THE RELATIONSHIP BETWEEN STUDENTS’ SELF-EFFICACY IN LEARNING ENGLISH AND THEIR ENGLISH LEARNING ACHIEVEMENT AT THE TENTH GRADE OF SMAN 04 SOUTH TAMBUN IN 2019/2020 ACADEMIC YEAR

The objective of this study was to find out the relation between students’ self-efficacy belief in learning English and their English learning achievement of the tenth grade students of SMAN 4 South Tambun in 2019/2020 academic year. This study used correlational study between two variables which was included in quantitative research. In this study, the writer took one class of tenth grade students which consist of 36 students as the sample. The writer found the correlation coefficient (r) result between students’ self-efficacy in learning English and their English learning achievement which was 0,628. Afterward, the writer compared r result to the interpretation of correlation table and showed there was positive correlation. Thus, it proves that self-efficacy belief encourages and helps students to improve their skills and self-confidence, and finally achieve better learning outcomes.


INTRODUCTION
English is learned by Indonesian students gradually from the first grade of junior high school up to university level however the students' English mastery is still quite limited. It is because English is only used as a foreign language and the students do not use it in their daily life as a communication tool. It is proven by their low English scores at school. There are few elements of social cognitive theory influence students' learning, one of them is self-efficacy (Dinther, Dochy, & Segers, 2011). Self-efficacy concept is linked to everyone's belief in evaluating their capabilities to perform given tasks successfully (Goulao, 2014). It means student's learning outcome is influenced by self-efficacy that all students have.
Moreover Chao, Mclnerney, and Bai (2018) state that self-efficacy affects students' learning achievements. Bandura(1997Bandura( , 2010 also stated that self-efficacy is a belief that influences things and gives an effect or change in people's lives. This belief changes people's motivation, performance, achievement, and emotion. Students who have strong self-efficacy beliefs can organize their learning strategy and to maintain the social pressures and temptations to engage in bad behaviors that can undermine their academic achievements and proficiency (Carroll et al., In Addition, Lee, Myung and Bong (2014) also examined as an affective motivational variable, individual interest could predict academic self-regulation and achievement beyond what academic self-efficacy predicted in four subject areas (Korean, Math, English and Science). The participants were five hundred of Korean middle school students (132 students from the 7th grade, 239 students from the 8th grade, and 129 students from the 9th grade) from two middle schools in two suburban cities near Seoul, Korea, participated in two different surveys. This study adopted a quantitative method. The findings indicated that self-efficacy predicted achievements through grade targets, both directly and indirectly.
Based on those explanations above, this study aims to answer the research questions that "Is there any significant relationship between students' self-efficacy in learning English and their English learning achievement at the tenth grade of SMAN 4 South Tambun of 2019/2020 academic year?" and If yes, "how well is the level of students' self-efficacy in learning English?". Although the study related students' self-efficacy on their English learning achievement abound in literature (Carroll et al., 2009;Chao et al., 2018;Goulao, 2014) in Indonesia a similar study especially in secondary school is rarely unexplored. Thus, it is important to examine the relationship between students' self-efficacy in learning English and their English learning achievement, specifically in Indonesian secondary school (SMAN 04 South Tambun). This study will provide information to English teachers on how students' English learning achievements are related to their self-efficacy. By providing this information, English language teachers' should be more conscious of the significance of self-efficacy concepts in students' language learning (Chao et al., 2018)

METHOD
In this study, the respondents consisted 36 students chosen from one class among all the tenth grade of SMAN 4 South Tambun students. They were chosen using the random sampling technique. The research design was correlational study. The instruments used in recent study were questionnaire and documentation. the questionnaire was used to gain the students' self-efficacy data in learning English. Five out of fifteen item questionnaires were adapted from the scale of the Motivated Strategies for Learning Questionnaire (MSLQ), specifically in self efficacy for learning and performance by Pintrich (1991). Seven items of the questionnaires were made by Peng (2001) which was adapted in Pan and Wu (2013). The other items of the questionnaires were adapted from Schunk (1997, 2010;1984). While, The documentation was used to gain the data of students' score in English lesson of the Final Exam in the 2019/2020 academic year which were prepared by the English teacher in SMAN 4 South Tambun. The writer copied the English scores from 36 students and compared with the result of the questionnaires that had been distributed. The Croncbach Alpha for the self-efficacy instrument was 0,802. This recent study used Pearson's Product Moment Correlation Coefficient and the result was compared to the the interpretation of product moment scale by Ananda and Fadhli (2018) that described the relation between two variables.

FINDINGS AND DISCUSSION
The first finding shown to find out the level of students' self-efficacy in learning English. The findings found from 36 students, there were three categories of self-efficacy score which was formed by making the table of distribution of frequency of students' self-efficacy (Table 1). They were low self-efficacy (45-52), medium self-efficacy (53-62), and high self-efficacy (63-72). Based on those three categories, it can be concluded that the level of students' self-efficacy score was medium level with 26 students (72,28%) out of 36 students. The table and charts will be shown below.

Distribution of Frequency of Students' Self-Efficacy
Shortly, 26 students out of 36 students had medium level of self-efficacy. Or it could be said that some of the students had low self-efficacy and some had high self-efficacy. This could be due to their earlier experiences who have never used English in daily life. Successes create a strong belief in one's individual efficacy (Bandura, 1997). Which means in this case, having experiences in using English will increase confidence in dealing similar situation. Otherwhise, this makes students unmotivated because they have not found the function of using English in their real life.
Furthermore, in order to explore the relation between students' self-efficacy and their English achievement, it was utilized Pearson product moment correlation coefficients. The result was compared to the interpretation of product moment scale by Ananda and Fadhli (2018) that described the relation between two variables.

R
Interpretation 0,00 -0,20 There is a very weak or very low correlation 0,20 -0,40 There is a weak or low correlation There is a strong or high correlation 0,90 -1,00 There is a very strong or very high correlation From the calculation of SPSS above, it showed the correlation coefficient ( ) was 0,628 which indicates the positive correlation between self-efficacy and English learning achievement. The writer compared the result by looking at the correlation interpretation table in the previous chapter to see how strong the correlation is. From the table, it stated that there was correlation (0,40-0,70) between self-efficacy (as X variable) and English learning achievement (as Y variable).
These two variables had positive correlation in that the students of SMAN 4 South Tambun might had high level of self-efficacy belief in organizing their persistence and effort during English class. As explained above, self-efficacy is needed to encourage students' cognitive, motivational, affective, and selection processes in their brain which are lead to the goals of learning and achieve the best score. Thus, during the English learning process took place, students' self-efficacy at that time influenced students' performance, emotion, motivation, and achievement in English lesson. Their belief in themselves was the element key here. Shortly, the higher the students' self-efficacy, the higher the achievement scores they will get. It showed from the students' score of both the variables.

CONCLUSIONS
Based on the research findings and discussions avoe, there was positive significant relationship between students' self-efficacy in learning English and their English learning achievements at the tenth grade students of SMAN 4 South Tambun. Therefore, it also can be concluded that the higher the level of students' self-efficacy in learning English, the higher their English achievement scores. Furthermore, the writer still found some students who had low scores both in self-efficacy and English achievement. Moreover, from the relative frequency distribution of self-efficacy in chapter 4 the writer found the level of students' self-efficacy was in medium level with 26 students (72,28%) out of 36 students. All in all, according to the research findings, the students' selfefficacy influences their English learning achievement.