THE STUDY OF SELF-EFFICACY ON THE SPEAKING ENGLISH IN SEVENTH SEMESTER ENGLISH EDUCATION STUDENTS AT THE MUHAMMADIYAH UNIVERSITY OF TANGERANG
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Institusion
Universitas Muhammadiyah Tangerang
Author
Nurul ‘Arifah, Zahra
Subject
L Education (General)
Datestamp
2025-02-06 06:45:17
Abstract :
This study examines self-efficacy in speaking English among seventh semester students of English Education study program at Muhammadiyah University of Tangerang. The background of this study is the importance of English in a global context and the challenges faced by students in mastering speaking skills. Using descriptive qualitative method with observation, questionnaires and in-depth interview. This study identifies the classification or level of self-efficacy (High, moderate, and low) and the dominant sources (mastery experiences, vicarious experiences, verbal persuasion, physiological and emotional states) that influence students' self-efficacy, by sampling 10 students. This research shows that from the analysis of the level presented, it can be concluded that students' self?efficacy in speaking English has significant variations high and moderate level and that mastery experiences are the dominant source that affects students' self-efficacy in speaking English. The conclusion of this study emphasizes the importance of self-efficacy in improving speaking English and provides advice to lecturers to pay more attention to factors that affect students' self-efficacy. It is hoped that this study can improve students' English speaking ability and support their academic success and career as English educators.
This study examines self-efficacy in speaking English among seventh semester students of English Education study program at Muhammadiyah University of Tangerang. The background of this study is the importance of English in a global context and the challenges faced by students in mastering speaking skills. Using descriptive qualitative method with observation, questionnaires and in-depth interview. This study identifies the classification or level of self-efficacy (High, moderate, and low) and the dominant sources (mastery experiences, vicarious experiences, verbal persuasion, physiological and emotional states) that influence students' self-efficacy, by sampling 10 students. This research shows that from the analysis of the level presented, it can be concluded that students' self?efficacy in speaking English has significant variations high and moderate level and that mastery experiences are the dominant source that affects students' self-efficacy in speaking English. The conclusion of this study emphasizes the importance of self-efficacy in improving speaking English and provides advice to lecturers to pay more attention to factors that affect students' self-efficacy. It is hoped that this study can improve students' English speaking ability and support their academic success and career as English educators.
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