, 2013, p. 14).

Second, students’ self-esteem influenced their speaking achievement. who

enjoy higher levels of self-esteem are more sociable, more risk taking and more

prepared to share their opinions with others regardless of whether, lexically or

grammatically, students high self-esteem produce what can be regarded as accurate or

standard or even correct English (Koosha, Katabi, & Kassaian, 2011, p. 1335).

Students who are highly self-esteem in learning English especially in speaking

usually have higher speaking achievement compare to those who are low or negative

self-esteem. Another reason, why students’ self-esteem influenced their speaking

achievement because in the term of self esteem that consists some aspects such as

motivation, self-confidence, shyness, self-evaluation, and socialable gave strong

pushing to achieve their speaking successfully. It cased who have positive or high

self-esteem. Other ways, who have low self-esteem usually can not success in

academic especially in English communicative ability.

The result of this present study was in part with Septiana, Yufrizal, &

Simbolon (2012). They found self-esteem has effect on their speaking ability. Since,

having low self-esteem, they were lack confidence. They felt that they did not have

much to be proud of themselves. They also certainly felt useless at times. Besides,
 69

they considered that they were not good at all. Students who had normal self-esteem

because they were still easy to distract by feeling of themselves. Sometimes they feel

they were confident by taking positive attitude toward themselves, but at times they

wish they could respect for themselves. On the contrary, who had high self-esteem

because they were confident and able to do things as well as most other people. They

almost did not have negative response to themselves and felt that they have number

of qualities. Due to the fact, Juyandegan (2016, p. 305) indicated that students who

have good feeling carry high goals to achieve, and students with low self-esteem are

likely to think about goals that are extremely low and would protect them from the

anxiety of failure. Interplay with this present study that each level of self-esteem

implicates different functions. It cased that low self-esteem students were feeling shy,

unconfidence and fear making mistake. On the contrary, high self-esteem students

were enjoyable, confidence, unashamed, and believe on their ability.

Kalanzadeh, et, al (2013), also concluded that it is highly that the students’

self-esteem influences their oral performance in the form of spoken English. He

argued that not only their self-esteem may influence their performance in general and

their spoken performance in particular but also many other factors including their

motivation, attitudes towards the language they are going to learn, the context in

which they are going to master the new language are extremely influential in this

regard. Juyandegan (2016, p. 305) added more successful academic accomplishments

are coupled with higher self-esteem. Related to this present study that self-esteem is
 70

not the only factor affect on speaking. There are 59,6% unexplained factors in this

study except self-esteem. Those factors may be linguistic term.

Besides, Aregu (2013) states that speaking self-esteem was found to be the

best predictor of speaking performance. Because it was found to account for 40% of

the variances in students’ speaking performances. It was cause as students maintained

that self-esteem determines to a great extent, performances in a given specific task.

Zade and Hashemi (2014) indicated that the interaction of high willingness to

communicate (WTC) and high self-esteem has led to the best performance of oral

production. Also, Brown (2000, p. 217) stated one of non-linguistic factor to achieve

a success in acquiring speaking is self-esteem. In agreement with this present study

that self-esteem is crucial factor which influence speaking with 40,4%. Due to the

fact, self-esteem maintained and manage problem in aspect of psychology in speaking

performance.

On the Contrary, Khodadad, (2010); Hayati and Ostadian, (2011) revealed

that the role of self-esteem as a psychological factor in language learning include

English speaking subject have been underestimated. It was in line with Baumestiur,

et, al, (2003) some studies have found that there are no effects or the effect of self-

esteem vanishes when other variables are controlled. It was caused another factor was

more dominant and more contribution rather than self-esteem.

In short, the total contribution of students’ self-esteem and their speaking

achievement showed significant correlated and influenced. However the unexplained

factors also had contribution on students’ speaking achievement. The findings of the
 71

study may have some pedagogical implications for foreign language teachers, course

designers, parents, next researchers, and students.

Finally, this study was success in investigating the correlation and the

influence between students’ self-esteem and their speaking achievement of

undergraduate EFL students of English Education Study Program at UIN Raden

Fatah Palembang.
 72

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents (1) conclusions, and (2) recommendations.

5.1. Conclusions

From the findings and interpretations in the previous chapter, some

conclusions could be presented. First, all in all students’ self-esteem gave significant

correlation to their speaking achievement with r- .635. It showed in the level of

average correlation. It could be proved that different level of self-esteem gave

significant effect to the students’ speaking achievement. Second, it can be concluded

that students’ self-esteem gave significant influence on students performance in

speaking. it was shown that student’s self-esteem gave 40,4% contribution to their

speaking performance. It indicated that one of non-linguistic factor had essential

contribution in successing students’ speaking achievement. This study may have

some pedagogical implications for foreign language teachers, course designers,

parents, next researchers, and students.

5.2. Recommendation

Based upon the result of this research, it is recomended especially for

students. Since the self-esteem is important for themselves, they have to be aware and

72
 73

explore themselves in the certain learning so that they can achieve more in learning

not only in speaking subject but all subjects. Furthermore, these findings can imply

that lecturers still need to know and understand their students’ self-esteem. Due to

this fact, since self-esteem contributed to the students of english education study

program of UIN Raden Fatah Palembang, it is suggested that lecturer should focus on

the self-esteem as a non-linguistic factor or as speaking psychological factor.

Lecturers need to conduct material which relevant with students’ self-esteem.

Besides, These findings can also have implications for material develover and guide

them to create more suitable materials that relevant with students’ self-esteem in

designing speaking English course. Finally, it is recomended that further research be

conducted to consider whether teaching approach, teaching method, teaching strategy

or teaching technique related to self-esteem for students’ speaking achievement.

Additionally, for future researchers who have interest in this subject and there are

possibilities to correlate them with other variables since there are still many

unexplained factors that can give contribution for students’ speaking achievement.

More importantly, realizing the adventages of self-esteem theory and approaches

lecture should still consider their existence in improving students’ speaking

achievements.
 74

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 82

APPENDIX A

An Adult Version of the Coopersmith

Self Esteem Inventory (CSEI)

Name : ………………………..

Age : ………………………..

Semester/Class : ………………………..

Gender : Male / Female

Instruction : These statements ask how you feel about yourself. For each statement, chose the
one answer that best describes how YOU feel about yourself. When answering the questions,
think about how you want to be compared to how you are now. There are no wrong or right
answers. just give your HONEST opinion. Put a check mark in the appropriate box for each
questions.

No Statements Like Me Unlike Me

1 I spend a lot of time daydreaming.

2 I'm pretty sure of myself.

3 I often wish I was someone else.

4 I'm easy to like.

5 My family and I have a lot of fun together.

6 I never worry about anything.

7 I find it very hard to talk in front of a group.

8 I wish I were younger.

9 There are lots of things about myself I'd change if I could.

 83

10 I can make up my mind without too much trouble.

11 I'm a lot of fun to be with.

12 I get upset easily at home.

13 I always do the right thing.

14 I'm proud of my academics’ work.

15 Someone always has to tell me what to do.

16 It takes me a long time to get used to anything new.

17 I'm often sorry for the things I do.

18 I'm popular with people my own age.

19 My family usually considers my feelings.

20 I'm never happy.

21 I'm doing the best work that I can.

22 I give up very easily.

23 I can usually take care of myself.

24 I'm pretty happy.

25 I would rather associate with people younger than me.

26 My family expects too much of me.

27 I like everyone I know.

28 I like to be called on when I am in a group.

29 I understand myself.

30 It's pretty tough(sulit) to be me.

31 Things are all mixed up in my life.

32 People usually follow my ideas.

 84

33 No one pays much attention to me at home.

34 I never get scolded (dimarahi).

35 I'm not doing as well at work as I'd like to.

36 I can make up my mind and stick to it.

37 I really don't like being a man/woman.

38 I have a low opinion of myself.

39 I don't like to be with other people.

40 There are many times when I'd like to leave home.

41 I'm never shy.

42 I often feel upset.

43 I often feel ashamed(malu) of myself.

44 I'm not as nice-looking as most people.

45 If I have something to say, I usually say it.

46 People pick on me very often.

47 My family understands me.

48 I always tell the truth.

49 My lecturer makes me feel I'm not good enough.

50 I don't care what happens to me.

51 I'm a failure.

52 I get upset easily when I am scolded(sulit).

53 Most people are better liked than I am.

54 I usually feel as if my family is pushing me.

55 I always know what to say to people.

 85

56 I often get discouraged.

57 Things usually don't bother me.

58 I can't be depended on.

Source: Ryden, M. B. (1978) An adult version of the Coopersmith Self-Esteem Inventory: Test-retest
reliability and social desirability. Psychological Reports 43:1189-1190.
 86

APPENDIX B

An Adult Version of the Coopersmith

Self Esteem Inventory (CSEI)

Name : ………………………..

