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All Journal Jurnal Ilmiah Profesi Pendidikan Journal of English Language and Education
Abdul Syahid
UIN Palangka Raya
Education Languange, Linguistic, Communication & Media Other

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The Correlation between Self-Efficacy and Speaking Ability among Junior High School Students Yana Yana; Abdul Syahid; Nurliana Nurliana
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2365

Abstract

This research purpose to examine the correlation between students’ self-efficacy and their speaking ability among Junior High School. Speaking is an essential skill in learning English; however, many students still face difficulties, which may be influenced by psychological factors such as self-efficacy. This study was conducted using a quantitative methodology with a correlational design. The participants were 20 seventh-undergraduate students. Data were composed with a self-efficacy using Children’s Self-Efficacy in Learning English Questionnaire (C-SELEQ) and a speaking test using Public Speaking Test Rubric (PSCR) assessing fluency, pronunciation, vocabulary, and grammar. The data were analysed using Pearson Product Moment correlation after the normality assumption was fulfilled. The results showed that the correlation coefficient was r = -0.363 with a significance value of p = 0.115. This indicates a negative correlation between the two variables, which is not statistically significant. Therefore, the conclusions refer that, within this sample, self-efficacy does not a sufficiently valid determinant of students' speaking ability. The outcome of this research indicate that self-efficacy is not the primary factor influencing speaking ability. There are many other factors, such as the Dunning-Kruger effect, which could be one of the reasons the data is not statistically significant.
Gender and Academic Program Differences in Metacognitive Online Reading Strategies Among EFL University Students Nur Annisa Fitri; Selvi Selvi; Rifqi Pratama; Dewi Wijaya Putri; Hafiz Anshari; Intan Nuraini; Abdul Syahid
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 3 (2026): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i3.5114

Abstract

Metacognitive online reading strategies are essential for helping English as a Foreign Language (EFL) students comprehend digital texts in higher education. However, studies investigating differences in these strategies based on gender and academic program among Indonesian EFL students remain limited. This study aimed to investigate the metacognitive online reading strategies employed by EFL students and examine whether significant differences existed based on gender and academic program. This study employed a descriptive quantitative survey design using a 15-item adapted version of the Online Survey of Reading Strategies (OSORS). The instrument demonstrated high reliability (Cronbach's Alpha = .892). A total of 223 students (51 males and 172 females) from eight study programs participated in the study. Data were analyzed using descriptive statistics, the Mann-Whitney U test, and the Kruskal-Wallis H test. The findings revealed that Problem-Solving Strategies were the most frequently used (M = 4.14), followed by Global Strategies (M = 3.90) and Support Strategies (M = 3.80), all classified as high-use strategies. Significant gender differences were found in Problem-Solving Strategies (U = 3567, p = .042) and Support Strategies (U = 3343, p = .010), with female students demonstrating higher strategy use, whereas no significant difference was found for Global Strategies. Furthermore, no significant differences were identified among the eight academic programs for any strategy category (p > .05). In conclusion, metacognitive online reading strategies are influenced by gender but not by academic program, indicating that these strategies function as general academic literacy skills across disciplines. These findings support the integration of metacognitive reading strategy instruction into EFL higher education to enhance students' digital reading competence.
Co-Authors Dewi Wijaya Putri Hafiz Anshari Intan Nuraini Nur Annisa Fitri Nurliana Nurliana Rifqi Pratama Selvi Selvi Yana Yana