The Relationship of Students' Speaking Self-Efficacy, Collocational Competence, and Their Speaking Performances
| Main Author: | Risa Aryani |
|---|---|
| Other Authors: | Farida Hamid, Abdul Muin |
| Format: | Masters |
| Bahasa: | eng |
| Terbitan: |
Jakarta: FITK UIN Syarif Hidayatullah Jakarta
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| Subjects: | |
| Online Access: |
http://repository.uinjkt.ac.id/dspace/handle/123456789/41923 |
Daftar Isi:
- The objective of the research method were to analyze: 1) the direct effect of the students' speaking self-efficacy on their speaking performances, 2) the direct effect of the students' collocational competence on their speaking performances, 3) the indirect effect of the students' speaking self-efficacy through the students' collocational competence on their speaking performances, 4) the indirect effect of the students' collocational competence through the students' speaking self-efficacy on their speaking performances. The method of the research was expost facto research which did not use any treatment, but collected the data and saw the relationship of cause and effect that happened. Then, expost facto design involved only one group and did not use any control class. The sample of the research was seven classes at seven schools at seven sub-districts of Sukabumi region. The technique of analyzing data was path analysis and the data was calculated by using SPSS 20. The result indicated that 1) there was relationship between the students' collocational competence and the students' speaking performances that the lower the students' collocation score, the lower the students' speaking performances were. In other words, the result shows the students' collocation low scores influenced their speaking performances which were low too, 2) there was direct effect from the students' collocational competences on their speaking performances that they could not both speak fluently and use appropriate word contextually because of their lack of collocational competences, 3) there was indirect effect from the students' speaking self-efficacy through the students' collocational competences which gave indirect effect on their speaking performances. Therefore, it can also be concluded that the students' speaking performances was not that influenced by their speaking self-efficacy.