Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 39 THE EFFECT OF SELF-EFFICACY ON ENGLISH TRAINING RESULTS Bayu Adi LaksonoMagister Student of Non Formal Education Department, Universitas Negeri Malangbayuadi.laksono@yahoo.co.id ABSTRACTThe aim of this study is to explore how much influence the self-efficacy ofEnglish training results in the form of the TOEFL score. This research used thequantitative approach, with multiple linear regression analysis. The samplingtechnique used a saturated sample in which the researcher uses 23 persons whoare carrying out the TOEFL training. Data collection techniques using thequestionnaire in the form of google form and then analyzed using SPSS 24. Datacollection tool in the form of the validated questionnaire with all itemcoefficients greater than 0.3 (r = 0.316 — 0.885) and declared reliable withalpha value 0.945. The results of this study indicate that there is a significantinfluence simultaneously between self-efficacy with ability variables, the abilityto organize, the ability to perform a task, the ability to achieve a goal andimplement actions to achieve proficiency in training results in the form ofTOEFL score. But partially no significant effect. Effect of self-efficacy with thesevariables has an effect on the training results in the form of TOEFL score of64.5%. Keywords : Training, Self-efficacy, TOEFL A. INTRODUCTIONTraining is one of the non-formal education programs, it is explained in Law Number 20of 2003 concerning the national education system part 5 of article 26 paragraph3(Kementerian Pendidikan dan Kebudayaan RI, 2003). The training has a strategicposition in a program or activity. Research states that the training phase has animportant influence on productivity. The results of the analysis show the training anddevelopment of employees of PT. Air Manado has a significant influence on employeework productivity by 74% (Kandou, 2013). Even so in the process of recruitment ofexperts in a particular field of work also requires training, then the term employeetraining arises. Training is seen as being so strategic that at present there are traininginstitutions that are initiated by the community and the government. Training has apurpose (Mangkunegara & Anwar Prabu, 2006), among others: 1) increasingappreciation of soul and ideology, 2) increasing work productivity, 3) improving workquality, 4) improving human resource planning, 5) improving moral attitudes and workmorale, 6) increasing stimulation so that employees are able to perform optimally, 7)improving health and safety, 8) avoiding uniformity,and 9) improving employeepersonal development.Judging from the expertise to be mastered, there are various types of traininginstitutions which are oriented to skills related to knowledge, skills and attitudes.Currently grow training instructions oriented to mastering foreign language, one of Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 40 which is popular is mastery of English. This is not strange because the enthusiasm of thepeoplr is so high in the need for English mastery.The second, English is an internationallanguage. People who have activities related to the international community certainlyneed English language mastery. Access to educational activities, business and socialactivities will be easier if people master the international language. Data from EducationFirst stated that the mastery of English in Indonesian society is in the position of 39 ofthe 80 countries surveyed (Education First, 2017). Furthermore Education First statedthat there was a strong relationship between the English proficiency of a country andthe number of researchers in research and development per capita, as well as itsinvestment in R & D. Researchers need English to share their findings and to keepabreast of the work of their international colleagues. Therefore, there is a strongcorrelation between English proficiency and income for the use of intellectual property.Innovation in countries with higher English proficiency tends not to be hampered bylanguage barriers, and is more likely to be known, shared and licensed internationally.The low ability of English language certainly limits people's access to internationalactivities. On the other hand foreign language learning programs in formal educationhave limitations, because learning hours must be shared with other subjects. Thelimited formal education institutions in meeting these needs are the potential that isutilized by non-formal education in meeting the learning needs of the community andits role as a supplement, complement and substitution of formal education (Dinisti,2016).In the world of education, literature and studies in the country, although the currenttrend is increasing, the need to look for reputable journals is still high, but for somescientific studies. Scopus indexed Indonesian International Scientific Publications as ofOctober 2, 2017 was at 12,098 publications, this number increased significantlycompared to the achievements of Indonesia's international scientific publications inAugust at 9,501 (Biro Kerjasama dan Komunikasi Publik - Kemenristekdikti, 2017). Thisrequires education actors to access studies and literature that are more global in nature,which of course mastery of English is absolutely necessary. Campus located abroadrequires foreign students to master the international language as evidenced by acertificate or ceremony before the applicants are passed to participate in learningactivities. This is also required by the domestic campus as a condition for attendinglectures, especially at postgraduate level. This is in line with the increasing quality ofinternational publications that are being pushed by the government. Mastery of Englishin books, journals and scientific studies used in supporting learning is