THE CORRELATION BETWEEN SELF-CONCEPT AND ENGLISH SPEAKING ABILITY OF THE LEARNERS OF PRIMAGAMA ENGLISH COURSE SAMARINDA

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Posted February 19th, 2009 by andi syakir

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The success of English learning is seen generally through the speaking ability. Nowadays, although learners have learned English for years, many of them are still incapable to use English orally. These may be caused by the limitation of opportunity to practice, lack of vocabulary, or psychological factors which more concern to the fear of making mistakes when speaking English. This fear feeling comes up from the low self-concept they have. Someone with low self-concept is believed to be unconfident, while confidence is needed by learners to present their English orally (Coopersmith in Bintang Bangsaku: 2008). This psychological factor influenced the learners ability in speaking.Based on the problem above, the writer would like to find out learners self-concept and speaking ability, and whether there is a correlation between self-concept which is one of psychological factor and their English speaking ability of Primagama English for students class.The design of this research was correlational study. This study tried to find out the correlation between self-concept and English speaking ability. The writer took 30 learners of the Primagama English for students class as research subjects. The data were obtained through the self-concept test that has been adapted from A test of a multi faceted, hierarchical model of self concept by Dr Russell F. Waugh and the speaking test was held by the instructor.

CHAPTER IINTRODUCTION

1.1 Background of the StudySpeaking is an important aspect in language learning. By speaking, we can convey information and ideas, and maintain social relationship by communicating with others.In addition, a large percentage of the worlds language learners study English in order to be able to communicate fluently. It is strengthened by British Councils report (1998) which states that more than two billion people use English to communicate. Some people often think that the ability to speak a language is the product of language learning. They assumed that speaking is a crucial part of language learning process.Many language learners regard speaking ability as the measure of knowing a language. That is why 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 their progress in terms of their accomplishments in spoken communication.On the contrary, for most people, speaking is the most difficult part when they learn a foreign language. There are many obstacles in mastering English. For people who wants to be competent in communicating with English, they must change and expand identity as she or he learns the culture, social, and even political factors of English, that needed to speak appropriately with a new voice, it is as Englishman (Hughes, 2002 in Fitriana 2004:1). Besides changing and expanding the identity, they also need bravery and confidence to present their English well. Bravery and self confidence are included in non linguistic aspect which directly indicated ones self concept that can determine ones successful or failure in speaking English.There were several reasons why the writer was interested in investigating the correlation between self-concept and English speaking ability. First, people who have learnt English for a long time in Indonesia, sometimes rather hesitate when they should speak with native speakers. They are not sure with their English. They are often embarrassed or shy to say anything when they do not understand what others speak or when they realize that others do not understand them. Sometimes, they just listen in silence while others do talking. In this case, they just lack confidence in their ability to participate successfully in oral interaction. This self-confidence factor is quite related to the self-concept of the people. Because self-concept is just one factor among many that have an impact to ones self-confidence.Second, some people sometimes do not have enough bravery to speak in front of people even in their own language. They always feel nervous when they speak up in public. They are afraid of making mistakes because they are worry if other people will laugh at them. Actually, feeling some nervousness is natural and healthy. It shows people care about doing well. But too much nervousness can be detrimental. According to Wijaya (2007) deliver a speech in public is not easy but also is not difficult to do. We should believe that the ability to speak in front of people is not innate but a skill that can be learned.The last reason was the common situation which happened in general speaking class. Most of students are often particularly reticent when it comes to speaking activity in their classroom. They got nervous when require to speak English in front of the class. Sometimes, they also avoid this chance by giving many excuses. They usually say I am shy and I cannot do that. Or even they did what the teachers instruction but their voice was slower and softer than usual, so the teacher could not hear their voice clearly. Actually, to be able to speak English in their speaking class, students are not expected to have a great ability in grammar, vocabulary, or writing, but how brave they express their idea and use their English in front of others.In this study self concept is what one understands about his/her self. It may include ones social character or abilities, physical appearances and body image, and the way of thinking and behavior. Each person can change his/her self concept to be more positively to get a good achievement but it depends on what one sees and understands on his/her feeling, belief and attitude. Better ones self-concept, it will be higher self-competence can be developed (Pudjijogyanti: 1991).Referenced on illustration above, it is clear that psychological factor like self-concept will give some contributions in successful of learning especially speaking. Moreover, the teachers have an important role in developing learners self concept by giving more attention to motivate them in order to they are more active and brave to use their English orally.If they always think that they are going to be failed in speaking English, they will not be able to speak well. This situation shows that this fear indicates they have low or even negative self concept. In other word, it could be say that if learner has no idea about what to say, she or he may lose confidence, feel no comfortable, and make mistake.Based on the description above, the writer was interested in investigating the correlation of self-concept and speaking ability of the learners of Primagama English for students class where it is a new comer as an English course with a small number of learners which is focusing on how to improve their English speaking ability.

1.2 Research QuestionsConcerning the background of the study, the writer formulated the problem of the study, as followed:1. How is the self-concept of the learners in the Primagama English for students class?2. How is the English speaking ability of the learners in the Primagama English for students class?3. Is there any correlation between self-concept and English speaking ability of the learners in the Primagama English for students class?

1.3 Purposes of the StudyBased on the background and problems above, the purposes of the study were as follows:1. To know the self-concept of the learners in the Primagama English for students class.2. To know the English speaking ability of the learners in the Primagama English for students class.3. To know whether there is a correlation between self concept and English speaking ability of the learners in the Primagama English for students class.

1.4 Significances of the StudyThis study was conducted in the hope that the result would give some usefulness as follows:1. For helping teachers to teach conversation or to increase students speaking ability. Therefore, teachers may have a real expectation to his students with low self-concept to have a proficiency in speaking English.2. For helping teachers in understanding psychological factors, such as self-concept that influences learners when learning to speak English.3. After knowing the influence of having a high self-concept upon English speaking ability, the teacher can motivate the students to improve their self-concept.4. For helping students to be aware about their self-potential and personality and to maintain their self-concept in order to get a good achievement.

1.5 Scope and Limitation of the StudyIn order to get focus in conducting this study, the writer limited the scope of the study as follows:1. This study focused on the self-concept and the English speaking ability.2. The subject of this study was the learners in the Primagama English for students class.3. Independent variable of this study was the learners self-concept and the dependent variable of this study was learners English speaking ability.4. The writer used direct and close questionnaire to measure the students self-concept. It consisted of twenty questions. It is determined according to Likert Scale.

1.6 Hypothesis of the StudyIt is necessary for the writer to formulate the hypothesis of the study as follows:1. Alternative Hypothesis (Ha):There is a significant correlation between self-concept and English speaking ability of the learners in the Primagama English for students class.

2. Null Hypothesis (Ho):There is no significant correlation between self-concept and English speaking ability of the learners in the Primagama English for Students class.

1.7 Definition of Key TermTo clarify what the writer wanted to achieve in this study, it was better to formulate the operational definition as follows:1. Self-concept is what someone sees or understands about his/herself. It is about how a person perceives himself; how a person regards himself; what he thinks of himself; how he values himself; and how he attempts through various actions to enhance or defend himself.2. English speaking ability is an ability of someone to speak, to communicate, to express idea and feeling in English as foreign language.3. English learner is a person who gains knowledge, comprehension or mastery in English through experience or study. His purpose is to gain English skills, such as speaking, reading, writing and listening skills.4. Primagama English is an institute that focuses on English subjects which was established on 14 July 2008. It is located on Jln. KH. Wahid Hasyim No.22B Samarinda. It offers three English programs, they are English for children, English for Students, and General English.5. English for Students class is a special class for students both of elementary and high school who want to improve their English achievement in school.