Age : ………………………..

Semester/Class : ………………………..

Gender : Male / Female

Instruction : These statements ask how you feel about yourself. For each statement, chose the
one answer that best describes how YOU feel about yourself. When answering the questions,
think about how you want to be compared to how you are now. There are no wrong or right
answers. just give your HONEST opinion. Put a check mark in the appropriate box for each
questions.

No Statements Like Me Unlike Me

1 I spend a lot of time daydreaming.

2 I'm pretty sure of myself.

3 I often wish I was someone else.

4 I'm easy to like.

5 My family and I have a lot of fun together.

6 I never worry about anything.

7 I find it very hard to talk in front of a group.

8 I wish I were younger.

9 There are lots of things about myself I'd change if I could.

 87

10 I can make up my mind without too much trouble.

11 I'm a lot of fun to be with.

12 I get upset easily at home.

13 I always do the right thing.

14 I'm proud of my academics’ work.

15 Someone always has to tell me what to do.

16 It takes me a long time to get used to anything new.

17 I'm often sorry for the things I do.

18 I'm popular with people my own age.

19 My family usually considers my feelings.

20 I'm never happy.

21 I'm doing the best work that I can.

22 I give up very easily.

23 I can usually take care of myself.

24 I'm pretty happy.

25 I would rather associate with people younger than me.

26 My family expects too much of me.

27 I like everyone I know.

28 I like to be called on when I am in a group.

29 I understand myself.

30 It's pretty tough(sulit) to be me.

31 Things are all mixed up in my life.

32 People usually follow my ideas.

 88

33 No one pays much attention to me at home.

34 I never get scolded (dimarahi).

35 I'm not doing as well at work as I'd like to.

36 I can make up my mind and stick to it.

37 I really don't like being a man/woman.

38 I have a low opinion of myself.

39 I don't like to be with other people.

40 There are many times when I'd like to leave home.

41 I'm never shy.

42 I often feel upset.

43 I often feel ashamed(malu) of myself.

44 I'm not as nice-looking as most people.

45 If I have something to say, I usually say it.

46 People pick on me very often.

47 My family understands me.

48 I always tell the truth.

49 My lecturer makes me feel I'm not good enough.

50 I don't care what happens to me.

51 I'm a failure.

52 I get upset easily when I am scolded(sulit).

53 Most people are better liked than I am.

54 I usually feel as if my family is pushing me.

55 I always know what to say to people.

 89

56 I often get discouraged.

57 Things usually don't bother me.

58 I can't be depended on.

Red : Lie Scale

Green : High Self-Esteems’ answer

Source: Ryden, M. B. (1978) An adult version of the Coopersmith Self-Esteem Inventory: Test-retest
reliability and social desirability. Psychological Reports 43:1189-1190.
 90

APPENDIX C

SPEAKING TEST

1. First, introduce your self by mentioning your name, your class and your

semester before giving your idea about the topic.

2. The examiner will record your speech related to topic you will present.

3. Present your speech in 1-3 minutes

4. The examiner will examine you for pronunciation, grammar, fluency,

vocabulary and comprehension

5. The topic you will present “The Importance of English in modern era”

6. Have a nice test.

 91

APPENDIX D
Oral Proficiency Categories
Proposed by Brown, (2004)

Aspect of Oral Proficiency

No Score
Fluency Pronounciation Grammar Vocabulary Comprehension

Has complete fluency in Equivalent to and fully Equivalent to that of an Speech on all level is fully Equivalent to that of an
language such his speech accepted by educated educated native speaker accepted by educated native educated native speaker.
is fully accepted by speakers. speakers in all its futures
1 5 educates native speaker. including breadth of
vocabulary and idioms,
colloquialisms, and pertinent
cultural references.
Able to use language Errors in pronunciation are Able to use language Can understand and Can understand any
fluency on all level quite rare. accurately on all levels participate in any conversation conversation within the
normally pertinent to normally pertinent to within the range of his ranger of his experience.
professional needs. Can professional needs. Errors in experience in with a high
2 4 participate in any grammar are quite rare. degree of vocabulary.
conversation within the
range of this experience
with a high degree of
fluency.
Can discuss particular Errors never interfere with Control grammar is good. Able to speak the language Comprehension is quite
interests of competence understanding and rarely Able to speak the language with sufficient vocabulary to complete at a normal rate
with reasonable ease. disturb native speaker. Accent with sufficient structural participate effectively in most of speech.
3 3 Rarely has to grope for may be obviously foreign. accuracy to participate formal and informal
Words. effectively in most formal and conversations on practical,
informal conversation on Social, and professional topics
practical, social and Vocabulary is broad enough
professional topics. that he rarely has to grope for

Can handle with
confidence but not facility
most situations, including
introductions and casual
4 2 conversation about current
events, as well as a work,
family, and
autobiographical
information.
(No fluency description.
Refer to other four
language areas for implied
level of fluency).
5 1
Accent is intelligible though
often quite faulty.
Error in pronunciation are
frequent but can be understood
by a native speaker used to
dealing with foreigners
attempting to speak his
language.
Can usually handle elementary
constructions quite accurately
but does not have thorough or
confident control of grammar.
Error in grammar are frequent,
but speaker used to dealing
with foreigners attempting to
speak his language.
92
words
Has speaking vocabulary Can get the gist of most
sufficient to express himself conversations of non-
simply with some technical subject (i.e.,
circumlocution. topics that require no
specialized knowledge).
Speaking vocabulary Within the scope of his
inadequate to express anything very limited language
but, most elementary needs. experience, can understand
simple question and
statement if delivered with
slow speech, repetition or
paraphrase.
 93

APPENDIX E
Validity and Reliability of
Speaking Test

The scale of response is categorized as follows:

