STUDENTS’ SELF-EFFICACY IN GRAMMAR CLASS AT

ENGLISH DEPARTMENT OF SATYA WACANA

THESIS

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

Annisa Prastiwi

112015037

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

2019

i

STUDENTS’ SELF-EFFICACY IN GRAMMAR CLASS AT

ENGLISH DEPARTMENT OF SATYA WACANA

THESIS

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

Annisa Prastiwi

112015037

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

2019APPROVAL PAGE

ii

iii

iv

v

vi

vii

TABLE OF CONTENTS

COVER PAGE ......................................................................................................... i

APPROVAL PAGE ................................................................................................ ii

COPYRIGHT STATEMENT ................................................................................ iii

PUBLICATION AGREEMENT DECLARATION .............................................. iv

PERNYATAAN TIDAK PLAGIAT ....................................................................... v

PERNYATAAN PERSETUJUAN AKSES .......................................................... vi

TABLE OF CONTENTS ...................................................................................... vii

LIST OF FIGURES ............................................................................................... ix

LIST OF TABLES ................................................................................................... x

ABSTRACT ............................................................................................................. 1

INTRODUCTION ................................................................................................... 1

LITERATURE REVIEW......................................................................................... 4

A. What is Self-Efficacy? .................................................................................... 4

B. Self-Efficacy and Motivation ......................................................................... 4

C. Self-Efficacy and Language Learning Process ............................................... 5

D. Self-Efficacy and Grammar ............................................................................ 6

THE STUDY ............................................................................................................ 7

A. Context of The Study ...................................................................................... 7

B. Participants ..................................................................................................... 7

C. Research Instrument ....................................................................................... 8

D. Data Collection Procedures ............................................................................ 8

E. Data Analysis Procedures ............................................................................... 9

viii

FINDINGS AND DISCUSSIONS .......................................................................... 9

1. Efforts in Studying Grammar .......................................................................... 9

2. Students’ Awareness of Self-Efficacy in Studying Grammar ....................... 13

3. Grammar Aptitude in Studying Grammar ..................................................... 17

CONCLUSION ...................................................................................................... 19

REFERENCES ....................................................................................................... 21

ACKNOWLEDGEMENTS ................................................................................... 23

APPENDIX ............................................................................................................ 24

ix

LIST OF FIGURES

Figure 1. Efforts in Studying Grammar ................................................................ 10

Figure 2. Students’ Awareness of Self-efficacy in Studying Grammar ................. 13

Figure 3. Grammar Aptitude in Studying Grammar ............................................. 17

x

LIST OF TABLES

Table 1. Efforts in Studying Grammar ................................................................. 11

Table 2. Students’ Awareness of Self-efficacy in Studying Grammar .................. 14

Table 3. Grammar Aptitude in Studying Grammar .............................................. 18

1

STUDENTS’ SELF-EFFICACY IN GRAMMAR CLASS AT

ENGLISH DEPARTMENT OF SATYA WACANA

Annisa Prastiwi

112015037

ABSTRACT

This study was carried out to describe students' self-efficacy in grammar classes.

This study attempted to answer the research question: “What are the students’ self-

efficacy in grammar class?”. The participants of this research were 77 students from

batch 2018 of English Education Program of the FLA of Universitas Kristen Satya

Wacana. They were asked to respond to 20 questions related to students’ self-

efficacy in grammar class. The data analysis shows that the first-year English

department students had good self-efficacy and showed positive response to the

grammar class. They believed about their own ability. However, they still lack

confidence when they compare their ability in grammar with others. Self-efficacy

can help students in believing their own abilities in learning English, especially

grammar. The finding of this study suggests that self-efficacy can help them to

achieve goals.

Keywords: Self-efficacy, grammar, ability

INTRODUCTION

Many first-year students come to college with very limited skills in basic

English proficiency. It has been generally known that most students have problems

with learning English as their second or foreign language. A study carried out by

Rany, Abidin and Mei (2013) showed that there are some reasons why students are

poor in English language performance, one of the problems is students lack

2

confidence to use English because they are afraid of making mistakes and they have

shy feelings.