CHAPTER IIREVIEW OF RELATED LITERATURE

Self-concept is about how you see yourself. How people perceive you will affect your own self image and will affect how they relate to you. It will affect your relationship either positively or negatively. And, your view about yourself shaped your unique thoughts and belief. You will see yourself in positive and negative ways and both will be biased. Then, your view will influence your self concept because our general belief about ourselves can have a powerful effect upon our self confidence across many situations.To know weather the self concept of learners has relationship with their English speaking ability or not, the writer would like to explain the concept as follows:

2.1 Self-ConceptSelf concept theory firstly comes from Carl Rogers theory about self. He introduced an entire system of helping built around the important of the self. The entire theory is built on a single force of life. He calls the actualizing tendency. It can be defined as the built in motivation present in every life form to develop its potential to the fullest extent possible (Purkey, 1988 in http://www.ericdigest.org/pre-9211/self.htm).In Rogers view, the self is a social product, developing out of interpersonal relationships and striving for consistency. He maintained that there is a basic human need for positive regard both from others and from oneself. He also believed that in every person there is a tendency towards self-actualization and development so long as this is permitted and encouraged by an inviting environment (Purkey:1988).So, Rogers (1959) in Pesticelli (1998) defines self concept as the organized concept that composed of perceptions of the characteristics of I or me and the perception of the relationships of the I or me to others and to various aspects of life, together with the values attached to these perceptions. In other words, ones self concept influences the way of how one regards both oneself and ones environment. According to him, a strong self concept is flexible and allows a person to confront new experiences and ideas without feeling threatened.Besides Rogers, there are many definitions of self concept from other psycholinguists. The writer will present a few to know more about the meaning of self concept. Hubber and Runyon (1984) in Bintang Bangsaku (2008) state that self concept is an internal perception of ones competencies, virtues, and feeling value. Murphy (1947) in Bintang Bangsaku (2008) defines it as the individual as known to the individual. According to Symonds (1951) in Bintang Bangsaku (2008) it is the way or manner in which the individual react to himself. He spells out four aspect of self: how a person perceives himself; what he thinks of himself; how he values himself; and how he attempts through various action to enhance or defend himself.In addition, Purkey (1988) defines self concept is the totality of a complex, organized, and dynamic system of learned beliefs, attitudes, and opinions that each person holds to be true about his/her personal existence. Marsh (1990) in Burnet (1999) states that self concept is a persons perceptions regarding him/herself; these perceptions are formed through experience with and interpretations of ones environment. They are especially influenced by evaluations by significant others, reinforcements and attributions for ones own behavior.Furthermore, Bracken (1992) in Bintang Bangsaku (2008) mentions that self concept is a context that depends on learned behavioral patterns that reflect an individuals evaluation of past behavior and experiences, influence an individuals current behavior, and predict the individuals future behaviors. Furhman (1990) in Bintang Bangsaku (2008) states that self concept is all about ones perception and assessment about ones self through physic, sex, cognitive, behavior, competence, performance, motivation, and emotion.Other definition about self concept is from Cooley (1992) in Bintang Bangsaku (2008). He defines self concept as a concept is formed from learning process about norm, attitude, role, and identity in the interaction process with society. Stuart and Sudeen (1998) in Salbiah (2003) state that self concept is all ideas, thinking, and belief is known by someone about his/herself and influence one in interaction process.In this study, self concept is what someone understands about his/herself that develops through experience, education, socialization and interaction process as long as human life. It is about how a person perceives himself; how a person regards himself; what he thinks of himself; how he values himself; and how he attempts through various actions to enhance or defend himself.

2.1.1 Aspects or Sub Scale of Self ConceptAccording to Brook (Bintang Bangsaku: 2008), the aspect of self concept is divided into three. They are as follows:1. Academic Self ConceptIt is related to individuals perception about his capability, achievement, and self confidence in academic life. And the students perception itself is influenced by others perception toward him especially teachers and classmates. If the teacher believes to the students capability, the students also trust with their capability. Then, they may feel others accept themselves. Unconsciously, there is a high motivation and desire inside the students self to get a good achievement.In addition, Jones and Grieneeks (Pudjijogyanti: 1991) say that self concept is the best non-intellectual factor to determine students achievement. Many observations showed that individual perception about his capability will influence his motivation to get a good achievement. In brief, it shows that the importance of self confidence, self regard, and self acceptance in determining the successfulness.2. Social Self ConceptIt is related to ones social role, his perception toward its role, and the ability to make relationship with others people. This aspect focuses on ones role as a social person in the family and society and how the family and environment treat someone and influence ones self concept.3. Personal Self ConceptIt is related to individuals perception about his property like physical appearances, the way of thinking, and feeling value toward himself which relates to ones characteristic or trait personality like attitude, value, and belief such as self confidence, honesty, and trustworthy.

2.1.2 Level of Self ConceptMostly, self concept is divided into two levels (Bintang Bangsaku: 2008). They are high self concept and low self concept. Furthermore, it is divided into three levels. They are high, fair and low. High self concept is the condition when you are sure about yourself, appreciate your self, trust to your potential, feel accepted, make friend easily, and another happy feeling that make you confident and deserve to have a better life. Fair self concept is the condition when you have a fairly self concept. You feel accepted, praised and other happy feelings that make you be confidence, but in another situation, the feeling can be change of the opposite. Although he or she has high self concept, but it is not high enough to be called high concept, because there is still another room to be improved to have high self concept. Low self concept is the condition of your feeling when you have a poor self image caused by your experiences during childhood, and that feeling cannot go through when you are growing up. You feel lonely, depressed, having social anxiety and alienation even in crowd situation.Coopersmith in Bintang Bangsaku (2008) states that the characteristic of people who have high self concept are free to give opinion, have high motivation to reach aim, can actualize self potential, and have ability to adapt with environment. In addition, Brook and Emmert in Bintang Bangsaku (2008) mention that high self concept is signed by trusting ones competence to solve problem, having equal role with others, accepting praise, being aware that not all people are accepted certainly by society and always improving his/her personality.John Robert Power (1977) in Bintang Bangsaku (2008) states that people have high self concept when they know themselves deeply both strength and weakness, accept all their self potential and feel confidence to develop it optimally, and have a strong motivation to learn and become a success person.In this study, if the learners have high self concept on English speaking, they will speak English confidently and fluently. Because by having high self concept, students will have strong motivation to learn and to develop their competence in speaking and be active in English speaking class. They are also brave to take risks of making mistakes and make decision about what to say and how to express their ideas in English. Briefly, the learners who have high self concept will regard themselves and can reach the aim easily.Fair self concept almost has the same characters with high self concept. But, it is unstable. A person with fair self concept is easy distracted by the condition and situation. And it is easy to make them feel inferior or not confidence when they are in unusual condition and do something difficult or they never done before. Sometimes they are enable to overcome the unusual situation, but sometimes not.Low self concept is signed by having no knowledge about self, lack confidence, afraid to make mistakes and to try a new thing, afraid to refusal, lazy to learn, easy feeling failure, always blaming situation and others, sensitive to others criticism, hypercriticize, responsive to others praise, and pessimistic.Coopersmith in Bintang Bangsaku (2008) states that low self concept is characterized by insecure feeling and lack self acceptance. Furthermore, Fitts in Bintang Bangsaku (2008) mention that people have low self concept when they do not regard themselves, have no self image yet, have difficulty to define their own self, easy to be influenced with environment, and feel strange in his/her own environment because of their bad experiences.By having low self concept, learners are hampered to speak English well. Because they tend to be inactive, ashamed to express their idea, afraid to make mistakes and do not know what and how should they express their idea in English. If the learner keeps this low level of self concept during he or she learns to speak English, the writer thinks that it will take a long time for them to be success in English speaking. Here is needed the teacher or instructors role in improving their self concept on English speaking ability because it is not always so easy to recognize whether the learners have low self concept or not.There are some consequences of having low self concept that can devastate. It can create anxiety, loneliness, and increase the likelihood for depression. It can cause problems with friendship and relationship, can impair academic and job performance seriously, can lead to under achievement and increase vulnerability to drug and alcohol abuse. These negative consequences can take a person into a downward spiral of lower self concept and increasingly non productive or even actively self destructive behavior (The Counseling and Mental Health Center, 1999, in Fitriana 2004:18)

2.1.3 Self Concept DevelopmentSelf concept is not innate and heredity. It develops by continuing self learning process. Burns (1979) in Bintang Bangsaku (2008) states that self concept always develop as long as human life. Furthermore Cooley in Bintang Bangsaku (2008) mentions that self concept is formed through learning process.Self concept develops through out our lives as we build a self image through our experiences with different people and activities. Experiences during childhood play role in shaping our basic self concept. The way we are treated by families, teachers, friends, and society, and the way we face our success and failure when we are growing up, give a contribution to create our self concept.As Hurlock (1980) states that the development process of self concept started from when human was born, continue until his/her age is 6-8 months old, and when his/her age is 3-5 years old, the person starts to identify him/her self about age, body size, sex, and other. In this face which Allport (Sarason: 1972, Bintang Bangsaku: 2008) called as early self face, someone also tries to give simple respond to others.The process is more complicated in schooling age. It is because of socialization, and interaction process with others. And the most complex face is adolescent. Hurlock (1980) mentions that adolescent face is the important face to find out and set up ones self concept. If someone receives positive perception or regards from others, he/she may regard his/her self highly which also can shape his/her positive self concept.In brief, self concept is formed from learning process through feed back from others and environment, experience (both childhood and growing up), education, interaction and socialization process.

