Self-efficacy and Speaking Skill: A Correlation Study of Undergraduate Students at Walisongo State Islamic University

Abstract

It is important for the English education department students to speak English not only in the classroom but also outside the classroom. According to Bassano and Christison in (Dharma, 2018), interaction in real life is the main factor for mastering a second language and developing communicative competence because of the students' main time. To address these research aims, the researcher used a mixed method with sequential explanatory strategy type. The instruments in this research were questionnaire and interview. The researcher distributed the questionnaire to 22 first semester students of Walisongo State Islamic University in academic year 2021/2022 to obtain quantitative data. There were four findings. First, it was found that all students admitted that self-efficacy affected their speaking skills, while lecturers agreed that some students already had high self-efficacy but there were still many students who needed to be improved. Second, from the results of the questionnaire, the correlation coefficient value is 0.620 which indicates that there was a significant positive relationship between self-efficacy and English-speaking skills. Third, Factors that influence students' self-efficacy in speaking include; (a) worried about their linguistic competence, (b) Fear of failure, (c) shyness, (d) lack of confidence and (e) comfort (f) the role of the lecturer. Last, the magnitude indicator has the highest average value compared to other indicators of 3.26, so that this indicator was the dominant indicator that influences supporting students' English-speaking skills.