Student’s Self-Efficacy in Speaking Learning

DOI

10.2991/isseh-18.2019.59How to use a DOI?

Keywords

self-efficacy; self-efficacy source; speaking learning

Abstract

This study aims to describe ways that can be used to improve students' self-efficacy in speaking learning. This research uses a descriptive qualitative method with literature study techniques. One of the causes of student speaking difficulties is anxiety. Anxiety is associated with low self-efficacy. Self-efficacy is an individual's belief in his ability to complete a task or achieve a predetermined goal. Therefore, so that students' anxiety when speaking is reduced so that students can speak well, it is necessary to do ways to improve student self-efficacy in the learning process through four sources of self-efficacy, namely (1) mastery experience, (2) representative experience, (3) verbal persuasion or social persuasion, and (4) physiological and affective conditions. The source of self-efficacy used in learning is tailored to the needs, both the condition of students and existing facilities. Self-efficacy can be improved in each step of learning, both in pre-activity, core activities (preparation steps, presentation practice steps, speech/presentation steps, and presentation evaluation steps), and post-activity learning.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Iis Lisnawati
AU  - Yuyun Yuniawati
AU  - Welly Nores Kartadireja
PY  - 2019/03
DA  - 2019/03
TI  - Student’s Self-Efficacy in Speaking Learning
BT  - Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018)
PB  - Atlantis Press
SP  - 255
EP  - 261
SN  - 2352-5398
UR  - https://doi.org/10.2991/isseh-18.2019.59
DO  - 10.2991/isseh-18.2019.59
ID  - Lisnawati2019/03
ER  -