2.2 The Concept of English Speaking AbilityAccording to Webster Dictionary (1984:256) speaking is to utter words, to express thought by words, to utter speech, discourse, or narague, to talk, to make mention, to tell by writing , to communicate ideas in any matter. Horn (1980:76) in Andriany (2004:7) implies speaking also means to use a language in ordinary, not in singing. Above theories emphasize that speaking is an effort to use language freely, being able to speak which puts more emphasis on interaction, communication and understanding each other. If it related to particular language, such as English, according to Ratih (2002), speaking is the form of oral language that is inevitably used to communicate ideas and feelings, no matter what the language is.Based on definition above, speaking includes some components which should be mastered: structural accuracy, vocabulary, pronunciation, fluency and comprehension for oral communication in the classroom context. The speaking component in a language class should encourage acquisition of communication in and out the classroom. Those components will be used as measurements description in order to check the correctness in terms of non-using the score.The writer can conclude that speaking is the ability to use the language in ordinary way by speech. It is not only matter of transferring some messages to other person but is also communication, which needs more that one person to communicate with.Meanwhile, Webster Dictionary (1986:2) defines ability as a genetic word represents the term capacity, capability, intelligence, competence, mind power and others. It also relates to skill, knowledge to do something, proficiency, aptitude, faculty, expertise, talent, facility, qualification, and strength. Based on the definition above the writer define English speaking ability as an ability or skill that the learners have to communicate, to convey meaning, and to have a meaningful conversation in English.In learning English, the main goal is to able to speak well so they can use it in communication. Speaking skill believed as important aspect to be success in English speaking. The success of learning English can be seen and measured from their performance in speaking and how well they present their English in communication.English as the target language should be mastered well, either its language skill or language area. In acquiring second language, learners should be involved into a meaningful interaction of the target language that only found in natural communication. Learners learn to speak and concerned to the message that they are conveying and understanding. Ratih (2002) explained that when people speak, they construct ideas in words, express their perception, their feelings and their intentions, so that interlocutors grasp meaning of what the speakers mean. If the learner does not have speaking skill, does not understand the English words that saying by the speaker, does not acknowledge the language, they cannot grasp meaning of the speakers mean. In that condition, they cannot be said success in learning English, because they did not have a meaningful interaction of English conversation. So, for people who want to speak English well, besides learning the knowledge of the language, they need to practice it. Because it is impossible to be able speak English without practice it.Speaking skill requires two aspects, namely linguistic and non-linguistic aspect.1. Linguistic aspect is the main requirement that the English learner should possess in order to speak it well. It involves comprehension, pronunciation, grammar and word order, vocabulary, and general speed of speech, sentence length and etc.2. 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 and extroversion.To be success in English speaking, learners should master the linguistic aspect and posses the non-linguistic aspect. They both correlate each other. So, English speaking ability here not only focuses on the knowledge of language that the learners have, but also focuses on the personality dimension that will affect them in presenting their knowledge of English and they know how and when to present it.2.2.1. PronunciationThe way of speaking the language is called pronunciation. Hornby (1984:670) explains that, pronunciation is a way in which a language is spoken, persons way of speaking a language or words of a language. Whereas, Longman Dictionary of Contemporary English (2001:1130) states pronunciation as the way in which a particular language is pronounced, a particular persons way of pronouncing a language, the way in which a word is usually pronounced.The writer concluded that pronunciation refers to the way of person in speaking a word that is pronounced.2.2.2. VocabularyIn Oxford Advanced Learners Dictionary (Hornby, 1984:461) vocabulary is defined as the total number of words in a language, the words known to a person and a list of words with their meanings, especially at the back of a book used for teaching a foreign language.Vocabulary in this study covers the selection and the use of varied words that used by students. In short, the writer concluded that vocabulary is a total number of words which has meaning in a particular language which is necessary for students to use in speaking and writing.2.2.3. StructureThe Longman Dictionary of Contemporary English (2001:1437) defines grammar as (the study and practice of) the rules by which words change their forms and combined into sentences.According to Pooley in Olfah (2004), grammar describes the way of language work. English grammar tells how English works in communicating ideas. Ideas are generally expressed in sentences. Sentences are made by grouping and arranging words. Therefore, grammar is also the study of words in sentences.Structure in this study covers the appropriateness of using words correctly in sentences orally. The writer concluded that grammar is the way of language works through words in speaking or writing so a language will be understood clearly.2.2.4. FluencyLongman Dictionary (2001:541) defines fluency as mode expressing thought in a language, whether oral or written, especially such use of a language in the expression of thought as exhibits the spirit and faculty of an artist, choice or arrangement of words in discourse, rhetorical expression.Further, according to Bryne in Andriany (2004) the main goal in teaching the productive skill of speaking will be oral fluency. Fluency as a part of speaking indicates how well or how smooth a speaker expresses ideas in terms of sentences. Fluency in speaking is the quality of being fluent and it needs the intensity or practices, talent, habit and proper speech.Perfect fluency will be identified by limited pause of utterance. Speaker with imperfect fluency will stop and start to talk in uttering the sentences. Refers to the typical speaking, the more pauses subject performs a speech the more indicates that he has poor fluency in uttering sentences in terms of explaining the information within. In this regard, when student performs speech, he might think for a while to find the other words to continue the whole explanation to get the information clear.The writer concluded that fluency in speaking is the ability of speaker in expressing or uttering ideas in terms of sentences with limited pause of utterance.2.2.5. ComprehensionComprehension is the power of understanding an exercised aimed at improving or testing ones understanding of a language in written or spoken (Hornby, 1984). Moreover, it defines as the ability to understand completely and be aware of understanding whatever said by speaker or toward the topics that are discussed during having conversation.Comprehension is one of many components that should be paid attention to increase students speaking ability in order to speak better. There are pronunciation, structure, vocabulary and fluency. Yet, speaking means making up a language in ordinary way that involving those components.Basically, there is a number of different ways of getting students to speak, ranging from asking students a set of questions to request them to give a detailed presentation. This way aims to get the students to speak in order to improve his or her comprehension.From the explanation above, the writer concluded that comprehension is the students ability to understand a task given by a teacher. Comprehension is how the students respond correctly and appropriately toward the task given.

2.3 Self Concept in English Speaking AbilityThe main goal in learning English is to speak English fluently. To communicate in English needs confident that is reflected through our general self concept.In addition, Schutz (2005) explained, according to Krashens Affective hypothesis, in acquiring second language, learner is affected by some variables including motivation, self confidence, and anxiety. Krashen claims that with high motivation, self confidence, a good self image, and a low level of anxiety, learner will be better for success in second language acquisition. Furthermore, low motivation which relate to the low self concept and debilitating anxiety, can form a mental block that prevents comprehensible input for language acquisition.It means that when the learner has low self concept, any efforts to acquire second language as well will be disturbed, and she/he might failed to acquire English as second language. As the writer explained above, low self concept may affect their self confidence and motivation to learn. So, high self confidence and motivation are needed to present our English in communication.There are some factors that influence self confidence and motivation in speaking English (Ratih: 2002). They are: Lack of vocabularies and limited opportunity for practice expectancy to success and self efficacy (Weiner, 1986 in http:pscheirder@socal.rr.com) Personal valuing of his/her ability in speaking (self perception ability-related to self esteem) Having anxiety during performance or having fear of failure (Eccles and Wigfield, 1991 in http:pscheirder@socal.rr.com) The difficulty of tasks whether they are able to do one similar to it before or called as self competency belief (Wigfield, 1994 in http:pscheirder@socal.rr.com)As the writer explained above, some aspects influence English speaking ability. From Non-linguistic aspect, the writer concludes that the factors influencing English speaking ability are: Self concept which relates to the self confidence and motivation to learn speaking English Extroversion has seven indicators that will determine the success of learning to speak. They are activity (active to speak), sociability (be sociable and easy to adapt a new atmosphere to gain the skill earlier), risk taking (is not afraid to make mistakes in producing utterances), impulsiveness (be able to respond spontaneously), expressiveness, responsibility (has less responsibility for avoiding in making mistakes when practice speaking), and reflectiveness.2.4 Review of Previous Research FindingsIn this study, the writer reviewed earlier studies which have similarity with research conducted to give more information about the variable under study.Fitriana (2006) conducted a study on Self Esteem in English Speaking Ability by the Learners of LPIAs Conversation Class. The design of this study is descriptive. The purpose of the study is to find the correlation between self esteem and speaking ability of the students. She took 27 students of LPIAs conversation class as her subject of study. And to collect the data, she used self esteem questionnaire to obtain the students self esteem and speaking test to know the students speaking ability. The last, she analyzed the score both of self esteem and speaking test by using Statistical Package for Social Science (SPSS) 11. The result of her study was she found a positive correlation between self esteem and English speaking ability.In her study, self esteem defined as ones subjective appraisal of himself as intrinsically positive or negative to some degree. If the learner believes and regards himself, he may have a good self esteem and could behave confidently in speaking English.Based on previous research above, the writer found out that speaking ability was influenced by self esteem. Furthermore, the writer was interested investigating whether self concept also influences the speaking ability or not.