In connection with the issue above, students' beliefs in their capability

influence their confidence in using English. An individual belief that he or she could

control the situation or belief about one’s ability to do something is called self-

efficacy (Bandura, 1977). It is the feeling of people in believing in their competence

of successfully doing something. Self-efficacy affects motivation and behavior of

individuals and it also plays an important role in how students feel, behave, and

think (Bandura, 1993).

Bandura (1995) proposed that a higher level of self-efficacy influences

people's future behaviors. People who have high level of self-efficacy are more

optimistic, less anxious, and persevere more. In contrast, people who have low

sense of self-efficacy will give up if the activities are challenging. They are more

pessimistic because they think that they cannot do it before trying.

However, there have been a few studies on students' self-efficacy in

grammar. Generally, previous researchers have observed students' self-efficacy in

speaking skills. For example, Khatib and Maarof (2015) conducted research in

Malaysia. Their finding shows their participants had self-efficacy in their ability to

communicate in English but they were weak in mastering English language.

Another study was also conducted in speaking, for instance, Paradewari (2017) who

conducted research in Indonesia, showing that the students had self-efficacy in

public speaking. They were aware of their self-efficacy. The finding of this study

3

shows that a class environment can motivate and support students in delivering an

oral communication.

This study was carried out to describe students' self-efficacy in grammar

classes. Many students are afraid to speak or write in English because they think

about their grammar proficiency. Collins and Bissel (2010) in their introduction

mentioned, "One of the areas in which students are often under-prepared is in the

area of grammar" (p. 663). Students feel they do not have enough grammar

proficiency. It is not because they lack English skill but they are not aware of their

own self-efficacy. Collins and Bissel (2010) found that there was a correlation

between self-efficacy and grammar ability at the end of the semester. At the

beginning of the semester the students had high levels of writing self-efficacy but

at the end of the semester, they felt less confident in writing skills.

This study explores students' self-efficacy in grammar class. It tries to find

out if the students have high self-efficacy or low sense of self-efficacy in grammar

class. The findings should make an important contribution to the field of students'

self-efficacy. This research is helpful for students to be aware of their own self-

efficacy, so that they can motivate themselves and work harder to get good results.

Therefore, based on the ideas above, this study aimed to address the following

research question, “What are the students' self-efficacy in grammar class?”

4

LITERATURE REVIEW

This study investigated students' self-efficacy in Grammar class in Faculty

of Language Education. The following sections describe the relevant literature

about self-efficacy in language learning process.

A. What is Self-Efficacy?

People believe that they can do something better, motivate themselves and

work harder to get good results. This belief is called self-efficacy. As defined by

Bandura (1997) cited in Paradewari (2017) “self-efficacy is a belief of person’s

capabilities to acquire or do behaviors at some designated levels” (p. 97). Dornyei

(2005) also stated that self-efficacy can be seen as people's confidence in their own

ability to do something, achieve their goal and perform their task capably. In

addition, Schunk (1984) also stated that self-efficacy plays an important role in

dealing with challenges because it can affect achievement goals of someone.

According to Bandura (1995) self-efficacy can be divided into two categories; high-

level self-efficacy and low-level self-efficacy. People with high self-efficacy tend

to be more confident in performing a particular task, while those who have low

sense of self-efficacy prefer to avoid tasks.

B. Self-efficacy and Motivation

Researchers stated that students' level of self-efficacy influences their

motivation to set their goals in language learning. Self-efficacy beliefs could

influence people's efforts and performance to work harder to get good results in

5

learning. According to Bandura (1977), higher sense of self-efficacy increases

people's attainment and they will feel better in many ways. People who are

confident about their capabilities will make efforts to complete challenging tasks

rather than to avoid them. With this sense of self-efficacy, people's accomplishment

is achieved and stress is reduced. If people hesitate to their own capabilities, they

will be threatened by frustrating tasks and will not be confident about themselves

on the set goals.

Similarly, Templin (1999) showed that students with high beliefs in their

capabilities to accomplish a task will achieve higher grades in second language

classes than students with low self-efficacy in an L2 classroom. This view is

supported by Mustapha and Mustapha (2017) who claimed that individuals who can

assess themselves as capable of doing the assigned task will work harder to

overcome any obstacles, so they can get better results.

