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All Journal Jurnal Pendidikan Terapan Foreign Language Instruction Probe
Darmawati
Universitas Negeri Makassar
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Efikasi Diri Siswa EFL Indonesia Terhadap Prestasi Belajar (Studi Kasus Pada Tahun Penerapan PBI 2017 1.2) Surianto Mappangara; Heriyanto Ali; Darmawati
Jurnal Pendidikan Terapan Vol 1, No 2, May (2023)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v1i2.173

Abstract

Penelitian ini mengeksplorasi dampak efikasi diri terhadap prestasi belajar dalam konteks pembelajaran Bahasa Inggris sebagai bahasa asing (EFL) di Indonesia, dengan fokus pada enam mahasiswa Jurusan Pendidikan Bahasa Inggris angkatan 2017 PBI 1.2 di UIN Alauddin Makassar. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Hasil penelitian menunjukkan bahwa terdapat korelasi positif antara tingkat efikasi diri dan prestasi belajar mahasiswa. Siswa dengan indeks prestasi tinggi cenderung memiliki efikasi diri yang tinggi, tercermin dalam kepercayaan diri mereka saat menjawab pertanyaan dan dalam pemahaman akan sumber-sumber efikasi diri, seperti pengalaman dan kondisi fisiologis. Di sisi lain, mahasiswa dengan indeks prestasi sedang juga memiliki tingkat efikasi diri yang tinggi, terutama dalam konteks kepercayaan diri saat menjawab pertanyaan, meskipun sumber efikasi diri mereka mungkin berbeda. Penelitian ini merekomendasikan upaya untuk meningkatkan efikasi diri mahasiswa sebagai aspek penting dalam mengatasi tantangan akademik di perguruan tinggi.
Reframing EFL Speaking Performance: Why Psychological Readiness Outweighs Vocabulary Knowledge in Indonesian High School Learners Darmawati; Muhammad Tahir; Andi Asrifan
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.867

Abstract

As communicative competency gains prominence in English language education, it has become crucial to comprehend why numerous learners continue to exhibit reluctance or ineffectiveness in oral contact despite extensive formal instruction in English as a Foreign Language courses. Previous research has mostly focused on linguistic ability, especially vocabulary acquisition, whereas comparatively less emphasis has been placed on the impact of psychological preparedness on speaking performance. This study examined the relative impact of self-confidence, self-efficacy, and vocabulary knowledge on the speaking performance of Indonesian senior high school students. A quantitative correlational design was utilized to gather data from 30 eleventh-grade students using self-confidence and self-efficacy questionnaires, a vocabulary knowledge test, and a monologue-based speaking assessment, followed by descriptive statistics, correlation analysis, and multiple linear regression techniques. The investigation indicated that self-confidence and self-efficacy had a substantial beneficial impact on speaking performance, while vocabulary knowledge exhibited a relatively weaker and statistically insignificant predictive capability inside the regression model. These findings indicate that oral communication in EFL environments is influenced not just by lexical resources but also by learners' psychological readiness to engage, persevere, and speak amid ambiguity. This study reinterprets speaking performance as a psychologically influenced process, contributing to broader discourses on communicative competence and emphasizing the significance of affective-oriented speaking pedagogy in modern language education.
Co-Authors Asrifan, Andi Heriyanto Ali Muhammad Tahir Surianto Mappangara