CHAPTER IIIRESEARCH METHODOLOGY

The research methods concern: i) Research design, ii) Research subject, iii) Data collection technique, and iv) Data analysis technique.

3.1 Research DesignThe design of this study was correlation. It was because of the aim of this study is to find out the relationship between two variables (self-concept and English speaking ability). Hopkins and Wallace (1998) in Fitriana (2006:29) state that if the research aim is to determine how one thing (a variable) affects another in a population, then it is a correlation.In conducting the research, the writer prepared a self concept test to measure the self concept variable symbolized as X variable and an English speaking test to know the English speaking ability symbolized as Y variable. Then, the result of self-concept test and English speaking test were correlated by using Pearson Product Moment formula which was computed with SPSS 16.

3.2 Population and SamplePopulation is the whole units to be searched. Warsito in Maisaroh (2004:15) states that the population of the study is the whole objects which consist of human beings. A group of students or a group of scores as a source of data and has certain characteristics. Moreover Antorowati (2003:25) states that the population is the human, people, thing, or others. They can be a set of source for the study. In addition, Hornby (1995:201) in Antorowati (2003:25) says that the population is a group of people, country or special section of them. Furthermore, Johnson in Maisaroh (2004:15) says that population is the entire group of entities of persons to which the result of a study are intended to apply. Based on the opinion above, the writer can conclude that the population is the human, things, or others that can be used as subjects in taking data sources in the research. In this case the population of the study was the learners in the Primagama English for Students class. There were five classes especially for high school students with the total number of 30 learners.Sample is a sub group of the population. This group represents the characteristic of the population. In terms of finding the sample for this research, the writer orientated to Arikunto (2002:72) who states that:1. if the population are under 100, the writer can take all of them2. if the population are more than 100, the writer can take 50 % and3. if the population are more than a thousand, the writer can take 15 to 25 % as a sample.The writer also orientated to Koenker (1981:54) who states that in general practice, it would not be advisable to calculate a correlation with less than 30 cases.According to the opinions above, the sample of this study was 30 learners in the Primagama English for students class. Most of learners were from high school. The ages ranged from 12 16 years old.3.3 Research InstrumentTo collect the data, the writer used a self concept test and an English speaking test as the instrument. Self concept test was used to obtain data of learners self concept and the English speaking test was used to measure their English speaking ability.a. Self Concept TestIn this study, the writer did not develop her own self concept test. The writer adapted from a paper presented at the Australian Association for Research in Education Conference which held in Melbourne, Australia. The title is A test of a multi faceted, hierarchical model of self concept by Dr Russell F. Waugh at Edith Cowan University which has been adopted into Spanish by Elexpuru (1992) and Cambra and validated by Gonzaless Torres, Touron, and Graviria (1994).The writer did not try the test out because the validity of the test was guaranteed. It was because of the validation process has been done before. Each statement of the test consists of five-option answer that had different scale. The test consisted of twenty statements (10 positive statements and 10 negative statements) divided into three components of self concept. They were academic self concept (7 items), personal self concept (6 items), and social self concept (7 items). And, here was the description of the scale:Positive Statement Item:a. Strongly agree or most of the time : 5b. Agree or quite often : 4c. Somewhat agree or sometimes : 3d. Disagree or rarely : 2e. Strongly disagree and almost never : 1Negative Statement Itema. Strongly agree or most of the time : 1b. Agree or quite often : 2c. Somewhat agree or sometimes : 3d. Disagree or rarely : 4e. Strongly disagree and almost never : 5The classifications of the scores of the following criteria are:1. High Self Concept : M + 1 SD and over2. Fair Self Concept : From (M 1 SD) until (M + 1 SD)3. Low Self Concept : M 1 SD and under (Sugiyono: 2004)Note : M : MeanSD : Standard Deviation

In addition, each statement in the self concept test represents some of sub scale of self concept. It could be described as follows:Table 3.1 The Variable Sub Scale and Components of Self ConceptNo Sub Scale ofSelf Concept Components No. Items1 Academic Self Concept Capability Perceptions of achievement Confidence in Academic Life 1, 2, 3, 4, 5, 6, 72 Social Self Concept Environments self concept Family self concept 8, 9, 10, 11, 12, 13, 143 Presentation of Self(Personal Self Concept) Physical self concept Personal confidence self concept Honest/trustworthy self concept 15, 16, 17, 18, 19, 20

b. English Speaking AbilityTo obtain data about students English speaking ability, the writer joined with the instructor of the class to make any appropriate speaking test. Before making the speaking test, we should know the level of learners and the basic types of speaking test in order to make an appropriate test. There are five basic speaking tests, as follows:1. Imitative speaking. Here the learners learn about imitating a word or a phrase. The kind of test is Word repetition task.2. Intensive speaking. In this type, the learners learn to produce short stretches of oral language. Directed Response Task, Reading Aloud task, and Sentence Completion can be used as the assessment task in this type.3. Responsive speaking. Learners get involved in meaningful interaction that asked their comprehension but it is limited for the level of very short conversation, question and answer, standard story telling, standard greetings and small talk, and simple request and comment. Assessment for this type involves brief interaction with an interlocutor.4. Interactive speaking. Learners involve to longer and more complex interaction like interview, role play, discussion and conversation, and games.5. Extensive (monologue) speaking. The task includes speech, oral presentation, and story telling. During which the opportunity for oral interaction from the listeners is either highly limited (perhaps to non-verbal responses) or ruled out together.Based on the characteristic of each type of speaking test, the level of the learners, and the material given in English for Students class, the writer decided to take the responsive speaking test (story telling) about themselves and family (the simple topic taken from their book/McGRAW HILL hand book) that can be done spontaneously.There are many speaking assessments available, such as: Oral Proficiency Scoring Categories from Brown (2001), and Oral English Rating Sheet from David P. Haris (1969). But for scoring speaking test, in this study the writer used an Evaluation of Language Proficiency by descriptive sentences by The American Foreign Service Institute Proficiency Description in Testing for Language Teachers book, 1989, and Language Proficiency Interview Testing in Methodolody in TESOL, 1982 in Olfah (2004) which is also available in (Hughes:1991: 110) because this scoring system is more appropriate to score the responsive test, quite easy to use and has a clear explanation that the writer took as a means in scoring.This speaking assessment also requires the raters to pay attention to A, B, C, D, E, and F scale for each of the following: pronunciation, grammar, vocabulary, fluency, and comprehension. Those components are weighted and totaled in order to analyze the criteria levels.

Table 3.2 Speaking Proficiency Description ChecklistProficiency DescriptionPronunciation, Accent, RhymeA. Pronunciation is so bad, frequently unintelligible and foreign accent is too heavy.B. Frequent gross error and a very heavy foreign accent make understanding difficult, require frequent to repeat.C. Foreign accent requires concentrated listening, and mispronunciation lead to occasional misunderstanding and apparent errors in grammar or vocabulary.D. Foreign accent is still marked, occasional mispronunciation, which do not interfere with understanding.E. No conspicuous mispronunciations, but still does not like native speaker.F. Native pronunciation with little or no trace of a foreign accent.

Grammar Forming WordsA. Grammar almost entirely inaccurate, except for few frequently repeated phrases.B. Constant errors showing control of very few major patterns and frequently preventing communication.C. Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding.D. Occasional errors showing imperfect control of some forms and structures but no weakness that causes misunderstanding.E. Few errors, with no repeated pattern of failure.F. No more than one or two grammatical errors during a fairly briefly conversation.

VocabularyA. Vocabulary inadequate for even the simple conversation.B. Vocabulary limited to basic personal and survival areas (such as time, food, transportation, family, etc).C. Choice of words sometime inaccurate, limitations of vocabulary prevent discussion of some early common topics connected with types of work and relationship in society.D. Professional vocabulary adequate to discuss special interest; general vocabulary allows discussion of any non technical subjects with some circumlocutions.E. Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situations.F. Vocabulary apparently as accurate and extensive as that of an educated native speaker.