Moreover, Paradewari (2017) noted that people who have low self-efficacy

believe that the task given is very hard to do. They feel they cannot finish the task.

While people who have high self-efficacy are more confident to do their task. They

enjoy finishing the task until their goals are achieved.

C. Self-efficacy and Language Learning Process

Several scholars have applied self-efficacy theory to foreign language

learning and have found correlation between self-efficacy and language learning.

According to Khatib and Maarof (2015), there is positive correlation between

speaking self-efficacy and their performance in speaking. With increased self-

efficacy belief, students may have strong beliefs in their abilities to perform certain

6

speaking tasks, so that they are able to perform those tasks in a good way. In

addition, Zhang and Guo (2012) mentioned that motivation and self-efficacy are

two important things that may influence English language learning proficiency.

Puspita, Kusumaningputri and Supriono (2014) added that in education area,

especially language learning, self-efficacy has contribution to learner success in

learning.

D. Self-efficacy and Grammar

Many studies that have been done on self-efficacy in second and foreign

language learning settings are focused only on writing skill. For example, Zhang

and Guo (2012) and Collins & Bissell (2010) have found a correlation between

students' self-efficacy and students' writing performance. Zhang and Guo (2012)

found that English freshmen are not confident in their English writing. They have

a low sense of self-efficacy. On the other hand, the sophomore group has higher

self-efficacy value. It means that they are more confident about their capabilities in

English writing than the freshmen. Furthermore, Collins and Bissell (2002) cited in

Collins & Bissell (2010) pointed out that at the beginning of the semester students

had high levels of writing self-efficacy and their writing self-efficacy increased

slightly by the end of the semester. Students feel less confident at the end of the

semester when asked specifically about grammar skills. Many students have a

perception that English grammar is the most difficult part in writing. Jean and

Simard (2011) stated that students feel grammar instruction is hard to understand

because there are many rules in grammar.

7

Research on students' self-efficacy in grammar has been scarce, Collins and

Bissel (2010) stated it is a fact that studies of grammar self-efficacy and grammar

performance do not exist. Studies related to students' self-efficacy with a concern

in grammar efficacy remain under-discussed. Hence, it is interesting to see students’

self-efficacy in grammar classes in Indonesian context.

THE STUDY

This study used survey methodology to investigate students' self-efficacy

in grammar classes. The study conducted in the form of a survey, with data being

gathered via questionnaires.

A. Context of the study

The study was conducted in grammar class in the academic year of

2018/2019 of English Language Education in Universitas Kristen Satya Wacana

(UKSW). There are some classes in grammar class, but only Basic Grammar class

which was chosen for this research. The site was chosen because every student in

this first year of college took Basic Grammar class. Thus, it was interesting to see

the first-year students' self-efficacy in grammar class found in here.

B. Participants

The participants in this study were all freshmen students of Batch 2018 of

the English Language Education Program of the FLA of Universitas Kristen Satya

Wacana. The reason why I chose students of Batch 2018 or the freshmen as my

participants was because as the freshmen, they usually have lack sense of self-

8

efficacy, and it was very interesting to investigate their sense of self-efficacy. The

data was taken from 4 classes of Basic Grammar class. The total respondents of the

research were all students of batch 2018 (77 students).

C. Research Instrument

The research instrument for this study was a close-ended questionnaire. The

questionnaire used four-point Likert-scale: (1) Strongly Disagree (2) Disagree (3)

Agree (4) Strongly Agree. The questionnaire items were carefully designed based

on from Jinks and Morgan (1999) and Paradewari (2017) with some changes in

number of questions, statement part, and word choice. The questionnaire consisted

of 20 questions that were divided into 3 parts. The first part is about effort in

studying grammar (4 questions), the second part is about students’ awareness of

self-efficacy in studying grammar (10 questions), and the third part is about

grammar aptitude in studying grammar (6 questions). The questionnaires were

distributed to all of the students in Basic Grammar class. The instrument was chosen

because questionnaire is best used when responses are from many participants. But,

in the process of analyzing the data, there were some changes in the number of

questions. I decided to remove number 17 and 18 because it is not relevant with

grammar aptitude. So, the questionnaires that I have shown in this study is only 18

questions.

