The Effect of Self-Esteem in Speaking Skills at Papua University

Dewi Veranita Rajagukguk; Imelda Mallipa; Sartika Yulisa Siregar

doi:10.47435/jle.v6i1.3746

Dewi Veranita Rajagukguk Universitas Papua
Imelda Mallipa Universitas Papua
Sartika Yulisa Siregar Universitas Papua

DOI: https://doi.org/10.47435/jle.v6i1.3746

Keywords: self-esteem, speaking ability

Abstract

English speaking skill is challenging for Indonesian students, it is necessary to identify factor such as self-esteem that contributes significantly to the improvement of this skill. This investigation was conducted on students who have taken speaking class at an English Education department in a University in West Papua. The methods used to collect the data were questionnaire and interview. The instrument for Self-esteem identification and classification adapted the Self Esteem Inventory (CSEI) developed by Ryden (1978). Fifty students (50) students voluntarily participated in this study. Based on the data obtained from the research instruments, it was confirmed that self-esteem played pivotal roles on students’ speaking ability. Those with good and high levels of self-esteem perform better than the students with low self-esteem. Home environment, social interactions, supports, and appreciation were identified as determinant components for the students in this context to the level of their self-esteem in improving their English-speaking ability. Some suggestions and recommendations for future investigations are discussed.

Downloads

Download data is not yet available.

References

Auttama, N. (2021). Factors associated with self-esteem, resilience, mental health, and psychological self-care among university students in Northern Thailand. Journal of Multidisciplinary Healthcare.

Bahrani, T. (2012). How to teach speaking skill? Journal of Education and Practice, 3(25), [halaman jika ada].

Bailey, K. M. (2003). Chapter 3: Speaking. In D. Nunan (Ed.), Practical English Language Teaching (pp. 48–69). New York, NY: The McGraw-Hill Companies, Inc.

Clark, V. L. P. (2017). Mixed methods research. The Journal of Positive Psychology, 2(3), 305–306.

Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–30.

Dewi, I. A. (2022). The relationship between students' speaking skill and students' self-esteem of Moreover F Class of NCL Madiun. Journal of English Teaching (JET).

Haidara, Y. (2016). Psychological factors affecting English speaking performance for the English learners in Indonesia. Universal Journal of Educational Research, 4(1).

Hao, D. T. (2017). Identify factors that negatively influence non-English major students’ speaking skills. Higher Education Research.

Harris, M. A. (2020). The link between self-esteem and social relationships: A meta-analysis of longitudinal studies. American Psychological Association.

Hosogi, M. O. (2012). Importance and usefulness of evaluating self-esteem in children. BioPsychoSocial Medicine, 6.

Ironside, M. L. (2019). Identity in bipolar disorder: Self‐worth and achievement. Journal of Personality.

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 21 Tahun 2022 tentang Standar Penilaian Pendidikan pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah. Jakarta, Indonesia: JDIH Kemdikbudristek.

Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.

Mallipa, I., & Murianty, R. (2021, August 2). Self-regulated learning development: Students’ perception of explicit instructional support in online learning. International Journal of Education, 85–94.

Mazouzi, S. (2013). Analysis of some factors affecting learners’ oral performance. [Unpublished thesis or publisher].

Menteri Pendidikan Nasional. (2006). Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22 Tahun 2006 tentang Standar Isi untuk Satuan Pendidikan Dasar dan Menengah. Jakarta, Indonesia: JDIH Kemendiknas.

Rahardjo, M. (2011). Metode pengumpulan data penelitian kualitatif. Repository Universitas Islam Negeri Maulana Malik Ibrahim.

Rao, P. S. (2019). The importance of speaking skills in English classroom. Alford Council of International English & Literature Journal (ACIELJ).

Sahid, S., Murianty, R., & Manilet, B. (2024, December). English and its difficulties: An analysis of student responses. Journal of Literate of English Education Study Program, 158–167.

Sahid, S., Sukristiningsih, S., & Ruslan, R. (2022). Improving students’ speaking skill by using retelling story through pantomime at the second semester of English study program University of Papua. Qalam: Jurnal Ilmu Kependidikan.

Santoso, I. (2014). Pembelajaran bahasa asing di Indonesia: Antara globalisasi dan hegemoni. Jurnal UPI.

Sari, N. N. (2022). The psychological factors in learning speaking. Educasia.

Shahini, G., & Shahamirian, F. (2017, December). Improving English speaking fluency: The role of six factors. Advances in Language and Literary Studies, 8(6), 100–104.

Tahang, H., Paparang, S., Yuliana, Y., Irianti, R., & Syahira, S. (2023). The parents’ role in motivating students to learn English as a foreign language at school of coastal area in Indonesia. EXPOSURE: Jurnal Pendidikan Bahasa Inggris, 12(1).

Tahmid, M., Anwar, K., & Marifah, U. (2021, September). A correlation study on students’ self-esteem and speaking ability of 8th grade at SMP IT Al Ibrah Gresik. Journal of English Teaching, Literature, and Applied Linguistics, 94–100.

Tiana, D. M. (2023). The effect of grammar mastery and self-esteem towards students’ speaking skill. Scope: Journal of English Language Teaching.

Tuyen, L. V. (2021). Factors causing reticence for non-English majored students in speaking performance. International Journal of English Literature and Social Sciences.

Widyaningrum, K. A., & Hartati, E. (2023). Socio-affective strategy towards students’ self-esteem in speaking ability. JADILA: Journal of Development and Innovation in Language and Literature Education, 3(3), 187–197.