absolutelynecessary. This is presumably seen by the sponsor of the postgraduate scholarship asthe Indonesia Endowment Fund For Education (LPDP) which provides the prerequisitefor mastering the international language. In improving the quality of scholarshiprecipients, the Indonesia Endowment Fund For Education (LPDP) provides trainingbetween 3 - 6 months to scholarship recipients from the affirmation registrant pathway.This affirmation registrant consists of scholarship recipients from the poorestperforming communities, from 3T (leading, outermost and disadvantaged),international achievers, and alumni of Bidik Misi scholarships.The opportunity for scholarship recipients to obtain such training must be used wisely.Scholarship recipients who have the opportunity to get training must be able tochallenge themselves to be able to organize, perform a task, achieve a goal, producesomething and implement actions to achieve skills in the field of English language Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 41 mastery. This will be examined in this study. Researchers want to explore how muchinfluence self-efficacy has on the results of English language training. This research isimportant because the results will give an overview to scholarship sponsors, traininginstitutions and scholarship recipients, how much self-efficacy influences how much thetraining results. This will later become a consideration for scholarship sponsors andtraining institutions to develop training programs that not only provide material butalso condition scholarship recipients to always have strong self-motivation during thetraining period. B. METHODSThis study used a quantitative approach, using multiple linear regression analysis usingSPSS 24. The study was conducted at the Language Hall of the State University of Malang(UM). This is based on the Language Center of the State University of Malang (UM) incollaboration with the Indonesia Endowment Fund For Education (LPDP) to organize alanguage enrichment program for recipients of affirmation path scholarships. Datacollection tool in the form of a questionnaire in the form of google form that is given toall scholarship recipients who are undergoing a language enrichment program for 6months totaling 23 people. Researchers used saturated sample techniques, soresearchers used the entire population as a research sample. Test the validity andreliability of the instrument using a group of scholarship recipients who are undergoinglanguage enrichment programs elsewhere. Data collection tools in the form ofquestionnaires were declared valid with all item coefficients greater than 0,3 (r = 0,316– 0,885) and declared reliable with an alpha value of 0,945. RESULTS AND DISCUSSION Normality Assumptions Test Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 42 Normality testuse the probability plot method, and images show residual points tend tospread between diagonal lines. Thus the residual is declared to spread normally.Heteroscedasticity Assumption Test Heteroscedasticitymeans there are variant variables in the regression model that is notconstant (the same), on the contrary if it has a constant variant called homoskedasticity.In order for the model to be said to be good, the regression model must meethomoskedasticity. There are several methods that can be used to detect residualnormality, including scatter plot, Glejser, white, etc. In this context researchers use thescatter plot method. The image is known to state that the residual points spreadrandomly, thus the residuals are declared to be spread normally.Multicollinearity Assumption Test Coefficientsa Model UnstandardizedCoefficients StandardizedCoefficients T Sig. Collinearity StatisticsB Std. Error Beta Tolerance VIF1(Constant) 254,633 34,185 7,449 ,000X1 -2,812 19,087 -,048 -,147 ,885 ,122 8,217X2 8,235 20,844 ,112 ,395 ,698 ,162 6,155X3 -13,694 21,002 -,228 -,652 ,523 ,106 9,448X4 57,359 24,736 ,964 2,319 ,033 ,075 13,327X5 6,024 13,121 ,092 ,459 ,652 ,324 3,085a. Dependent Variable: Nilai TOEFL Multicollinearity is the near perfect occurrence of linear correlation between two ormore independent variables. Multicollinearity test is used to test whether in theregression model that is formed there is a perfect correlation or not on the independent Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 43 variable. There are several methods that can be used to detect multicollinearitymethods, including Tolerance, Variance Inflation Factor (VIF), Wise Correlation Pair,Partial Correlation, etc. In this context the researcher uses the Variance Inflation Factor(VIF) method, in which the analysis shows the value of Variance Inflation Factor (VIF)X1, X2, X3 and X5 smaller than 10, but the X4 variable values more than 10 so thatmulticollinearity occurs. To overcome this problem the researcher eliminated the X4variable in data analysis so as not to occur multicollinearity.Data AnalysisModel SummarybModel R R Square Adjusted RSquare Std. Error ofthe Estimate1 ,842a ,710 ,645 22,75829a. Predictors: (Constant), X5, X3, X2, X1b. Dependent Variable: Nilai TOEFL The adj square value (R2) is 0,645 (64,5%), meaning that the magnitude of the variablevariability in training results is the Toefl (Y) value which can be explained by thevariable ability to organize (X1), the ability to do a task (X2), the ability to achieve a goal(X3) and implement actions to achieve skills (X5) of 64,5%. This means that thecontribution of variable ability to organize (X1), the ability to do a task (X2), the abilityto achieve a goal (X3) and implement actions to achieve skills (X5) on the results oftraining in the form of TOEFL (Y) of 64,5%. While the remaining 35,5% is thecontribution of other variables not included in the study.The value of multiplecorrelation (R) of 0,842 shows a very strong relationship