D. Data collection procedures

The questionnaire was distributed to the students in Basic Grammar class.

Before distributing the questionnaires, I asked for permission from the basic

grammar lecturers to distribute the questionnaires in the class. Then, students were

9

asked to fill out a questionnaire. The questionnaire is about students' self-efficacy

in their grammar. The questionnaire was distributed at the end of the class hours so

students were concentrated on filling out the questionnaire. The participants were

asked to provide personal information and answer 20 questions. It took about 8 to

10 minutes and they were asked to answer honestly and submit the questionnaire

after they finished filling it out.

E. Data analysis Procedure

The data were entered to Microsoft Excel for analysis. The data were

calculated in percentage for each item and presented in graphs and tables.

FINDINGS AND DISCUSSIONS

After obtaining the data, researcher elaborated the finding and divided them

into three categories: student’s efforts in studying grammar, students' awareness of

self-efficacy in studying grammar, and grammar aptitude in studying grammar. The

result of each category was presented in graph or table showing the percentage of

students’ response.

1. Efforts in Studying Grammar

The result of the first part in this section which discusses about student's

effort is based on 4 questions in the questionnaire as presented in Figure 1. The

participants were asked about their effort in studying grammar.

10

Figure 1. Efforts in Studying Grammar

The result of the study reveals that 49,35% of the participants agreed while

22,73% of the participants strongly agreed to all the questions on efforts in studying

grammar. This means that the majority of the participants had put a lot of efforts in

studying grammar. They were already prepared about what they had to do in

studying grammar. On the other hand, 25% of the participants disagreed and even

2,60% of the students strongly disagreed. It shows that more than a quarter of the

participants were not making so much effort during studying grammar.

Based on the data shown above, most of the students were working hard and

believed that they could achieve their goals in grammar. This first part of the

findings shows that freshmen students thought that grammar was easy if they

worked harder in studying grammar, however they still lacked confidence when

they were comparing their abilities to others. The table below discusses specifically

about each item in the questionnaires.

22,73%

49,35%

25,00%

2,60%

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

60,00%

SA A D SD

11

Table 1. Efforts in Studying Grammar

No. Statements Strongly

agree

(4)

Agree

(3)

Disagree

(2)

Strongly

Disagree

(1)

1. I work hard in grammar class. 44,16% 54,55% 1,30% 0,00%

2. Most of my classmates work harder

on their homework than I do. 18,18% 46,75% 32,47% 2,60%

3. I always get good grades in grammar

when I try hard. 22,08% 57,14% 19,48% 1,30%

4. I usually do not get good grades in

grammar because it is too hard. 6,49% 38,96% 46,75% 6,49%

Table 1 presents statements within the category of students’ efforts in

studying grammar. The aim of this section is to analyze the data gathered for

specific items. In the table above there are four questions from the questionnaire.

Item 1 and item 2 is about comparing their confidence with others, while item 3 and

item 4 is about their reaction to studying basic grammar course. The total percentage

was calculated based on number of responses given for the scale; Strongly Agree

(SA) + Agree (A) and Disagree (D) + Strongly Disagree (SD).

Based on items 1 and 2, 81,82% of the participants worked hard but they

still compared their confidence with others. This percentage was calculated from

average of responses to statements 1 and 2. They expressed that they had tried so

hard in studying grammar. They pushed their efforts and worked harder. However,

more than half of the participants still believed that their friends were working

harder in learning grammar than themselves. They thought that their classmates

worked harder. They still compared themselves to others, even though they were

aware of their ability and they had a good effort in studying grammar. They did not

12

seem confident with themselves compared to the other students. According to social

comparison theory by Festinger (1954) some people usually compare themselves to

others to judge their abilities. People are more likely compare their own abilities to

other people, whereas they have good abilities and good sense of confidence in their

own self. In this study, the students still believed that their friends were working

harder in learning grammar than themselves. They still compared themselves with

others, even though they were aware of their ability and they had a good effort in

studying grammar.