Scale Categorization

1 Absolutely Inappropriate

2 Inappropriate

3 Moderate

4 Appropriate

5 absolutely Appropriate

The Result of expert judgment

Level of Appropriateness of

No Test Item Speaking Test Items Categorization

1 2 3 4 5

1 Instruction 3 Appropriate

2 Topic 1 2 Absolutely Appropriate

3 Time Allocation 2 1 Appropriate

4 Content 1 2 Absolutely Appropriate

5 Rubric 1 2 Absolutely Appropriate

Comment :
 94

APPENDIX F TABULATION OF COOPERSMITH SELF-ESTEE

Number of Items Coopersmith Self-Esteem
Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
1 X 1 1 0 1 √ 1 0 1 1 0 0 X 1 0 1 1 1 0 X 1 1 0 1 1 0 √ 1 1 0 1 1 0
2 X 1 1 1 0 X 1 1 0 1 1 1 X 1 1 0 1 1 1 X 1 0 1 0 1 1 X 0 1 1 1 1 1
3 √ 1 0 1 0 X 1 0 1 0 1 1 X 1 1 0 1 1 1 √ 1 0 1 0 0 1 X 1 0 0 1 0 1
4 X 1 1 1 1 √ 1 0 1 1 0 1 X 1 0 1 0 1 1 X 1 1 1 1 1 0 X 1 1 1 1 1 1
5 X 1 1 1 0 X 1 1 1 1 1 1 √ 0 1 1 1 1 1 X 1 0 1 1 1 0 X 1 1 1 1 1 1
6 X 0 0 1 1 X 1 1 0 0 1 0 X 1 0 1 0 1 0 X 1 0 0 1 1 0 X 1 0 1 1 1 0
7 X 1 0 0 0 X 1 0 1 0 1 0 X 1 0 1 0 1 0 X 1 0 0 1 0 1 X 1 0 0 1 0 1
8 X 1 1 0 1 X 0 1 0 1 0 1 X 1 1 0 1 1 0 X 1 0 1 0 1 0 X 1 0 1 0 1 0
9 X 1 0 1 1 X 1 1 0 1 1 1 X 1 0 1 1 1 1 X 0 1 1 0 1 1 X 1 0 1 1 1 1
10 X 0 1 0 1 X 1 1 0 1 1 1 X 1 0 1 1 1 0 X 1 1 1 1 0 1 X 1 0 1 0 1 1
11 X 0 1 1 1 X 0 0 1 1 1 0 X 1 0 1 0 1 0 X 1 0 1 0 1 0 X 0 1 1 1 0 0
12 X 1 0 1 1 X 1 1 0 1 1 1 X 1 0 1 0 1 1 X 1 0 1 1 1 1 X 1 1 1 0 1 1
13 X 0 0 0 1 X 0 1 0 0 1 0 √ 1 0 1 0 0 0 √ 1 0 0 0 1 0 X 1 0 0 1 0 1
14 X 1 0 1 0 √ 1 0 1 0 1 1 X 0 1 0 1 1 1 X 0 1 1 1 0 1 X 1 0 1 1 1 1
15 X 1 1 0 1 X 0 1 0 1 1 1 X 1 0 0 1 1 0 X 1 0 1 0 1 0 X 1 0 1 1 0 1
16 X 1 0 1 1 X 1 1 1 0 0 1 X 1 0 1 0 1 0 X 1 0 1 0 1 1 X 1 0 1 0 1 0
17 X 1 1 1 1 X 1 0 1 0 1 1 √ 0 1 1 1 0 1 X 1 0 1 0 1 1 X 0 1 0 1 0 1
18 X 1 1 1 1 X 1 0 1 1 1 1 X 1 0 1 1 1 1 X 1 1 1 1 1 1 X 1 1 1 1 1 1
19 X 1 1 1 1 X 1 0 1 1 1 1 X 1 1 0 1 1 1 √ 1 0 1 0 1 1 X 1 0 1 1 0 1
20 X 0 1 1 1 X 1 1 0 1 1 1 X 1 0 1 1 1 0 X 1 1 1 0 1 1 X 1 1 1 1 1 0
21 X 1 1 0 0 X 0 1 0 1 0 1 X 1 1 0 1 1 0 X 1 0 1 0 1 0 X 1 0 1 0 0 0
22 X 0 1 1 1 X 0 0 1 1 1 0 X 1 0 1 0 1 0 X 1 0 1 0 1 0 X 0 1 1 1 0 0
23 X 1 1 1 0 √ 1 1 1 1 0 1 X 0 1 1 1 1 1 X 1 0 1 1 1 0 X 1 1 1 1 1 1
 95

24 X 1 0 1 1 X 1 1 1 0 0 1 X 1 0 1 0 1 0 X 1 0 1 0 1 1 X 1 0 1 0 1 0
25 X 1 1 1 1 X 1 1 1 1 0 1 X 1 1 1 1 1 1 X 1 0 1 1 1 0 X 1 1 1 1 1 1
26 X 1 0 1 0 X 1 0 1 0 1 0 X 1 0 1 0 1 0 √ 1 0 1 0 1 1 X 1 1 1 0 1 0
27 X 1 1 0 1 X 1 0 1 1 0 1 X 1 0 1 1 1 0 X 1 1 0 1 1 0 X 1 1 1 1 1 0
28 X 1 0 0 0 X 0 1 0 0 0 1 X 0 1 0 1 0 0 X 1 0 0 0 0 0 X 1 0 1 0 0 1
29 X 1 1 0 1 X 0 1 0 1 0 1 √ 1 1 0 1 1 1 X 1 0 1 0 1 0 X 1 0 1 0 1 0
30 X 1 1 1 0 X 1 1 0 1 1 1 X 1 1 1 1 1 1 X 1 1 1 0 1 1 X 0 1 1 1 1 1
31 X 1 0 1 0 X 1 1 1 0 1 1 X 0 1 0 1 1 1 X 0 1 1 1 0 1 X 1 1 1 1 1 1
32 X 1 0 1 0 X 1 0 1 0 1 0 X 1 0 1 1 1 0 X 1 0 0 1 0 1 X 1 0 0 1 0 1
33 X 1 1 1 1 X 1 0 1 0 1 1 X 0 1 1 1 0 1 X 1 0 1 0 1 1 √ 1 1 0 1 0 1
34 X 1 1 0 0 X 0 1 0 1 0 1 X 1 1 0 1 1 0 X 1 0 1 0 1 0 X 1 0 1 0 0 1
35 X 1 1 1 0 X 1 1 1 1 1 1 X 1 1 1 1 1 1 X 1 0 1 1 1 1 X 1 1 1 1 1 1
36 X 1 1 1 0 √ 1 1 0 1 1 1 X 1 1 1 1 1 1 X 1 1 1 0 1 1 X 0 1 1 1 0 1
37 X 0 1 1 1 X 0 0 1 1 1 0 X 1 0 1 0 1 0 X 1 0 1 0 1 0 X 0 1 0 1 0 0
38 X 0 1 0 1 X 0 1 0 1 0 1 √ 1 0 0 1 1 1 X 1 0 1 0 1 0 √ 1 0 1 0 1 0
39 X 1 1 1 1 X 1 0 1 1 1 1 X 1 0 1 0 1 1 X 1 1 1 1 1 1 X 1 1 1 1 1 1
40 X 1 1 0 0 X 0 1 0 1 0 1 X 1 1 0 1 1 0 X 1 0 1 0 1 0 X 1 0 1 0 0 0
41 X 0 1 0 1 X 0 1 0 1 1 1 X 1 0 0 1 1 0 X 1 0 1 0 0 0 X 1 0 1 1 0 1
42 X 1 1 0 1 X 0 1 0 1 0 1 X 1 1 0 1 1 0 √ 1 1 1 0 1 0 X 1 0 1 0 0 1
43 X 0 0 0 0 X 1 0 1 0 1 0 X 1 0 1 1 1 0 X 1 0 0 1 0 1 X 1 0 0 1 0 1
44 X 1 0 1 0 X 1 0 0 0 1 0 X 1 0 1 0 1 0 X 1 0 0 1 0 1 X 1 0 0 1 0 1
45 X 1 1 0 0 X 0 1 1 1 0 1 X 1 1 0 1 1 0 X 1 1 1 0 1 0 X 1 0 1 0 0 1
46 X 1 0 1 0 X 1 0 1 0 1 0 X 0 0 1 0 1 0 X 1 0 1 0 1 1 X 1 1 0 0 1 0
47 X 0 1 0 1 X 1 0 1 1 0 1 X 1 0 0 1 1 0 X 1 1 0 1 1 0 X 1 1 1 1 1 0
48 X 0 1 0 1 X 0 1 0 1 0 1 X 1 0 0 1 1 1 X 1 0 1 0 1 0 X 1 0 1 0 1 0
49 X 1 1 0 0 X 0 1 0 1 0 1 X 1 1 1 1 1 0 X 1 0 1 0 1 0 √ 1 0 1 1 0 1
 96