Fluency of SpeechA. Speech is so halting and fragmentally that conversation is virtually impossible.B. Speech is very slow and uneven, except for short or routine sentences.C. Speech is frequently hesitant and jerky; sentences may be left uncompleted.D. Speech is occasionally hesitant, with some unevenness caused by rephrasing and grouping for words.E. Speech is effortless and smooth, but perceptibly non-native in speed and evenness.F. Speech on professional and general topics is virtually as effortless and smooth as a native speakers.

ComprehensionA. Understands too little for the simplest type of conversation.B. Understands only slow, very simple speech on common social and touristic topics; he/she require frequent repetition and rephrasing.C. Understand careful, somewhat simplified speech when engaged in a dialogue, but may require considerable repetition and rephrasing.D. Understands quite well normal educated conversation, when engaged in a dialogue, but requires occasional repetition or rephrasing.E. Understands everything said in normal educated conversation, except for very colloquial or low-frequency items, or exceptionally rapid or slurred speech.F. Understands virtually everything in both formal and colloquial speech to be expected of an educated native speaker.

How to weight and convert A-B-C-D-E-F Marking of Language Proficiency

No. Total Score Level Prof. Description(Weighted)1 > 34 I Novice Normal2 35 - 44 II Novice Advance3 45 - 55 III Novice High4 56 - 66 IV Intermediate Normal5 67 - 77 V Intermediate Advance6 78 - 88 VI Intermediate High7 89 - 99 VII Proficient Normal8 100 - 103 VIII Proficient Advance9 104 - 107 IX Proficient High10 108 < X Educated/Native SpeakerSource: Testing for Language Teachers book, 1989, and Language Proficiency Interview Testing in Methodolody in TESOL, 1982 in Olfah (2004)

Table 3.3 The Scoring Sheet for English Speaking AbilityRater 1/2 :

No. Name Proficiency DescriptionPronunc. Grammar Vocab. Fluency Compre. Total Score Level Description

In order to avoid bias, the writer was helped by two raters for scoring the speaking test. They were Dra. N. R., S.Pd and N. N., S.Pd. In the writers consideration, the two raters were qualified to measure the learners speaking ability because they had experiences in teaching English more than ten years, had experiences in teaching conversation class more than three years, had graduated from university (minimally S1) in English major, and their TOEFL score was above 450. Before the raters assessed the students speaking ability, both raters had already discussed about the speaking proficiency description checklist to be use, to make sure that they had the same understanding in using the checklist. The writer used two raters as the requirements to make the result more reliable, since scoring the speaking is highly subjective.The classifications of the speaking score are:1. High : M + 1 SD and over2. Fair : From (M 1 SD) until (M + 1 SD)3. Low : M 1 SD and under (Sugiyono: 2004)Note : M : MeanSD : Standard Deviation

3.3.1. Interrater ReliabilityA test is reliable if it measures what it supposed to be measured or if it measures it consistently (Hadley and Mort, 1999).According to Hadley and Mort (1999) there are three major categories of reliability for most instruments: test-retest, equivalent form, and internal consistency. Test-retest measures consistency from one time to next. Equivalent form measures consistency between two versions of an instrument. Internal consistency measures consistency within the instrument.Related to this study, a fourth category (scorer agreement) is often used with performance and product assessment. Scorer agreement is the consistency of rating a performance or product among different judges whom are rating the performance or product, this is called as inter rater reliability. Hadley and Mort (1999:1) states one important issue which needs consideration when creating oral tests is that of interrater reliability.Interrater reliability, as defined by Weir in Hadley and Mort (1999) measures the consistency of scoring between different raters. As it is related to this study, interrater reliability is the degree of correlation between two or more examiners, with the goal of determining whether they are using the same set of criteria when testing the oral proficiency of learners. If the level of reliability between two or more examiners reach the level of significance (0.80 at low proficiency), this may indicate that students in different classes are receiving fair treatment in terms of testing.As speaking is highly subjective measurement, the great weakness of oral ratings is their tendency to have rather low reliability, and to see the consistency of rating of that subjective measurement, then the interrater reliability is used as it related to this study.Interrater reliability is used as the requirement to make the score more acceptable. In interrater reliability; two raters or more will evaluate a group of students products and the correlation between the ratings can be calculated (Siegle, 2004).Interrater reliability makes an important contribution to test reliability. Bachman (Olfah: 2004) says that rating should be concerned with enhancing the agreement between raters by establishing explicit guidelines for conducting the rating.The formula stated by Miles and Huberman in Olfah (2004) is as follow:Reliability = Number of Agreement X 100%Total number of Agreement + DisagreementWhere: The agreement is the score which is agreed by two ratersThe disagreement is the different score between the two ratersThe minimal ideal to make the score acceptable or fair is 80% or up to 80%.

3.4 Data Collection TechniquesThe data collection was done at basic conversation class in Primagama English. To collect the data, the writer used some steps. The steps were as followed:1. Coming to the course owner and instructors of the class and asking for permission to make an observation about learners English speaking ability.2. Getting the sample of population. The writer took five English for Students classes especially teenager class which consists of 30 learners.3. Preparing the items of self concept questionnaire and English speaking test4. Giving the self concept questionnaire to the whole learner.5. Conducting the speaking test and recording the results. The recorded results were rated by two raters.6. Scoring and categorizing the test based on the speaking proficiency description of descriptive sentence adapted from Foreign Service institute level proficiency in Olfah (2004).7. Finding out the reliability using interrater reliability.8. Scoring the answer sheet of self concept questionnaire9. Analyzing the score of self concept questionnaire and speaking test by using Statistical Package for Social Science (SPSS) 16 by using pearson product moment.10. Verifying the hypothesis by using Statistical Package for Social Science (SPSS) 16.

3.5 Data Analysis TechniquesThe purpose of this study was to find out the relationship between self concept and speaking ability of the learners of Primagama English for students class. Before correlating the two variables, the writer counted the scores of the self concept questionnaire and classified them into three categories (high, fair, and low self concept).After data were collected, to find the classification, the writer found out the mean and the standard deviation.To count the mean, the writer used this formula:=Where:= Mean of the self concept scores=The total score of self concept test=The amount of population (Arikunto, 2002)

Then we should find the standard deviation by using this formula:S =Where:S = Standard deviationX = Score of self concept test= Mean of the self concept scoreN = the amount of population (Sugiono, 2004)The mean and standard deviation were used to determine the classification of the self concept as follows:1. High Self Concept : M + 1 SD and over2. Fair Self Concept : From (M 1 SD) until (M + 1 SD)3. Low Self Concept : M 1 SD and under (Sugiyono: 2004)Note : M : MeanSD : Standard Deviation

Then to account the score of the English speaking ability, the writer used this calculation:Y = ? Total scoreWhere:Y = The total score of speaking ability for the leanerMoreover, to find the classification of the score, the calculation is the same with the calculation to find the classification of self concept score. Here is the description:

To count the mean, the writer used this formula:=Where:= Mean of English speaking score?y = The total score of English speaking test (total score of whole learners)N = The amount of population (Arikunto, 2002)Then the writer found the standard deviation by using this formula:S =Where:S = Standard deviationy = Score of English speaking score= Mean of English speaking scoreN = the amount of population (Sugiyono, 2004)The mean and standard deviation were used to determine the classification of the English speaking ability as follows:1. High : M + 1 SD and over2. Fair : From (M 1 SD) until (M + 1 SD)3. Low : M 1 SD and under (Sugiyono: 2004)Note : M : MeanSD : Standard Deviation

After the data were collected, the next step was to find out the correlation between Self-concept (variable x) and the English speaking ability (variable y).To find the coefficient correlation (r), the writer used this formula, as follows:rxy= (Arikunto: 2002)Then, to find out the criterion of the hypothesis acceptance, the writer used this formula, as follows:t = (Arikunto: 2002)But in this study, the writer used Statistical Package for Social Science (SPSS) 16 for analyzing the data to facilitate the computing process.