Based on items 3 and 4, 66,23% of the participants had good reaction to the

basic grammar course, and 33,11% did not have good reaction to the course. The

result was also calculated in the same way as described previously. They believed

that when they tried hard in learning grammar, they always got good grades. They

also believed that grammar was easy because 53,24% of the participants disagreed

with question 4 (I usually do not get good grades in grammar because it is too hard).

It may indicate that most of the students thought grammar was not hard. Based on

the data above, the participants had good efforts and their efforts influenced their

performance in grammar. This finding was in line with a study by Wood (1987).

He found that self-efficacy is related to students’ academic performances and

academic goals. Self-efficacy plays an important role in students' motivation then

it can affect the achievement goals of someone. The finding in this study is

consistent with one of the statements by Wood (1987) which says that self-efficacy

can influence students' efforts and performance to work harder to get a good result

in their learning process. Students’ effort in this study also indicates that when the

13

students work hard in studying grammar, they can achieve their goals in grammar.

The result indicated 79,22% of the participants believed that when they tried hard

in learning grammar, they always got good grades. This is also similar to the

concept of study by Templin (1999). He found that strong beliefs in people’s

capabilities to work in a task will achieve higher grades in their goals. However,

from the data above we can see that the participants were not consistent, they still

felt that their friends performed better than them. They were comparing their

abilities to other friends, even though their abilities were actually good.

2. Students’ Awareness of Self-Efficacy in Studying Grammar

Figure 2 below shows that students in basic grammar class were aware of

their own self-efficacy. This result was based on the average of total responses to

each item in Table 2.

Figure 2. Students’ Awareness of Self-Efficacy in Studying Grammar

As shown in Figure 2, 78,20% of the participants had positive responses

which means that most of the students were aware of their own self-efficacy in

17,90%

60,30%

20,30%

1,30%

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

60,00%

70,00%

SA A D SD

14

studying grammar. While only 21,60% of the participants did not aware with their

own ability. The finding shows that more than half of the participants were aware

of their own ability and they believe in their ability.

Table 2. Students’ Awareness of Self-Efficacy in Studying Grammar

No. Statements Strongly

agree

(4)

Agree

(3)

Disagree

(2)

Strongly

Disagree

(1)

5. I believe I have enough ability in

grammar. 14,29% 68,83% 14,29% 2,60%

6. I motivate myself to improve my

grammar ability in grammar class. 49,35% 46,75% 1,30% 1,30%

7. I am good in grammar. 3,90% 48,05% 45,45% 2,60%

8. I can use English grammar correctly. 1,30% 53,25% 42,86% 2,60%

9. I can use words correctly in singular

and plural. 12,99% 71,43% 15,58% 0,00%

10. I can use the tenses of the verbs

correctly. 5,19% 72,73% 22,08% 0,00%

11.

I can find some strategies to improve

my grammar ability.

15,58% 64,94% 18,18% 1,30%

12.

The atmosphere in my classroom

motivate

me to improve my grammar ability.

23,38% 57,14% 16,88% 2,60%

13. My lecturer helps me when I have

difficulties in grammar. 44,16% 50,65% 5,19% 0,00%

14. I can overcome the difficulties in

grammar. 9,09% 68,83% 20,78% 0,00%

Table 2 presents students’ awareness of their self-efficacy in studying

grammar. Students in Basic Grammar class were aware of their own self-efficacy.

15

The items were categorized into three: students’ own belief (items 5,7,8,9,10),

motivation (items 6 and 12), and strategies (items 11,13,14).

The first category shows that 70,39% of the participants had strong belief in

their own ability in grammar. They believed that they had enough ability in

grammar. This is connected with the result of item 5 (see table 2) that the majority

of the students believed they had enough ability in grammar. Based on the finding,

most of the students thought that they were good in grammar. It is proven by the

percentage of the students which reaches 77.92% in the item 10. They could master

the tenses. The students had their own beliefs that they were good in grammar. It

indicates that most students could use English grammar correctly in grammar class.