50 X 1 0 1 0 X 1 0 1 0 1 0 X 1 0 1 0 1 0 X 1 0 1 0 1 1 X 0 1 0 0 1 0
51 X 1 1 1 0 X 1 1 1 1 1 1 X 1 1 1 1 1 0 X 1 1 1 1 1 1 X 1 1 1 1 1 1
52 X 0 1 0 1 X 1 1 0 1 0 1 √ 1 0 1 1 1 0 X 1 1 1 0 1 0 X 0 1 0 1 1 0
53 X 1 1 0 1 X 1 0 1 1 0 1 X 0 0 1 1 1 0 X 1 1 0 1 1 0 X 1 1 0 1 1 0
54 X 1 1 0 0 X 0 1 0 1 0 1 X 1 1 0 1 1 0 X 1 0 1 0 1 0 X 1 0 1 0 0 0
55 X 0 1 0 0 X 0 0 0 1 0 1 X 1 0 1 0 0 1 √ 0 1 0 1 0 0 X 0 0 1 0 0 0
56 X 1 1 1 1 X 0 0 1 1 1 0 X 1 0 1 0 1 0 X 1 0 1 0 1 0 X 0 1 1 1 0 0
57 X 1 1 0 1 X 1 0 1 1 0 1 X 1 1 1 1 1 0 X 1 1 0 1 1 0 X 1 1 1 1 1 0
58 X 1 1 1 1 X 1 0 1 1 1 1 X 1 1 1 1 1 0 X 1 1 1 1 1 1 X 1 1 1 1 1 1
59 X 1 0 1 1 X 1 0 1 0 1 1 X 0 1 1 1 0 1 X 1 0 1 0 1 1 X 0 0 0 1 0 1
60 X 1 0 1 0 X 1 1 1 0 1 1 X 1 1 0 1 1 1 X 0 1 1 1 0 1 X 1 1 1 1 1 1
61 X 1 1 0 0 X 0 1 0 1 0 1 X 1 1 0 1 1 0 X 1 0 1 0 1 0 X 1 0 1 0 0 0
62 X 0 1 0 1 X 0 1 0 1 0 1 X 1 0 0 0 1 1 X 1 0 1 0 1 0 X 1 0 1 0 1 0
63 X 1 1 1 1 X 1 1 0 1 1 1 X 1 0 1 1 1 1 X 1 0 1 1 0 1 X 1 1 1 1 1 1
64 X 1 0 1 0 X 1 1 1 1 1 1 X 1 1 1 1 1 0 X 1 1 1 1 1 1 X 1 0 1 1 1 1
65 X 1 1 1 1 X 1 0 1 1 1 1 X 1 1 1 0 1 1 X 1 1 1 1 1 1 X 1 1 1 1 1 1
66 X 1 0 1 0 X 1 0 1 0 1 0 X 1 0 1 0 1 0 X 1 0 1 1 0 1 X 1 0 0 1 0 1
67 X 0 1 0 1 X 1 1 1 1 0 1 X 1 0 0 1 1 0 X 1 1 0 1 1 1 √ 1 1 1 1 1 0
68 X 1 1 0 1 X 1 0 1 1 0 1 X 1 1 1 1 1 1 X 1 1 0 1 1 1 X 1 1 1 1 1 0
69 X 1 1 0 1 X 1 0 1 1 1 1 X 0 0 1 1 1 0 X 1 1 1 1 1 0 X 1 1 0 1 1 0
70 X 1 1 1 1 X 1 1 1 1 1 1 X 1 1 1 1 1 1 X 1 1 1 1 1 1 X 1 1 1 1 1 1
71 X 1 1 0 1 X 1 1 1 1 1 1 X 1 0 1 1 1 1 X 0 1 0 1 1 1 X 1 0 1 1 0 1
72 X 1 1 1 1 X 1 0 1 1 1 1 X 1 1 1 1 1 1 X 1 1 0 1 1 1 X 1 1 1 1 1 1
73 X 1 0 1 0 X 1 0 1 0 1 0 X 1 0 0 0 1 0 X 1 0 1 0 0 1 X 0 1 0 0 1 0
74 X 0 1 0 1 X 0 1 0 1 0 1 X 0 0 0 0 1 1 X 0 0 1 0 1 0 X 1 0 1 0 1 0
75 X 1 0 1 0 X 1 0 1 0 1 0 X 1 0 1 0 1 0 X 1 0 1 1 0 1 X 1 1 0 1 0 1
 97

76 X 1 1 1 1 √ 1 1 1 0 1 1 X 1 0 1 1 1 1 X 1 1 1 1 1 1 X 1 1 1 1 1 1
77 X 1 0 1 0 X 0 0 1 0 1 0 X 0 0 1 0 1 0 X 1 0 1 0 1 1 X 0 1 0 0 1 0
78 X 1 1 0 1 X 0 1 0 1 0 1 X 1 0 1 0 1 1 X 1 0 1 0 1 0 X 1 0 1 0 1 1
79 X 1 1 0 1 X 1 1 1 1 0 1 √ 1 1 1 1 1 0 X 1 1 0 1 1 1 X 1 1 1 1 1 0
80 X 1 1 1 1 X 1 1 1 0 1 1 X 1 0 1 1 0 1 X 1 1 1 1 1 1 X 1 1 1 1 0 1
81 X 1 0 1 1 X 1 1 1 0 1 1 X 1 0 1 0 0 1 X 0 1 1 1 1 1 X 0 1 1 1 0 1
82 X 1 0 1 0 X 1 0 1 0 1 0 X 0 0 1 0 1 0 X 1 0 1 0 0 1 X 1 0 0 1 0 1
83 X 1 0 1 0 X 1 0 1 0 1 0 X 1 0 1 0 1 0 X 1 0 1 0 0 1 X 0 1 0 0 1 0
84 X 1 1 0 0 X 0 1 0 1 0 1 X 1 1 1 1 1 0 X 1 0 1 0 1 0 X 1 0 1 1 0 1
85 X 1 0 0 1 √ 0 1 0 1 1 1 X 1 0 0 1 1 0 X 1 0 1 0 0 0 X 1 0 1 1 1 0
86 X 1 1 0 1 X 1 1 1 1 1 1 X 1 0 1 1 1 1 X 0 1 0 1 1 1 X 1 0 1 1 0 1
87 √ 1 0 1 0 X 1 0 1 0 1 0 X 1 0 1 0 1 0 X 1 0 1 1 0 1 X 1 0 0 1 0 1
88 X 1 1 1 1 X 1 1 0 1 1 1 X 1 1 1 1 1 1 X 1 1 1 1 1 1 X 1 0 1 1 1 1
89 X 1 0 1 1 X 1 1 1 0 1 1 X 1 0 1 1 1 0 X 1 1 1 1 1 1 X 1 1 1 1 1 1

; LIE SCALE
X ; UNLIKE ME
√ ; LIKE ME
Note ; The Score was based on answering key from Munril Ryden
 98