3.6 The Criterion of the Hypothesis AcceptanceAfter finding the correlation between self concept and English speaking ability, the writer should find out the criterion of the hypothesis acceptance. To determine whether the hypothesis is accepted or rejected, the writer used SPSS 16 (pearson product moment) for the calculation. The criterion acceptance is:Ho = tcomputed < t table Note : t table for N = 30 is 1.701Ha = tcomputed > t tableExplanation:Ho = the Null hypothesis is accepted if the tcomputed is lower than t tableHa = the Alternative hypothesis is accepted if the tcomputed is higher than t table.CHAPTER IVRESEARCH FINDINGS AND INTERPRETATION

After conducting the research to the learners of Primagama English for students class, the writer found the results of learners self-concept and their speaking ability. The results of the test in this study were presented as follows:

4.1 Data Presentation4.1.1 The Result of Learners Self-ConceptThe data were collected by giving the self-concept questionnaire to the sample and the result can be seen in the following table:Table 4.1 The Self Concept of Learners

Learners Number Total Score Qualification1 80 Fair Self-Concept2 76 Fair Self-Concept3 80 Fair Self-Concept4 84 High Self-Concept5 81 High Self-Concept6 68 Fair Self-Concept7 72 Fair Self-Concept8 75 Fair Self-Concept9 74 Fair Self-Concept10 71 Fair Self-Concept11 60 Low Self-Concept12 79 Fair Self-Concept13 69 Fair Self-Concept14 69 Fair Self-Concept15 58 Low Self-Concept16 75 Fair Self-Concept17 58 Low Self-Concept18 78 Fair Self-Concept19 79 Fair Self-Concept20 75 Fair Self-Concept

Table 4.1 (Continued)Learners Number Total Score Qualification21 78 Fair Self-Concept22 66 Low Self-Concept23 82 High Self-Concept24 68 Fair Self-Concept25 83 High Self-Concept26 80 Fair Self-Concept27 68 Fair Self-Concept28 76 Fair Self-Concept29 73 Fair Self-Concept30 77 Fair Self-ConceptTotal 2212 Fair Self-ConceptMean 73.73Note : For further information about the score for each item, can be seen in Appendix 5

4.1.2 The Score of English Speaking abilityThe data were collected by giving speaking test to the sample and the results of the test were assessed by two raters as the requirement in scoring the speaking test. The score given by each rater can be seen in the following table:Table 4.2 Learners Speaking Score from the First RaterLearners' Number Proficiency DescriptionPronunc. Grammar Vocab Fluency Compre. Total Level Description1 C 6 C 18 C+ 14 D 8 D 17 63 IV Inter. Normal2 B+ 4.5 C 18 D 16 C+ 7 D 17 62.5 IV Inter. Normal3 C+ 7.5 C 18 D+ 18 D 8 D 17 68.5 V Inter.Advance4 C+ 7.5 C+ 21 D+ 18 D+ 9 D+ 19 74.5 V Inter.Advance5 C+ 7.5 C 18 D 16 D 8 D+ 19 68.5 V Inter.Advance6 B 3 B 12 B 8 B+ 5 C 13.5 41.5 II Novice Advance7 B+ 4.5 B+ 15 B 8 C 6 C+ 15 48.5 III Novice High8 B+ 4.5 B 12 B+ 10 B+ 5 C+ 15 46.5 III Novice High9 B+ 4.5 B 12 B+ 10 C 6 C+ 15 47.5 III Novice High10 B 3 B 12 B 8 B 4 C 13.5 40.5 II Novice Advance11 B 3 A+ 9 B 8 B 4 B+ 12 36 II Novice Advance12 C 6 B 12 C 12 C 6 C+ 15 52 III Novice High13 B+ 4.5 A+ 9 B 8 C 6 C 13.5 40.5 II Novice Advance14 B+ 4.5 B+ 15 C 12 B+ 5 C 13.5 50 III Novice High15 B 3 A+ 9 B 8 B 4 B+ 12 36 II Novice Advance16 B+ 4.5 B 12 B+ 10 B+ 5 C 13.5 45 III Novice High

Table 4.2 (continued)Learners' Number Proficiency DescriptionPronunc. Grammar Vocab Fluency Compre. Total Level Description17 B 3 A+ 9 B 8 B 4 B+ 12 36 II Novice Advance18 B+ 4.5 B 12 B+ 10 C 6 C 13.5 46 III Novice High19 B+ 4.5 B 12 C 12 C 6 C+ 15 49.5 III Novice High20 B+ 4.5 B 12 B+ 10 B+ 5 C 13.5 45 III Novice High21 B+ 4.5 B 12 B+ 10 B+ 5 C 13.5 45 III Novice High22 B 3 A+ 9 B 8 B 4 B+ 12 36 II Novice Advance23 C 6 C 18 D 16 D 8 C+ 15 63 IV Inter. Normal24 B+ 4.5 B 12 B+ 10 C 6 C 13.5 46 III Novice High25 C+ 7.5 C+ 21 D 16 D+ 9 D 17 68.5 V Inter.Advance26 C+ 7.5 B+ 15 C+ 14 C 6 C 13.5 56 IV Inter. Normal27 B+ 4.5 B 12 B+ 10 B 4 B+ 12 42.5 II Novice Advance28 B+ 4.5 B 12 C 12 C 6 C 13.5 48 III Novice High29 B+ 4.5 A+ 9 B+ 10 C 6 C 13.5 43 II Novice Advance30 C 6 B 12 C 12 C 6 C 13.5 49.5 III Novice HighTOTAL 147 399 342 177 431.5 1495 III Novice HighMEAN B+ 4.9 B+ 13.3 B+ 11.4 C 5.9 C 14.38 49.8333

Table 4.3 Learners Speaking Score from the Second RaterLearners' Number Proficiency DescriptionPronunc. Grammar Vocab Fluency Compre. Total Level Description1 C 6 C 18 C+ 14 D 8 C+ 15 61 IV Inter. Normal2 C 6 C 18 D 16 C+ 7 C+ 15 62 IV Inter. Normal3 C+ 7.5 C 18 D+ 18 D 8 D 17 68.5 V Inter.Advance4 C+ 7.5 C+ 21 D+ 18 D+ 9 D 17 72.5 V Inter.Advance5 C+ 7.5 C+ 21 D+ 18 D+ 9 D 17 72.5 V Inter.Advance6 B 3 B 12 B 8 B+ 5 B+ 12 40 II Novice Advance7 B+ 4.5 B+ 15 B 8 C 6 C 13.5 47 III Novice High8 C 6 B+ 15 B+ 10 C 6 C 13.5 50.5 III Novice High9 C 6 B 12 B+ 10 C 6 C 13.5 47.5 III Novice High10 B+ 4.5 B 12 B 8 B+ 5 B+ 12 41.5 II Novice Advance11 B 3 A+ 9 B 8 B+ 5 B+ 12 37 II Novice Advance12 C+ 7.5 B 12 C 12 C 6 C+ 15 52.5 III Novice High13 B+ 4.5 A+ 9 B 8 C 6 B+ 12 39.5 II Novice Advance14 B+ 4.5 B+ 15 C 12 C 6 C 13.5 51 III Novice High15 B 3 A+ 9 B 8 B 4 B+ 12 36 II Novice Advance16 C 6 B 12 B+ 10 C 6 B+ 12 46 III Novice High17 B 3 A+ 9 B 8 B 4 B+ 12 36 II Novice Advance18 C 6 B 12 C 12 C 6 C 13.5 49.5 III Novice High19 C 6 B 12 C 12 C 6 C+ 15 51 III Novice High20 B+ 4.5 B 12 B+ 10 B+ 5 C 13.5 45 III Novice High21 B+ 4.5 B 12 B+ 10 B+ 5 C 13.5 45 III Novice High22 B 3 A+ 9 B 8 B 4 B+ 12 36 II Novice AdvanceTable 4.3 (continued)Learners' Number Proficiency DescriptionPronunc. Grammar Vocab Fluency Compre. Total Level Description23 C 6 C 18 D 16 D 8 D 17 65 IV Inter. Normal24 B+ 4.5 B 12 C+ 14 B+ 5 C 13.5 49 III Novice High25 C+ 7.5 C+ 21 D 16 D+ 9 D 17 70.5 V Inter.Advance26 C+ 7.5 B+ 15 C+ 14 C+ 7 D 17 60.5 IV Inter. Normal27 B+ 4.5 A+ 9 B+ 10 B 4 B+ 12 39.5 II Novice Advance28 B+ 4.5 B 12 C 12 B+ 5 C 13.5 47 III Novice High29 B+ 4.5 A+ 9 B+ 10 B+ 5 C 13.5 42 II Novice Advance30 C 6 B 12 C 12 C 6 C 13.5 49.5 III Novice HighTOTAL 159 402 350 181 418.5 1510.5 III Novice HighMEAN B+ 5.3 B+ 13 B+ 12 C 6 C 14 50.35