between the variablecontribution of the ability to organize (X1), the ability to do a task (X2), the ability toachieve a goal (X3) and implement actions to achieve skills (X5) as a whole with trainingresults in the form of Toefl (Y). ANOVAaModel Sum ofSquares Df Mean Square F Sig.1 Regression 22776,998 4 5694,249 10,994 ,000bResidual 9322,915 18 517,940Total 32099,913 22a. Dependent Variable: Nilai TOEFLb. Predictors: (Constant), X5, X3, X2, X1 The calculation results above show the test statistic Fcount is 10.994 with a probabilityof 0,000 while the alpha value is 0,05 (5%). This shows that the probability value alpha, so H0 is accepted. Thus partially the ability to organizevariable (X1) has no significant effect on the training results in the form of TOEFL (Y).The calculation above shows the value of t on the variable ability to do a task (X2) is1.2292 with a probability of 0,213 while the alpha value is 0,05 (5%). This shows thatthe probability value> alpha, so H0 is accepted. Thus partially the ability to do a taskvariable (X2) has no significant effect on the training results in the form of TOEFL (Y).The calculation above shows the value of t in the variable ability to achieve a goal (X3)is worth 0,933 with a probability of 0,363 while the alpha value is 0,05 (5%). Thisshows that the probability value> alpha, so H0 is accepted. Thus partially the ability toachieve a goal (X3) variable has no significant effect on the training results in the formof TOEFL (Y).The above calculation shows the value of t on the variable implementing the action toachieve skills (X5) is 0,227 with a probability of 0,823 while the alpha value is 0,05(5%). This shows that the probability value> alpha, so H0 is accepted. Thus partially theability to achieve a goal (X3) variable has no significant effect on the training results inthe form of TOEFL (Y).Y = 252,065 + 10,631 X1 + 27,531 X2 + 16,968 X3 + 3,303 X5The constant of 252,065 states that if the ability to organize, the ability to do a task, theability to achieve a goal, implementing actions to achieve skills are constant(unchanged) then the measurement of training results in the form of TOEFL (Y) of252,065.The coefficient of the ability to organize is 10,631 indicating the ability toorganize a positive effect on the training results in the form of TOEFL scores. Thismeans that the higher the ability to organize tends to be able to improve training resultsin the form of TOEFL scores.The ability to do a task coefficient of 27,531indicating the ability to do a task has apositive effect on the results of training in the form of TOEFL scores. This means thatthe higher the ability to do a task tends to be able to increase training results in the formof TOEFL scores.The coefficient of ability to achieve a goal is 16,968 indicating theability to achieve a goal has a positive effect on the training results in the form of TOEFLscores. This means that the higher the ability to achieve a goal tends to be able to Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 45 improve training results in the form of TOEFL scores.The coefficient implements actionsto achieve skills of 3,303 indicating that implementing actions to achieve skills has apositive effect on training results in the form of TOEFL scores. This means that thehigher the implementation of actions to achieve skills tends to be able to improvetraining results in the form of TOEFL scores.Dominant influence can be seen throughthe largest Coefficients standarized value. It can be seen from the calculation above thatthe variable that has the most influence is the ability to do a task.In the results of the analysis in the previous sub-chapter, it is known that self-efficacyhas a significant effect on the results of training simultaneously. This means that thehigher the level of self-efficacy tends to be able to improve training results in the form ofTOEFL scores. The results of this study are consistent with research from (Wahdania,Rahman, & Sulasteri, 2017) which states that self-efficacy has a significant effect onlearning outcomes. And corresponds to research conducted by (Pertiwi, 2015) whichstates that 29.6% of student learning outcomes are influenced by self-efficacy. Self-efficacy has a very important role in relation to predicting learning achievement.Research conducted by Research (Lane, Lane, & Cockerton, 2003) on Postgraduatestudents supports the results of previous studies that there is a significant relationshipbetween self-efficacy and learning achievement. C. CONCLUSSIONThe results of the analysis can be stated that there is significant influencesimultaneously or jointly between self-efficacy variables for organizing ability, theability to perform a task, the ability to achieve a goal and implement actions to achieveproficiency on the training results in the form of TOEFL value. But partially it has nosignificant effect. The influence of self-efficacy with these variables impact the results inthe form of training TOEFL value by 64.5% while the remaining 35.5% is contributed byother variables not included in the study.With these findings, researchers can provide advice to the management body of trainingin order to maintain and even increase self-efficacy during the training process, so thatthe participants always had the passion to constantly improve themselves. The nextsuggestion is to sponsor scholarship institutions to pay attention to the psychologicalstate of language enrichment participants in order to have stable self-efficacy, so thatthe results of training can be maximized. D. ACKNOWLEDGEMENTThe researcher expressed his appreciation and acknowledge to the IndonesiaEndowment Fund For Education (LPDP) for providing postgraduate scholarshipsupport at the State University of Malang. 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