It may assume that the students were aware of their own self-efficacy. As stated by

Bandura (1986), cited in Khatib and Maarof, (2015) “the belief in self-efficacy

refers to the ability of a student in carrying out an academic task given at a specific

level" (p.99). This finding may seem to indicate that when students believe that they

have an ability in a given task, they also believe in their own self-efficacy. In other

words, the first-year students of English Education of UKSW were aware of their

own self-efficacy

Regarding questions number 6 and 12, the students were asked about their

motivation. The average of the total percentage of “agree” and “strongly agree”

indicates 88,31% of the students motivated themselves in grammar courses. They

motivated themselves to improve their grammar ability. They also believed that the

atmosphere in their classroom could motivate them to improve their grammar

ability. This finding is similar to the study by Oroujlou and Vahedi (2011) who

16

revealed that creating a positive classroom atmosphere is one of the most important

factors to encourage students’ motivation. Good environment can relax the students

and enhance the friendly atmosphere which will increase the students’ learning

ability. Students who feel relax and comfortable will feel more enjoyable to doing

some task given. According to Bandura (1993), self-efficacy has relation with the

motivation and behavior of individuals. Motivation helps students to achieve their

goal. In addition, Dornyei (1998) stated, “Motivation provides the primary impetus

to initiate learning the L2 and later the driving force to sustain the long and often

tedious learning process” (p.117). The theory implies that motivation is one of the

factors that influencing the learning process. Motivation seems to be very important

in the development of students’ ability. In this study, it may assume that motivation

influences the students’ self-efficacy in studying grammar.

Having confidence is not enough. Students have to try to find some

strategies to improve their grammar ability. Students of batch 2018 confirmed that

they already had their own strategies to improve their grammar ability. The majority

of the students (84,42%) agreed that they had their own strategies in grammar

courses (items 11,13,14). There were 80,52% of the students who confirmed that

they could find some strategies to improve their grammar ability. Their lecturer also

helped them when they had difficulties. They also could overcome the difficulties

in grammar (item 14). Based on the data above, it may indicate that students’ own

strategies are very important in learning process. When they have good strategies,

it will affect their performance. This finding supports Safranj’s (2011) idea, who

17

stated, “Language learning strategies appear to be among the most important

variables influencing performance in a second language” (p.776).

3. Grammar Aptitude in Studying Grammar

This section presents grammar aptitude in studying grammar. Nguyen &

Terry (2017) stated that to achieve your goals of mastering English, there are some

factors that influence learning strategies. One of the factors is an aptitude for

language learning. Figure 3 summarizes the finding based on the third category in

the questionnaire which is about grammar aptitude. Language aptitude means the

same as language ability and it typically refers to language learning ability

(Dornyei, 2005). Thus, in this part, we will see how individual students perceived

their talents or their ability in studying grammar.

Figure 3. Grammar Aptitude in Studying Grammar

In Figure 3, we could conclude that the majority of the respondents believed

they had grammar aptitude in grammar courses. 74,03% of the participants agreed

that they had aptitude in grammar and only 25,97% thought that they did not have

13,63%

60,40%

24,35%

1,62%

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

60,00%

70,00%

SA A D SD

18

aptitude in grammar. Based on the result above, the finding shows that most of the

freshmen students, in general, believed that they had the ability in grammar.

Table 3. Grammar Aptitude in Studying Grammar

No. Statements Strongly

agree

(4)

Agree

(3)

Disagree

(2)

Strongly

Disagree

(1)

15. I usually understand my grammar

homework. 11,69% 81,82% 6,49% 0,00%

16. I could get the best grades in class if

I tried hard enough. 32,47% 55,84% 10,39% 1,30%

17.

Sometimes I think an assignment is

easy when the other students think it

is hard.

5,19% 48,05% 42,86% 3,90%

18.

When the teacher asks a question, I

usually know the answer even if the

other students don’t.