To know the reliability of the score in this study, the writer used interrater reliability as stated by Miles and Huberman (1992:100) in Olfah (2004:35) and Hadley (1999). To find out the interrater reliability, the writer classified the learners scores into proficiency level and its description based on speaking proficiency level of Foreign Service Institute adapted from Testing for Language Teachers (Hughes:1989).The proficiency level and description of each learner from both two raters can be seen as follows:Table 4.4 The Proficiency Level of Each Learner from Both RatersLearners' Number First Rater Second RaterLevel Description Level Description1 IV Inter. Normal IV Inter. Normal2 IV Inter. Normal IV Inter. Normal3 V Inter.Advance V Inter.Advance4 V Inter.Advance V Inter.Advance5 V Inter.Advance V Inter.Advance6 II Novice Advance II Novice Advance7 III Novice High III Novice High8 III Novice High III Novice High9 III Novice High III Novice High

Table 4.4 (continued)Learners' Number First Rater Second RaterLevel Description Level Description10 II Novice Advance II Novice Advance11 II Novice Advance II Novice Advance12 III Novice High III Novice High13 II Novice Advance II Novice Advance14 III Novice High III Novice High15 II Novice Advance II Novice Advance16 III Novice High III Novice High17 II Novice Advance II Novice Advance18 III Novice High III Novice High19 III Novice High III Novice High20 III Novice High III Novice High21 III Novice High III Novice High22 II Novice Advance II Novice Advance23 IV Inter. Normal IV Inter. Normal24 III Novice High III Novice High25 V Inter.Advance V Inter.Advance26 IV Inter. Normal IV Inter. Normal27 II Novice Advance II Novice Advance28 III Novice High III Novice High29 II Novice Advance II Novice Advance30 III Novice High III Novice High

Reliability = Number of Agreement X 100%Total number of Agreement + Disagreement= 100 X 100%100 + 0= 100%

The minimal ideal to make the score acceptable or fair is 80% or up to 80%. From the computation above, the writer found that the reliability of the score was 100%. It means that the score was acceptable.

4.2 Data AnalysisTo see the result of this research in detail, the writer presents and analyses the data in the following steps:4.2.1 Analysis of Learners Self-ConceptFrom the table 4.1, the average of the self-concept score was 73.73, the lowest score was 58 who were reached by learners number 15 and 17. The highest score was 84 who was reached by learners number 4.Four learners (13.3 %) were considered having low self-concept because based on the result of the questionnaire, they were lack of confidence, afraid to make mistakes, feeling failure easily, had low motivation to learn and pessimistic.And four learners (13.3 %) were considered having high self-concept because they were confident and brave to make mistakes, and had strong motivation to learn and develop their self-competencies.While others twenty-two learners (73.4 %) were considered having fair self-concept because they were still easy to distracter by condition and situation, sometimes they feel inferior and not confident to overcome the problem but sometimes not.The classification of the self-concept level would be analyzed as in the following table:Table 4.5 Rate Percentage and frequency of Learners scores on Self-ConceptNo. Interval Score Criteria Frequency (f) Percentage (%)1 80.67-over HIGH 4 13.32 66.79-80.66 FAIR 22 73.43 under-66.78 LOW 4 13.3TOTAL 30 100%The criteria of the score above is based on the classification below:Classifications:High self-concept: M + 1 SD and over = 80.67 and overFair self-concept: From (M 1 SD) until (M + 1 SD)= between 66.79 and 80.66Low self-concept: M 1 SD and under = 66.78 and underData source : Table 4.14.2.2 Analysis of Learners Speaking AbilityThe following tables respectively showed the speaking ability of Primagama English learners.Table 4.6 The Average Students Speaking Score from the First and Second RaterLeaners' number Proficiency DescriptionPronunc. Grammar Vocab Fluency Compre. Total Level Description1 C 6 C 18 C+ 14 D 8 C+ 16 62 IV Inter. Normal2 B+ 5.25 C 18 D 16 C+ 7 C+ 16 62.25 IV Inter. Normal3 C+ 7.5 C 18 D+ 18 D 8 D 17 68.5 V Inter. Advance4 C+ 7.5 C+ 21 D+ 18 D+ 9 D 18 73.5 V Inter. Advance5 C+ 7.5 C 19.5 D 17 D 8.5 D 18 70.5 V Inter. Advance6 B 3 B 12 B 8 B+ 5 B+ 12.75 40.75 II Novice Adv.7 B+ 4.5 B+ 15 B 8 C 6 C 14.25 47.75 III Novice High8 B+ 5.25 B 13.5 B+ 10 B+ 5.5 C 14.25 48.5 III Novice High9 B+ 5.25 B 12 B+ 10 C 6 C 14.25 47.5 III Novice High10 B 3.75 B 12 B 8 B 4.5 B+ 12.75 41 II Novice Adv.11 B 3 A+ 9 B 8 B 4.5 B+ 12 36.5 II Novice Adv.12 C 6.75 B 12 C+ 12 C 6 C+ 15 51.75 III Novice High13 B+ 4.5 A+ 9 B 8 C 6 B+ 12.75 40.25 II Novice Adv.14 B+ 4.5 B+ 15 C+ 12 B+ 5.5 C 13.5 50.5 III Novice High15 B 3 A+ 9 B 8 B 4 B+ 12 36 II Novice Advance16 B+ 5.25 B 12 B+ 10 B+ 5.5 B+ 12.75 45.5 III Novice High17 B 3 A+ 9 B 8 B 4 B+ 12 36 II Novice Adv.18 B+ 5.25 B 12 B+ 11.5 C 6 C 13.5 48.25 III Novice High19 B+ 5.25 B 12 C+ 12 C 6 C+ 15 50.25 III Novice High20 B+ 4.5 B 12 B+ 10 B+ 5 C 13.5 45 III Novice High21 B+ 4.5 B 12 B+ 10 B+ 5 C 13.5 45 III Novice High22 B 3 A+ 9 B 8 B 4 B+ 12 36 II Novice Adv.23 C 6 C 18 D 16 D 8 C+ 16 64 IV Inter. Normal24 B+ 4.5 B 12 C+ 12 B+ 5.5 C 13.5 47.5 III Novice High25 C+ 7.5 C+ 21 D 16 D+ 9 D 17 70.5 V Inter. Advance26 C+ 7.5 B+ 15 C+ 14 C 6.5 C+ 15.5 58.5 IV Inter. Normal27 B+ 4.5 A+ 10.5 B+ 10 B 4 B+ 12 41 II Novice Adv.28 B+ 4.5 B 12 C+ 12 B+ 5.5 C 13.5 47.5 III Novice High29 B+ 4.5 A+ 9 B+ 10 B+ 5.5 C 13.5 42.5 II Novice Adv.30 C 6 B 12 C+ 12 C 6 C 13.5 49.5 III Novice HighTOTAL 153 400.5 346.5 179 425.25 1504.25 III Novice highMEAN B+ 5.1 B 13.35 B+ 11.55 B+ 5.967 C 14.175 50.1417

Table 4.7 The Frequency and percentage of the Students Level Proficiency from Speaking Performance

No Total Score Level Description Frequency Percentage1 > 34 I Novice Normal 0 02 35 - 44 II Novice Advance 9 30.00%3 45 - 55 III Novice High 13 43.40%4 56 - 66 IV Intermediate Normal 4 13.30%5 67 - 77 V Intermediate Advance 4 13.30%6 78 - 88 VI Intermediate High 0 07 89 - 99 VII Proficient Normal 0 08 100 - 103 VIII Proficient Advance 0 09 104 - 107 IX Proficient High 0 010 108 < X Educated/Native speaker 0 0TOTAL 30 100%Data source : Result of the researchBased on the table above, there were 9 students in the novice advance level (30%), 13 students in novice high level (43.40%), 4 students in intermediate normal level (13.30%), and 4 students in intermediate advance level (13.30%). So, most of the students were in novice high level.The classification of the English speaking ability level would be analyzed as in the following table:Table 4.8 The Classification, Rate Percentage and frequency of Learners scores on English Speaking AbilityNo. Interval Score Criteria Frequency (f) Percentage (%)1 61.04-Over HIGH 7 23.3%2 39.25-61.03 FAIR 19 63.4%3 Under-39.24 LOW 4 13.3%TOTAL 30 100%