APPENDIX G

Self-Esteem Score Report

Class : Class A

Semester :V

Name Gender Total score Category

1 M 30 Significantly Below Average

2 M 40 Average

3 M 27 Significantly Below Average

4 M 41 Average

5 F 46 Significantly above average

6 F 32 Significantly Below Average

7 M 25 Significantly Below Average

8 F 24 Significantly Below Average

9 F 37 Somewhat Below Average

10 F 32 Significantly Below Average

11 F 28 Significantly Below Average

12 F 39 Average

13 F 19 Significantly Below Average

14 M 36 Somewhat Below Average

15 M 27 Significantly Below Average

16 M 36 Somewhat Below Average

17 F 34 Significantly Below Average

18 F 47 Significantly above average

19 F 37 Somewhat Below Average

20 F 35 Somewhat Below Average

21 F 22 Significantly Below Average

 99

22 F 29 Significantly Below Average

23 F 44 Somewhat Above Average

Self-Esteem Category Result

Category Frequency

Significantly Below Average 13

Somewhat below Average 5

Average 3

Somewhat Above Average 1

Significantly Above average 1

Total 23
 100

Self-Esteem Score Report

Class : Class B

Semester :V

Total
Name Gender Category
score

1 M 37 Somewhat below Average

2 F 46 Significantly Above average

3 F 31 Significantly Below Average

4 F 33 Significantly Below Average

5 F 16 Significantly Below Average

6 F 28 Significantly Below Average

7 M 44 Somewhat Above Average

8 F 38 Somewhat Below Average

9 F 28 Significantly Below Average

10 F 35 Somewhat below Average

11 M 24 Significantly Below Average

12 M 48 Significantly Above average

13 F 42 Average

14 F 28 Significantly Below Average

15 F 24 Significantly Below Average

16 F 46 Somewhat Above Average

17 F 23 Significantly Below Average

18 F 24 Significantly Below Average

19 F 27 Significantly Below Average

20 M 24 Significantly Below Average

21 M 25 Significantly Below Average

22 F 27 Significantly Below Average

 101

Self-Esteem Category Result

Category Frequency

Significantly Below Average 14

Somewhat below Average 3

Average 1

Somewhat Above Average 2

Significantly Above average 2

Total 22
 102

Self-Esteem Score Report

Class : Class C

Semester :V

Name Gender Total score Category

1 F 27 Significantly Below Average

2 F 29 Significantly Below Average

3 F 25 Significantly Below Average

4 F 28 Significantly Below Average

5 F 25 Significantly Below Average

6 F 46 Significantly Above average

7 F 30 Significantly Below Average

8 F 31 Significantly Below Average

9 F 29 Significantly Below Average

10 F 16 Significantly Below Average

11 F 29 Significantly Below Average

12 F 35 Somewhat Below Average

13 F 46 Significantly Above average

14 F 32 Significantly Below Average

15 M 40 Average

16 F 28 Significantly Below Average

17 F 23 Significantly Below Average

18 F 43 Somewhat Above Average

19 F 43 Somewhat Above Average

20 F 47 Significantly Above Average

21 F 30 Significantly Below Average

 103

Self-Esteem Category Result

Category Frequency

Significantly Below Average 15

Somewhat below Average 1

Average 1

Somewhat Above Average 2

Significantly Above average 2

Total 21
 104

Self-Esteem Score Report

Class : Class D

Semester :V

Total
Name Gender Category
score

1 F 33 Significantly Below Average

2 F 38 Somewhat Below Average

3 F 35 Somewhat Below Average

4 M 47 Significantly Above average

5 F 34 Significantly Below Average

6 F 46 Significantly Above average

7 F 21 Significantly Below Average

8 F 18 Significantly Below Average

9 F 31 Significantly Below Average

10 F 47 Significantly Above average

11 F 25 Significantly Below Average

12 F 28 Significantly Below Average

13 F 38 Somewhat Below Average

14 F 44 Somewhat Above Average

15 F 39 Average

16 F 26 Significantly Below Average

17 F 23 Significantly Below Average

18 F 29 Significantly Below Average

19 F 24 Significantly Below Average

20 F 35 Somewhat Below Average

21 F 29 Significantly Below Average

22 F 47 Significantly Above average

 105

23 F 42 Average

Self-Esteem Category Result

Category Frequency

Significantly Below Average 12

Somewhat below Average 4

Average 2

Somewhat Above Average 1

Significantly Above average 4

Total 23

Over all Self-Esteem Category Result

Category Frequency Percentage

Significantly Below Average 54 60.67%

Somewhat below Average 13 14.60%

Average 7 7.86%

Somewhat Above Average 6 6.74%

Significantly Above average 9 10.11%

Total 89 100%
 106

APPENDIX H

Speakings’ Score

Class : PBI A

Semester :V

Rater : 1 (one)

Speaking Subscales’ score Total

Name
Pronunciation Fluency Grammar Vocabulary Comprehension

1 2 2 3 2 3 12

2 3 2 3 3 4 15

3 3 2 3 3 2 13

4 3 3 3 2 4 15

5 3 4 4 4 4 19

6 3 2 3 2 3 13

7 4 3 4 4 3 18

8 2 3 2 2 2 11

9 3 2 3 2 3 14

10 3 2 3 2 2 12

11 3 3 3 3 3 15

12 3 3 2 3 4 15

13 4 4 4 3 3 18

14 4 4 3 3 3 17

15 3 3 3 3 3 15

16 3 4 3 4 3 17

17 2 4 3 2 2 13
 107

18 4 5 4 4 4 21

19 3 4 3 3 3 16

20 3 4 3 4 4 18

21 3 3 3 3 4 16

22 3 4 3 3 3 16

23 4 3 4 3 3 17
 108

Speakings’ Score

Class : PBI B

Semester :V

Rater : 1 (one)

Speaking Subscales’ score Total

Name
Pronunciation Fluency Grammar Vocabulary Comprehension

1 3 2 2 3 3 13

2 4 4 3 4 4 19

3 4 4 3 3 3 17

4 3 4 3 2 3 15

5 4 3 4 3 3 17

6 3 3 3 3 3 15

7 4 5 4 3 4 20

8 3 3 3 4 4 17

9 3 2 2 2 3 12

10 3 3 3 2 2 13

11 3 3 2 2 2 12

12 5 4 4 5 5 23

13 4 4 3 3 3 17

14 3 2 3 2 2 12

15 3 4 3 3 2 15

16 4 4 3 4 5 20

17 3 3 3 3 2 14

18 2 4 3 2 2 13
 109

19 3 4 3 3 3 16

20 4 4 4 4 4 20

21 3 3 3 2 2 13

22 4 3 4 3 3 17
 110

Speakings’ Score

Class : PBI C

Semester :V

Rater : 1 (one)

Speaking Subscales’ score Total

Name
Pronunciation Fluency Grammar Vocabulary Comprehension

1 3 2 2 2 2 11

2 4 3 4 3 3 17

3 3 3 2 2 2 12

4 2 2 2 2 2 10

5 3 3 3 4 3 16

6 3 3 3 4 3 16

7 4 3 4 3 3 17

8 3 4 3 3 3 16

9 3 2 3 3 3 14

10 4 3 3 4 4 18

11 3 4 3 4 4 18

12 3 4 3 3 4 17

13 5 5 4 4 4 22

14 4 5 4 4 4 21

15 3 5 3 4 4 19

16 4 4 4 4 3 19

17 3 3 3 4 3 15

18 4 5 4 3 5 23
 111

19 4 5 4 5 5 22

20 4 5 4 4 5 23

21 2 3 2 2 2 11
 112

Speakings’ Score

Class : PBI D

Semester :V

Rater : 1 (one)

Speaking Subscales’ score Total

Name
Pronunciation Fluency Grammar Vocabulary Comprehension

1 3 3 2 3 3 14

2 4 4 4 5 4 21

3 5 3 4 4 5 21

4 4 4 4 4 4 20

5 3 4 3 4 4 18

6 5 4 4 4 5 22

7 3 3 3 3 2 14

8 3 4 3 3 3 16

9 3 3 3 2 2 13

10 5 5 4 5 5 24

11 4 4 4 4 4 20

12 3 3 3 4 4 17

13 4 4 4 4 4 20

14 5 4 4 4 5 22

15 4 4 5 4 5 22

16 4 3 3 2 2 14

17 4 3 3 3 3 16

18 4 4 3 3 3 17
 113

19 3 4 3 3 4 17

20 3 4 3 3 3 16

21 3 3 3 2 2 13

22 5 4 4 4 4 21

23 4 5 4 4 5 22
 114

Speakings’ Score

Class : PBI A

Semester :V

Rater : 2 (two)

Speaking Subscales’ score Total

Name
Pronunciation Fluency Grammar Vocabulary Comprehension

1 3 3 3 3 3 15

2 3 3 3 3 4 16

3 3 3 3 3 3 15

4 4 3 3 3 4 17

5 3 4 3 3 4 17

6 3 2 3 3 3 14

7 4 3 3 3 4 17

8 3 3 3 3 2 14

9 3 3 3 3 3 15

10 2 3 2 3 3 13

11 3 3 2 2 2 12

12 3 3 2 3 4 15

13 4 4 3 3 4 18

14 3 3 3 3 4 16

15 3 2 2 2 3 10

16 3 2 2 2 3 10

17 2 3 2 2 2 11

18 4 4 3 4 4 19
 115

19 3 2 2 2 3 12

20 3 3 3 3 4 16

21 2 2 3 3 3 13

22 3 3 3 3 4 16

23 3 3 3 3 3 15
 116

Speakings’ Score

Class : PBI B

Semester :V

Rater : 2 (two)