5,19% 55,84% 37,66% 1,30%

Based on Table 3, it shows 74,03% of the students positively perceived their

own talents or ability in grammar (items 15,16,17,18). Most of the students

understood grammar and they thought that grammar was not really hard. They

usually could answer the questions given by the teacher. If they were studying

grammar well, they felt that their confidence was increasing. Learning grammar

well could build up their confidence. As Bandura (1993) stated, someone beliefs in

their capability influence their confidence in performance on goal setting. The

students in this study believed in their own abilities. They had high sense of self-

efficacy.

19

CONCLUSION

This study aimed to investigate students’ self-efficacy in grammar class.

The results reveal that most of the students did not really agree that grammar was

hard. They believed that grammar was not really hard and they were good in

grammar. The results show that the first-year English department students had good

self-efficacy and had positive response to grammar class. Generally, the students

had high sense of self-efficacy. They believed in their own ability, and knew their

own ability. They could master grammar tenses and had grammar proficiency.

However, they still lacked confidence when they compared themselves with others.

Even though they were good in grammar and they had high sense of self-efficacy,

they still thought that their friends were better in doing grammar task.

Self-efficacy can help students to believe in their own abilities in learning

English, especially in grammar. The finding of this study suggests that ability belief

can help students achieve their goals. When students believe in their ability they

will work hard, and it gives positive attitudes to students to achieve their goals in

grammar. When students are aware of their self-efficacy, they also believe in their

ability, and it affects their goals.

This study may be useful for further research to investigate academic self-

efficacy, because there have been a few studies on students’ self-efficacy in

grammar. Students’ self-efficacy can be investigated on any language skills, such

as listening, writing, reading, speaking, and grammar. However, there are some

limitations to this study. First, there is hardly any research on students’ self-efficacy

20

in grammar. Second, this study also needs further research on strategies that

students can use to improve their confidence. The study is limited by lack of

information in strategies used by the students. For further research, it is better to

use interview to get better results of the strategies used by the students.

21

REFERENCES

Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change.

Psychological Review, 84, 191-215.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and

functioning. Educational Psychologist, 28(2), 117-148. DOI:

10.1207/s15326985ep2802_3

Bandura, A. (1995). Self-Efficacy in Changing Societies. New York: Cambridge

University Press.

Collins, S. J. & Bissell, K.L. (2010). Confidence and competence among

community college students: self-efficacy and performance in grammar.

Community College Journal of Research and Practice, 28(8), 663-67.

http://dx.doi.org/10.1080/10668920390254663

Dornyei, Z. (1998). Motivation in second and foreign language learning. Language

Teaching, 31, pp 117135. doi:10.1017/S026144480001315X

Dornyei, Z. (2005). The Psychology of The Language Learner: Individual

Differences in Second Language Acquisition. New Jersey London:

Lawrence Erlbaum Associates.

Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7,

117 – 140.

Jean, G., & Simard, D. (2011). Grammar teaching and learning in l2: necessary, but

boring? Foreign Language Annals, 44(3), 467-494.

Jinks, J., & Morgan, V. (1999). Children's perceived academic self-efficacy: An

inventory scale. The Clearing House: A Journal of Educational Strategies,

Issues and Ideas, 72(4), 224-230.

Khatib, F.M.M., & Maarof, N. (2015). Self-efficacy perception of oral

communication ability among English as a second language (ESL) technical

students. Procedia-Social and Behavioral Sciences, 204, 98-104.

22

Musthapa, N.H., &Musthapa, N.H. (2017). Grammar efficacy and grammar

performance: An exploratory study on Arabic learners. Mediterranean

Journal of Social Sciences, 8(4).123-128.

Nguyen, H., & Terry, D.R. (2017). English learning strategies among EFL learners:

A narrative approach. IAFOR Journal of Language Learning, 3, 4-19.

Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning.

Procedia Social and Behavioral Sciences, 29, 994 - 1000

Paradewari, D.S. (2017). Investigating students’ self-efficacy of public speaking.

International Journal of Education and Research, 5, 97-108.

Puspita, Y., Kusumaningputri, R., & Supriono, H. (2014). Level and sources of self-

efficacy in speaking skills of academic year 2012/2013 English department

student’s faculty of letters, Jember University. Publika Budaya, 3(2), 50-59.