The criteria of the score above are based on the classification below:Classifications:High : M + 1 SD and over = 61.04 and overFair : From (M 1 SD) until (M + 1 SD) = between 39.25 and 61.03Low : M 1 SD and under = 39.24 and underFrom the data above, it was found that the average of learners score in English speaking ability was 50.14. It was in novice high level. The lowest score was 36 who were reached by learners number 15 and 17 and the highest score was 73.5 who was reached by learners number 4.There were four learners with low level of speaking ability (13.3%). It was because their pronunciation was bad, grammar was almost entirely inaccurate, vocabulary was inadequate, speech was very slow, and comprehension was little for the conversation.And, there were seven learners with high level of speaking ability (23.3 %). It was because their pronunciation was good enough, grammar was good, vocabulary was adequate, speech was just occasionally hesitant, and comprehension was quite well for the conversation.The others nineteen learners had fair level of speaking ability (63.4%) and). It was because their pronunciation was still frequently repeated some word, grammar was still showing errors, vocabulary was limited, fluency was slow and uneven, and comprehension was still understandably.To know the increase and descent of self-concept score and English speaking ability score, the writer provided the following graphic:

The graphic above showed the increase and descent of self-concept and English speaking ability. The blue line showed the increase and descent of the self-concept of learners. The pink line showed the increase and descent of English speaking ability of learners.When we pointed the graphic of learner number 4, we can see that both blue and pink lines are going up. It was because he got 84 (high) for self concept and 73.5 (high) for English speaking ability. The other example, when we pointed the graphic of learner number 15, we can see both blue and pink lines are going down. It was because he got 58 (low) for self concept and 36 (low) for English speaking ability.In general, from the movement of the lines, it can be seen that the graphic shows both blue and pink lines have similar pattern. If the self-concepts line was increase, the English speaking abilitys line was increase, too. While the self-concepts line was descent, the English speaking abilitys line was descent, too. In other words, the better someones self concept, the better his/her English speaking ability.

4.2.3 Analysis on Learners Self-Concept and Their English Speaking AbilityAs what has been explained in chapter 3, the writer used SPSS 16 for the calculation to know the correlation between self-concept and English speaking ability. The following table would show the computation result of the two variables.

Table 4.9 The Value of Pearson Product Moment CorrelationCorrelationsY XPearson Correlation Y 1.000 .818X .818 1.000Sig. (1-tailed) Y . .000X .000 .N Y 30 30X 30 30From the table above, X variable represented self-concept and Y variable represented the speaking ability. Based on the result of computation by using SPSS 16 (Pearson Product Moment Correlation), the writer found the coefficient correlation (r) was 0.818 (strong correlation).To know whether there is significant correlation between self-concept and English speaking ability or not, the computation would be continued by t-test.Table 4.10 The Value of Regression TestModel SummaryModel R R Square Adjusted R Square Std. Error of the Estimate Change StatisticsR Square Change F Change df1 df2 Sig. F Change1 .818a .670 .658 6.48888 .670 56.759 1 28 .000a. Predictors: (Constant), X

Based n the computation above, the writer found that the value of R Square (coefficient determination) = 0.670. It means that the influence of self-concept through English speaking ability is 67% while other 33% is influenced by other factors outside this study.Table 4.11 The Value of t-testCoefficientsaModel Unstandardized Coefficients Standardized Coefficients t Sig.B Std. Error Beta1 (Constant) -44.654 12.638 -3.533 .001X 1.286 .171 .818 7.534 .000a. Dependent Variable: Y

Based on the computation above, the writer found that tcomputed was 7.534. This result is compared to the ttable (see appendix 7) on degrees of freedom (df) = 28 (30-2) at p=0.05 or alpha=95%. Using the criteria, the writer found that the ttable = 1.701. The result showed that tcomputed (7.534) > ttable (1.701). It means that there is a significant correlation between self-concept and English speaking ability.

4.3 Interpretation

From the calculation above, the hypothesis formulation is stated as follows: There is a significant correlation between self-concept and English speaking ability of the learners in the Primagama English for students class.In addition the problem statement that proposed in the chapter 1 is representatively answered as the following:The first question How is the self-concept of the learners in the Primagama English for students class? was answered fair low self-concept, since the mean score was 73.73 that was in fair category.The second question was How is the English speaking ability of the learners in the Primagama English for students class?. The mean score of 50.14 answered this question. Most of the English learners were in fair category especially in novice high level.The third questions Is there any correlation between self-concept and English speaking ability of the learners in the Primagama English for students class? It is answered by the result of coefficient correlation (r) = 0.818 (strong correlation). It means there was a significant correlation (67%) between self-concept and English speaking ability since the result of tcomputed was 7.534 higher than ttable (1.701).The research finding had showed the correlation between self concept and English speaking ability specifically. When someone is lack of confidence, afraid to make mistakes, have low motivation to learn, feeling failure easily, inactive, and pessimistic, he or she may have low level of English speaking ability. While, someone who is confident, brave to make mistakes, and have strong motivation to learn and develop their self-competencies, he or she may have high level of English speaking ability.By having low self-concept, learners are hampered to speak well. They tend to be inactive and ashamed to express their idea in English orally. While by having high self-concept, learners will have strong motivation to learn, be brave to take a risk of making mistake, and know how to express idea in English.This research finding supported Jones and Grieneekss (Pudjijogyanti: 1991) opinion that self concept is the best non-intellectual factor to determine students achievement because individual perception about his capability will influence learners motivation to get a good achievement. In addition, Krashen (Schutz: 2005) claims that learners are affected by some variable including motivation, self-confidence, and anxiety. Learners with high self-concept and self-confidence, and low level of anxiety, will be success in second language acquisition.So, it means that not only self esteem, as Fitriana (2006) said, but also self-concept plays important role in developing speaking skill. Because self-concept and academic achievement like speaking ability go hand in hand, they feed each other. Further, this study expected that the teachers should put more attention to the self-concept of the learners as a psychological factor that may influence their achievement especially their ability in speaking English.

CHAPTER VCLOSING REMARKS

This chapter presented conclusion, the implication of the study and suggestion. The conclusion was made in reference to the result of the study and the purpose of the study. The implication of the study was made in accordance with the finding research. Suggestions were made in line with the scope and limitation of the study and significance of the study.5.1 ConclusionBased on the description on the previous chapter, the writer comes to the following conclusion:1. The average score of learners self-concept is 73.73 where it is in fair category (score between 66.79 until 80.67). It means that sometimes they were lack of confidence, afraid to make mistakes, have low motivation to learn, feeling inferior and failure easily, tend to be inactive, ashamed to express their idea, and pessimistic but sometimes they can overcome these all situation. In other word, there is still another room to be improved to have high self-concept.2. The level of learners English speaking ability is in novice high level where the pronunciation is frequent gross error, difficult to understand, and require frequent to repeat (B), the grammar is still showing errors (B), the vocabulary is limited (B), the fluency is very slow and uneven (B), and the comprehension is understandably (C).3. The statistical analysis of Self-concept and English speaking ability showed that the value of coefficient correlation (r) =0.818 and there was a significance correlation (67%) between self-concept and speaking ability which was showed by the result of tcomputed (7.534) > ttable (1.701). Based on these results, it can be concluded that the Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted.

5.2 The Implication of the studyConsidering the research finding, where there was a strong correlation between self-concept and English speaking ability, the teachers are expected to put more attention to the self-concept of the learners as a psychological factor that may influence their ability in speaking English. Besides teaching the knowledge of English skill especially speaking, they should motivate the learners with low self-concept to improve their self-concept.

5.3 SuggestionsBased on the result of the study, the writer proposes some suggestions concerning the research findings as follows:1. For teachers, besides teaching the material about speaking, they also should be aware to the psychological factors, like self-concept. Therefore, teachers may have a real expectation to his students with low self-concept to have a proficiency in speaking English or they can give different treatment for teaching low self-concept students or even create interesting atmosphere in teaching and learning process. So, the learners will feel safe, not afraid to practice speaking English and finally can get a good achievement.2. The teachers should be able to use every single chance for doing speaking practice in the class. For example, the teachers may use English when they teach or even just give the instruction, in order to the learners have a chance to improve their linguistic aspect (like vocabulary, fluency, pronunciation, etc) and to practice their English too.3. For students, besides preparing idea to be conveyed when speaking, they also need to have a high self-concept. By having a high self-concept, they will increase their confidence and bravery and also be active when joining the conversation class and enable to speak well. To improve their self-concept, the writer also suggests to apply some tips that can be tried; settle up your self image, be objective and honest to identify your self, regard your self, dont blame your self, and always have positive and rational thinking.4. For future researcher, they can use this thesis as a literature to guide them when they want to do the similar research. Although this study has been done but because of limited time it still has many weaknesses. Therefore, any researchers interested in the same field are suggested to do deep analysis and focus on academic-self concept in order to give a big contribution in academic life.

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