Speaking Subscales’ score Total

No Name
Pronunciation Fluency Grammar Vocabulary Comprehension

1 3 2 2 2 2 11

2 3 3 3 3 3 15

3 3 3 3 3 3 15

4 4 4 4 3 3 18

5 2 2 2 2 2 10

6 2 2 2 2 2 10

7 3 3 3 3 3 15

8 3 2 3 3 3 14

9 3 2 3 3 3 14

10 3 3 3 3 3 15

11 2 2 2 2 2 10

12 4 4 4 4 4 20

13 3 3 3 3 3 15

14 3 2 3 2 2 12

15 3 3 4 4 4 18

16 4 4 4 4 4 20

17 3 2 3 2 2 12

18 4 4 4 3 3 18
 117

19 2 3 2 2 2 11

20 3 3 3 4 3 16

21 2 3 2 2 2 11

22 2 2 2 2 2 10
 118

Speakings’ Score

Class : PBI C

Semester :V

Rater : 2 (two)

Speaking Subscales’ score Total

Name
Pronunciation Fluency Grammar Vocabulary Comprehension

1 3 2 2 2 2 11

2 3 3 3 3 3 15

3 2 2 2 2 2 10

4 3 2 2 2 2 11

5 3 2 3 2 2 12

6 3 3 3 3 3 15

7 3 3 3 3 3 15

8 3 3 3 3 3 15

9 4 3 3 3 3 16

10 4 3 3 4 4 18

11 3 3 3 3 3 15

12 3 3 2 3 3 14

13 3 3 4 4 4 18

14 3 3 3 3 3 15

15 3 3 3 3 3 15

16 3 3 3 3 3 15

17 3 3 2 2 2 12

18 4 3 3 4 4 18
 119

19 3 2 2 3 3 13

20 3 3 3 3 3 15

21 3 2 2 2 2 11
 120

Speakings’ Score

Class : PBI D

Semester :V

Rater : 2 (two)

Speaking Subscales’ score Total

Name
Pronunciation Fluency Grammar Vocabulary Comprehension

1 3 2 2 3 3 13

2 4 4 4 4 4 20

3 3 3 3 3 3 15

4 3 2 2 3 3 13

5 3 3 3 3 3 15

6 4 3 4 4 4 19

7 2 2 2 2 2 10

8 2 2 2 2 2 10

9 3 2 2 2 2 10

10 4 4 4 4 4 20

11 3 3 3 3 3 15

12 3 3 3 4 4 17

13 3 3 4 3 3 16

14 3 3 4 3 4 17

15 3 2 2 3 3 13

16 3 3 3 2 2 13

17 3 2 2 3 3 13
 121

18 3 3 3 3 3 15

19 3 3 4 3 3 16

20 3 3 3 3 3 15

21 3 3 4 4 4 18

22 4 4 4 4 4 20

23 4 3 4 4 4 19
 122

Speakings’ Score

Class : PBI A

Semester :V

Rater : 3 (three)

Speaking Subscales’ score Total

Name
Pronunciation Fluency Grammar Vocabulary Comprehension

1 3 2 3 3 3 14

2 4 4 3 4 4 19

3 2 2 2 3 4 13

4 4 4 4 4 4 20

5 5 5 4 5 4 23

6 3 2 2 3 3 13

7 4 4 3 3 3 17

8 3 2 3 2 2 12

9 3 2 3 3 2 13

10 3 2 3 3 3 14

11 3 3 3 4 3 16

12 4 3 3 4 4 18

13 4 4 4 4 3 19

14 4 3 3 4 3 17

15 3 3 3 4 2 15

16 4 4 3 4 4 19

17 3 2 3 3 3 14

18 5 4 4 5 5 23
 123

19 4 3 3 4 3 17

20 4 3 4 4 4 19

21 3 3 3 4 3 16

22 3 3 2 4 3 15

23 4 4 4 4 4 20
 124

Speakings’ Score

Class : PBI B

Semester :V

Rater 3 : 3 (three)

Speaking Subscales’ score Total

Name
Pronunciation Fluency Grammar Vocabulary Comprehension

1 3 3 2 4 3 15

2 4 4 4 5 5 22

3 4 4 3 4 4 19

4 3 3 3 3 2 14

5 4 3 3 4 3 17

6 4 3 3 3 3 16

7 5 5 4 5 4 23

8 4 3 3 4 4 18

9 2 2 2 3 2 11

10 3 2 3 3 3 14

11 3 2 2 3 2 12

12 5 5 4 5 5 24

13 4 3 4 4 4 19

14 3 2 2 3 3 13

15 3 4 2 3 3 15

16 4 4 4 5 4 21

17 3 3 3 4 3 16

18 2 3 2 3 4 14
 125

19 4 3 3 3 4 17

20 4 4 3 5 4 20

21 3 2 2 3 3 13

22 3 4 3 4 4 18
 126

Speakings’ Score

Class : PBI C

Semester :V

Rater 3 : 3 (three)

Speaking Subscales’ score Total

Name
Pronunciation Fluency Grammar Vocabulary Comprehension

1 2 3 2 3 3 13

2 3 4 3 4 4 18

3 3 2 2 3 3 13

4 2 2 2 3 2 11

5 3 3 3 4 3 16

6 5 4 4 4 4 21

7 3 4 4 4 4 19

8 4 4 2 4 4 18

9 3 3 2 3 3 14

10 3 3 3 4 4 17

11 4 3 3 4 3 17

12 4 4 2 4 3 17

13 5 4 4 5 5 22

14 4 4 3 5 4 20

15 4 4 4 5 3 20

16 3 4 3 5 4 21

17 3 3 3 3 3 15

18 5 5 3 5 5 23
 127

19 5 4 4 4 4 21

20 5 5 4 5 4 23

21 2 2 2 3 3 12
 128

Speakings’ Score

Class : PBI D

Semester :V

Rater 3 : 3 (three)

Speaking Subscales’ score Total

Name
Pronunciation Fluency Grammar Vocabulary Comprehension

1 2 3 2 3 3 13

2 4 4 4 4 4 20

3 5 4 4 5 4 22

4 5 5 3 5 5 23

5 3 4 3 4 3 17

6 5 4 4 5 5 23

7 3 3 2 4 3 15

8 3 3 3 3 3 15

9 3 3 2 3 3 14

10 5 5 4 5 5 24

11 4 4 3 4 3 18

12 3 4 3 3 3 16

13 3 3 3 4 4 18

14 5 5 4 4 4 23

15 5 4 4 5 4 23

16 3 3 2 4 3 15

17 3 3 2 4 3 15
 129

18 4 4 3 4 3 18

19 3 4 3 4 4 18

20 4 4 3 4 3 18

21 3 3 2 3 3 14

22 4 5 4 5 5 23

23 4 4 4 5 4 21
 130

APPENDIX I THE AVERAGE OF SPEAKINGS’ SCORE

Class : Class A
Semeste
r :V
Name Rater Rater Rater Mean
1 2 3
1 12 15 14 13.6666666
7
2 15 16 19 16.6666666
7
3 13 15 13 13.6666666
7
4 15 17 20 17.3333333
3
5 19 17 23 19.6666666
7
6 13 14 13 13.3333333
3
7 18 17 17 17.3333333
3
8 11 14 12 12.3333333
3
9 14 15 13 14
10 12 13 14 13
11 15 12 16 14.3333333
3
12 15 15 18 16
13 18 18 19 18.3333333
3
14 17 16 17 16.6666666
7
15 15 10 15 13.3333333
3
16 17 10 19 15.3333333
3
17 13 11 14 12.6666666
7
18 21 19 23 21
19 16 12 17 15
20 18 16 19 17.6666666
7
21 16 13 16 15
22 16 16 15 15.6666666
7
23 17 15 20 17.3333333
3
 131

THE AVERAGE OF SPEAKINGS’ SCORE

Class : Class B
Semester :V
Name Rater 1 Rater 2 Rater 3 Mean
1 13 11 15 13
2 19 15 22 18.66666667
3 17 15 19 17
4 15 18 14 15.66666667
5 17 10 17 14.66666667
6 15 10 16 13.66666667
7 20 15 23 19.33333333
8 17 14 18 16.33333333
9 12 14 11 12.33333333
10 13 15 14 14
11 12 10 12 11.33333333
12 23 20 24 22.33333333
13 17 15 19 17
14 12 12 13 12.33333333
15 15 18 15 16
16 20 20 21 20.33333333
17 14 12 16 14
18 13 18 14 15
19 16 11 17 14.66666667
20 20 16 20 18.66666667
21 13 11 13 12.33333333
22 17 10 18 15
 132