Safranj, J. (2011). Strategies of learning English as a foreign language at Faculty of

Technical Sciences. Procedia Social and Behavioral Sciences, 93, 775-782.

Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior.

Educational Psychologist, 19, 48-58.

Rany, S., Abidin, M.J.Z, & Mei, L. L. (2013). Factors causes students low English

language learning: A case study in the national university of Laos.

International Journal of English Language Education, 1(1), 179-192.

Templin, S. (1999). The relationship between self-efficacy and language learners'

grades. JALT Journal, 21, 112-124.

Wood, R. E., & Locke, E. A. (1987). The relation of self-efficacy and grade goals

to academic performance. Educational and Psychological Measurement,

47(4), 1013–1024. doi:10.1177/0013164487474017

Zhang, Y. Y. & Guo, H. (2012). A study of English writing and domain-specific

motivation and self-efficacy of Chinese EFL learners. Journal of Pan-

Pacific Association of Applied Linguistics, 16(2), 101-121.

23

ACKNOWLEDGEMENTS

I am so grateful that I have finally finished my thesis successfully. I would

like to thank Allah SWT who always bless me and establish me to finish my thesis.

This thesis could not finish without the help of many people. The foremost debt

goes to my supervisor, Prof. Dr. Gusti Astika, M.A. for his guidance and inputs

during the process of finishing this thesis. I would also like to thank my examiner,

Elisabet Titik Murtisari, M. Trans.Stud., Ph.D. for her willingness to read and

correct my thesis in the midst of her busy schedule. My biggest thanks are dedicated

to my beloved parents, Djoko Prastowo and Siti Widiyatni who always support me

every time I needed them. I would like to give my big thanks also to my one and

only brother, Wian Anggono who relentlessly became my loyal reader who always

helped me to check my thesis and supports me in finishing my thesis. Thanks as

well to my thesis classmates, Dias, Uly, Cessa, Riza and Atika for all the laughters,

tears and supports through the high and low during the process of finishing this

thesis. My girls, Lita, Amel, Inka, Debby, Nadya and Saras who always support me

when I felt down during my thesis making. I would also thank to all my research

participants (batch 2018) for their kind help. Last but not least, I would also express

my gratitude to all my best friend and big family of fifteeners who always supports

me in any kind of situation.

24

APPENDIX

Students’ Self-efficacy in Grammar Class at

English Department of Satya Wacana

Dear participants,

My name is Annisa Prastiwi, I am a student of English Language Education Program who is

doing research for my thesis. This questionnaire aims to gather information about your self-

efficacy in grammar class. The result of this research will be only used for research purpose.

Please kindly fill in the questionnaire honestly. Your answer would not affect your grade.

Please put a tick (V) on the column that represents your response to each statement below.

No. Statements

Strongly

agree

(4)

Agree

(3)

Disagree

(2)

Strongly

Disagree

(1)

1. I work hard in grammar class.

2. Most of my classmates work harder on their

homework than I do.

3. I always get good grades in grammar when I

try hard.

4. I usually do not get good grades in grammar

because it is too hard.

5. I believe I have enough ability in grammar.

6. I motivate myself to improve my grammar

ability in grammar class.

7. I am good in grammar.

8. I can use English grammar correctly.

9. I can use words correctly in singular and plural.

25

10. I can use the tenses of the verbs correctly.

11. I can find some strategies to improve my

grammar ability.

12. The atmosphere in my classroom motivate

me to improve my grammar ability.

13. My lecturer helps me when I have difficulties

in grammar.

14. I can overcome the difficulties in grammar.

15. I usually understand my grammar homework.

16. I could get the best grades in class if I tried

hard enough.

17. Most of my classmates like grammar because it

is easy.

18. Learning English grammar well could build up

my confidence.

19. Sometimes I think an assignment is easy when

the other students think it is hard.

20.

When the teacher asks a question, I usually

know the answer even if the other students

don’t.

Student number: ____________________

Gender: Male/Female

If you would like to be further interviewed, pleased kindly give your contact:

Name: _____________________________________________

Phone number: __________________________

Thank you ☺