THE AVERAGE OF SPEAKINGS’ SCORE

Class : Class C
Semester :V
Name Rater 1 Rater 2 Rater 3 Mean
1 11 11 13 11.66666667
2 17 15 18 16.66666667
3 12 10 13 11.66666667
4 10 11 11 10.66666667
5 16 12 16 14.66666667
6 16 15 21 17.33333333
7 17 15 19 17
8 16 15 18 16.33333333
9 14 16 14 14.66666667
10 18 18 17 17.66666667
11 18 15 17 16.66666667
12 17 14 17 16
13 22 18 22 20.66666667
14 21 15 20 18.66666667
15 19 15 20 18
16 19 15 21 18.33333333
17 15 12 15 14
18 23 18 23 21.33333333
19 22 13 21 18.66666667
20 23 15 23 20.33333333
21 11 11 12 11.33333333
 133

THE AVERAGE OF SPEAKINGS’ SCORE

Class : Class D
Semester :V
Name Rater 1 Rater 2 Rater 3 Mean
1 14 13 13 13.333333
2 21 20 20 20.333333
3 21 15 22 19.333333
4 20 13 23 18.666667
5 18 15 17 16.666667
6 22 19 23 21.333333
7 14 10 15 13
8 16 10 15 13.666667
9 13 10 14 12.333333
10 24 20 24 22.666667
11 20 15 18 17.666667
12 17 17 16 16.666667
13 20 16 18 18
14 22 17 23 20.666667
15 22 13 22 19
16 14 13 15 14
17 16 13 15 14.666667
18 17 15 18 16.666667
19 17 16 18 17
20 16 15 18 16.333333
21 13 18 14 15
22 21 20 23 21.333333
23 22 19 21 20.666667
 134

APPENDIX J

Students’ Speaking Category

Class : Class A

Semester :

Total Converse
Name Gender Category
score score to 4

1 M 14 56 Poor

2 M 17 68 Average

3 M 14 56 Poor

4 M 17 68 Average

5 F 20 80 Good

6 F 13 52 Poor

7 M 17 68 Average

8 F 12 48 Very Poor

9 F 14 56 Poor

10 F 13 52 Poor

11 F 14 56 Poor

12 F 16 64 Average

13 F 18 72 Average

14 M 17 68 Average

15 M 13 52 Poor

16 M 15 50 Poor

17 F 13 52 Poor

18 F 21 84 Good
 135

19 F 15 60 Average

20 F 18 72 Average

21 F 15 60 Average

22 F 16 64 Average

23 F 17 68 Average
 136

Students’ Speaking Category

Class : Class B

Semester :

Total Converse
Name Gender Category
score score to 4

1 M 13 52 Poor

2 F 19 76 Good

3 F 17 68 Average

4 F 16 64 Average

5 F 15 60 Average

6 F 14 56 Poor

7 M 19 76 Good

8 F 16 64 Average

9 F 12 48 Very Poor

10 F 14 56 Poor

11 M 11 44 Very Poor

12 M 22 88 Very Good

13 F 17 68 Average

14 F 12 48 Very Poor

15 F 16 64 Average

16 F 20 80 Good

17 F 14 56 Poor

18 F 15 60 Average
 137

19 F 15 60 Average

20 M 19 76 Good

21 M 12 48 Very Poor

22 F 15 60 Average
 138

Students’ Speaking Category

Class : Class C

Semester :

Total Converse
Name Gender Category
score score to 4

1 F 12 48 Very Poor

2 F 17 68 Average

3 F 12 48 Very Poor

4 F 11 44 Very Poor

5 F 15 60 Average

6 F 17 68 Average

7 F 17 68 Average

8 F 16 64 Average

9 F 15 60 Average

10 F 18 72 Average

11 F 17 68 Average

12 F 16 64 Average

13 F 21 84 Good

14 F 19 76 Good

15 M 18 72 Average

16 F 18 72 Average

17 F 14 56 Poor

18 F 21 84 Good

19 F 19 76 Good
 139

20 F 20 80 Good

21 F 11 44 Very Poor
 140

Students’ Speaking Category

Class : Class D

Semester :

Total Converse
No Name Gender Category
score to 4

1 F 13 52 Poor

2 F 20 80 Good

3 F 19 76 Good

4 M 19 76 Good

5 F 17 68 Average

6 F 21 84 Good

7 F 13 52 Poor

8 F 14 56 Poor

9 F 12 48 Very Poor

10 F 23 92 Very Good

11 F 18 72 Average

12 F 17 68 Average

13 F 18 72 Average

14 F 21 84 Good

15 F 19 76 Good

16 F 14 56 Poor

17 F 15 60 Average

18 F 17 68 Average

19 F 17 68 Average
 141

20 F 16 64 Average

21 F 15 60 Average

22 F 21 84 Average

23 F 21 84 Average

Over all Speaking Category Result

Category Frequency Percentage

Very Good 2 2.2%

Good 17 19.10%

Average 42 47.19%

Poor 18 20.22%

Very Poor 10 11.23%

Total 89 100%
 142

APPENDIX K
Students’ score of Self-Esteem and Speaking Achievement
Class : Class A
Semester :V
Name Self-Esteem Speaking

1 30 14

2 40 17

3 27 14

4 41 17

5 46 20

6 32 13

7 25 17

8 24 12

9 37 14

10 32 13

11 28 14

12 39 16

13 19 18

14 36 17

15 27 13

16 36 15

17 34 13

18 47 21

19 37 15

20 35 18

21 22 15

22 29 16

23 44 17

Students’ score of Self-Esteem and Speaking Achievement

 143

Class : Class B

Semester :V

Name Self-Esteem Speaking

1 37 13

2 46 19

3 31 17

4 33 16

5 16 15

6 28 14

7 44 19

8 38 16

9 28 12

10 35 14

11 24 11

12 48 22

13 42 17

14 28 12

15 24 16

16 46 20

17 23 14

18 24 15

19 27 15

20 24 19

21 25 12

22 27 15
 144

Students’ score of Self-Esteem and Speaking Achievement

Class : Class C

Semester :V

Name Self-Esteem Speaking

1 27 12

2 29 17

3 25 12

4 28 11

5 25 15

6 46 17

7 30 17

8 31 16

9 29 15

10 16 18

11 29 17

12 35 16

13 46 21

14 32 19

15 40 18

16 28 18

17 23 14

18 43 21

19 43 19

20 47 20

21 30 11

Students’ score of Self-Esteem and Speaking Achievement

 145

Class : Class D

Semester :V

Name Self-Esteem Speaking

1 33 13

2 38 20

3 35 19

4 47 19

5 34 17

6 46 21

7 21 13

8 18 14

9 31 12

10 47 23

11 25 18

12 28 17

13 38 18

14 44 21

15 39 19

16 26 14

17 23 15

18 29 17

19 24 17

20 35 16

21 29 15

22 47 21

23 42 21

APPENDIX L
Descriptive Statistics of Self-Esteem
 146

N Valid 89

Missing 0

Mean 32.8764

Std. Error of Mean .89343

Median 31.0000

Mode 28.00

Std. Deviation 8.42860

Variance 71.041

Range 32.00

Minimum 16.00

Maximum 48.00

Sum 2926.00

SELF-ESTEEM

Frequency Percent Valid Percent Cumulative Percent

Valid 16 2 2.2 2.2 2.2

18 1 1.1 1.1 3.4

19 1 1.1 1.1 4.5

21 1 1.1 1.1 5.6

22 1 1.1 1.1 6.7

23 3 3.4 3.4 10.1

24 6 6.7 6.7 16.9

25 5 5.6 5.6 22.5

26 1 1.1 1.1 23.6

27 5 5.6 5.6 29.2

28 7 7.9 7.9 37.1

29 6 6.7 6.7 43.8

30 3 3.4 3.4 47.2

31 3 3.4 3.4 50.6

32 3 3.4 3.4 53.9

33 2 2.2 2.2 56.2

34 2 2.2 2.2 58.4

35 5 5.6 5.6 64.0

 147

36 2 2.2 2.2 66.3

37 3 3.4 3.4 69.7

38 3 3.4 3.4 73.0

39 2 2.2 2.2 75.3

40 2 2.2 2.2 77.5

41 1 1.1 1.1 78.7

42 2 2.2 2.2 80.9

43 2 2.2 2.2 83.1

44 3 3.4 3.4 86.5

46 6 6.7 6.7 93.3

47 5 5.6 5.6 98.9

48 1 1.1 1.1 100.0

Total 89 100.0 100.0

 148

APPENDIX M
Descriptive statistics of speaking achievement

Statistics

SPEAKING

N Valid 89

Missing 0

Mean 16.2472

Std. Error of Mean .30625

Median 16.0000

Mode 17.00

Std. Deviation 2.88917

Variance 8.347

Range 12.00

Minimum 11.00

Maximum 23.00

Sum 1446.00

SPEAKING

Frequency Percent Valid Percent Cumulative Percent

Valid 11 3 3.4 3.4 3.4

12 7 7.9 7.9 11.2

13 7 7.9 7.9 19.1

14 10 11.2 11.2 30.3

15 11 12.4 12.4 42.7

16 8 9.0 9.0 51.7

17 15 16.9 16.9 68.5

18 7 7.9 7.9 76.4

19 8 9.0 9.0 85.4

20 4 4.5 4.5 89.9

21 7 7.9 7.9 97.8

22 1 1.1 1.1 98.9

23 1 1.1 1.1 100.0

Total 89 100.0 100.0

149
 150

APPENDIX N
NORMALITY TEST

One-Sample Kolmogorov-Smirnov Test

SELF-ESTEEM SPEAKING

N 89 89
a
Normal Parameters Mean 32.8764 16.2472

Std. Deviation 8.42860 2.88917

Most Extreme Differences Absolute .115 .094

Positive .115 .094

Negative -.076 -.086

Kolmogorov-Smirnov Z 1.089 .887

Asymp. Sig. (2-tailed) .187 .412

a. Test distribution is Normal.

 151

APPENDIX O
PPlot

Case Processing Summary

SELF-ESTEEM SPEAKING

Series or Sequence Length 89 89

Number of Missing Values in the User-Missing 0 0

Plot System-Missing 0 0

The cases are unweighted.

Estimated Distribution Parameters

SELF-ESTEEM SPEAKING

Normal Distribution Location 32.88 16.27

Scale 8.429 2.911

The cases are unweighted.

SPEAKING
 152

SELF-ESTEEM
153
 154

APPENDIX P
LINEARITY TEST

Case Processing Summary

Cases

Included Excluded Total

N Percent N Percent N Percent

SPEAKING *
89 100.0% 0 .0% 89 100.0%
SELF-ESTEEM

Report

SPEAKING

SELF-
ESTEEM Mean N Std. Deviation

16 16.5000 2 2.12132

18 14.0000 1 .

19 18.0000 1 .

21 13.0000 1 .

22 15.0000 1 .

23 14.3333 3 .57735

24 15.0000 6 3.03315

25 14.8000 5 2.77489

26 14.0000 1 .

27 13.8000 5 1.30384

28 14.0000 7 2.64575

29 16.1667 6 .98319

30 14.0000 3 3.00000

31 15.0000 3 2.64575

32 15.0000 3 3.46410

33 14.5000 2 2.12132

34 15.0000 2 2.82843

35 16.6000 5 1.94936

36 16.0000 2 1.41421

37 14.0000 3 1.00000

38 18.0000 3 2.00000

39 17.5000 2 2.12132
 155

40 17.5000 2 .70711

41 17.0000 1 .

42 19.0000 2 2.82843

43 20.0000 2 1.41421

44 19.0000 3 2.00000

46 19.6667 6 1.50555

47 20.8000 5 1.48324

48 22.0000 1 .

Total 16.2472 89 2.88917

ANOVA Table

Sum of
Squares df Mean Square F Sig.

SPEAKING Between (Combined) 460.128 29 15.866 3.411 .000

* SELF- Groups
Linearity 296.607 1 296.607 63.767 .000
ESTEEM
Deviation from
163.522 28 5.840 1.256 .228
Linearity

Within Groups 274.433 59 4.651

Total 734.562 88

Measures of Association

R R Squared Eta Eta Squared

SPEAKING * SELF-ESTEEM .635 .404 .791 .626

 156

APPENDIX Q
Correlations

Correlations

SELF-ESTEEM SPEAKING

SELF-ESTEEM Pearson Correlation 1 .635**

Sig. (2-tailed) .000

N 89 89

SPEAKING Pearson Correlation .635** 1

Sig. (2-tailed) .000

N 89 89

**. Correlation is significant at the 0.01 level (2-tailed).

 157

APPENDIX R
Regression

Variables Entered/Removedb

Model Variables Entered Variables Removed Method

1 SELF-ESTEEMa . Enter

a. All requested variables entered.

b. Dependent Variable: SPEAKING

Model Summary

Std. Error of the

Model R R Square Adjusted R Square Estimate

1 .635a .404 .397 2.24365

a. Predictors: (Constant), SELF-ESTEEM

ANOVAb

Model Sum of Squares df Mean Square F Sig.

1 Regression 296.607 1 296.607 58.921 .000a

Residual 437.955 87 5.034

Total 734.562 88

a. Predictors: (Constant), SELF-ESTEEM

b. Dependent Variable: SPEAKING

Coefficientsa

Standardized
Unstandardized Coefficients Coefficients

Model B Std. Error Beta t Sig.

1 (Constant) 9.086 .963 9.438 .000

SELF-ESTEEM .218 .028 .635 7.676 .000

a. Dependent Variable: SPEAKING

APPENDIX S
 158

Audio Script of Students’ Speaking Test

Students’ name : IHM (code)

Duration : 01.32 Minutes

My opinion about the importance of English in modern era. First, as we know that English is a

language that learn by almost all of the world and English is very important in competing with others. As we

know that in Indonesia we are entering in the Asean Economy Community (MEA). So, English will help us

in wrecking the boundaries between people from the other Asean countries like Thailand or Malaysian

because English is very important and also English become the consideration or indicator that used by many

schools or favorite schools in Indonesia and also in the outside of Indonesia. For example like The USA,

Thailand, Malaysia or Japan country, they used English as their indicator. For example like that they have

TOEFL, IELTS. They used that because English is one key to open many doors. Thank you
 159

Audio Script of Students’ Speaking Test

Students’ name : SU (code)

Duration : 01.41 Minutes

Okay, I would like to tell you about the importance of English in modern era. For me English is

incredible language, why ? because English is very important. Even less in our modern era today. English is

the best skill for everyone who find the job, then to compete their skill in another country in Asean economy

community, and then in our technology era, English is very useful to people find a job and then, yes, I think

English is very useful. If everyone have the best skill in English, it means that they have good compete with

other people in the abroad. Yes, I think that’s all.

 160

Audio Script of Students’ Speaking Test

Students’ name : SV (code)

Duration : 00.44 seconds

The topic is the important of English in modern era. Achhhhh………….I think English is very

important for the investment in our country and also English can make easier for us to work. English is also

important for communication abroad. I think enough. Thank you.

 161

APPENDIX S
Raters’ Speaking Score Correlation

Correlations

RATER 1 RATER 2 RATER 3

RATER 1 Pearson Correlation 1 .562** .913**

Sig. (2-tailed) .000 .000

N 89 89 89

RATER 2 Pearson Correlation .562** 1 .533**

Sig. (2-tailed) .000 .000

N 89 89 89

RATER 3 Pearson Correlation .913** .533** 1

Sig. (2-tailed) .000 .000

N 89 89 89

**. Correlation is significant at the 0.01 level (2-tailed).

 162

APPENDIX U
Research Gallery

(Processing Research)
163