The Role of Self-Efficacy in Students’ Writing Ability (A Case Study at Second Grade Students of a Senior High School in Indramayu)

Yulianawati, Ida

doi:10.21580/vjv8i13470

Cited by 3 publications

(3 citation statements)

References 7 publications

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“…Specifically, 28% of participants reported always feeling nervous when asked to write and another 26% felt occasionally nervous when tasked with completing English writing assignments. The reason for this could be attributed to the participants' inadequate foundational writing skills and insufficient drive to complete writing tasks, as noted in studies by (Kusumaningrum et al, 2019;Yulianawati, 2019;Nurkholijah & Muhd, 2020).…”

Section: Affective Strategymentioning

confidence: 99%

Unlocking the Secret of Language Learning Strategies: Improving Year 4 ESL Pupils’ Writing Skills

Ze Xu,

Wei,

Lin

et al. 2023

IJARBSS

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English is widely acknowledged as Malaysia's second language and learners' proficiency in the language is strongly influenced by their learning preferences, needs, and styles, as well as their cultural backgrounds and experiences. This study aims to investigate the general usage as well as most preferred and least preferred language learning strategies (LLS) in improving language skills particularly writing skills among Year 4 ESL pupils in a Malaysian primary school. This qualitative research targeted the population of primary school ESL learners and used a survey design research approach. The sample in this study was Year 4 ESL pupils in an urban school in Selangor, Malaysia, selected using purposive sampling technique. A questionnaire from Strategy Inventory for Language Learning (SILL) was adapted as the data collection instrument. Descriptive statistics was used to analyse the data obtained and the findings showed the common, the most preferred as well as the least preferred LLS used by Year 4 ESL pupils in a Malaysian primary school to improve their writing skills. The importance of using a plethora of LLS in teaching writing skills to ESL learners was also highlighted in this study. The implications of the study suggest the awareness among teachers of the LLS used by their students in improving their writing skills to better tailor their teaching to suit their students' needs. Overall, this study is expected to be significant in providing insights into the effective LLS while guiding Malaysian ESL teachers in enhancing learners' writing skills.

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Section: Affective Strategymentioning

confidence: 99%

Unlocking the Secret of Language Learning Strategies: Improving Year 4 ESL Pupils’ Writing Skills

Ze Xu,

Wei,

Lin

et al. 2023

IJARBSS

View full text Add to dashboard Cite

show abstract

“…Thus, those complicatedness in writing often raise some problems for the students. For example, they are afraid if they cannot write correctly, doubt with their ideas whether it is correct or not, not believe with themselves whether they can or cannot do their writing task, or fear that they make mistakes and errors in their writing (Oh & Lee, 2021;Turkben, 2021;Yulianawati, 2019). As a result, it makes the students can give up handily to do their writing task and even can lead to be more serious problems such as writing anxiety.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Indonesian EFL Senior High School Students’ Anxiety on Their Writing Achievement in Explanation Text

Kurniawati,

Anam

2023

Eralingua

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Abstract. Writing is considered to be one of the most challenging skills to learn. Accordingly, some issues appeared and may be faced by the students while writing. One of the writing issues that can be a serious problem is writing anxiety. Hence, in this study, the researcher tried to find out the eleven graders students' writing anxiety levels and investigate the significant difference of writing anxiety on students' writing achievement in an explanation text writing. This study used quantitative approach with ex-post facto research design. The researcher conducted this study at one of the public senior high schools in Gresik. There were 30 eleven graders taken as subjects from one class. Then, to gather the data, two instruments were used. First were the Second Language Writing Anxiety Inventory (SLWAI) close-ended questionnaires. Second was students' writing scores in an explanation text writing. To analyze the data, the researcher used both descriptive statistics and inferential statistics (ANOVA). The results found that the eleven grades’ students had a moderate level of writing anxiety. And the somatic anxiety was dominant had by them. Another result revealed that there is no significant difference in each type of writing anxiety on the students' writing achievement in explanation text. And only cognitive anxiety had a moderate size effect on the student's scores. So, based on this study, the writing anxiety did not influence whether the students succeed in their explanation text writing. Keywords: Writing Anxiety, Writing Achievement, Explanation Text

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“…Additionally, they are more likely to participate actively and focus on the problem in case of a difficult learning task [ 13 ]. An increase in students’ self-efficacy and motivation improves writing abilities [ 14 ]. Consequently, one can posit that SB-VLS stimulates student’s self-efficacy and intrinsic motivation, thereby promoting knowledge acquisition and consequently, influencing their writing abilities when generating a scientific report.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of scenario-based virtual laboratory simulations to improve learning outcomes and scientific report writing skills

Al-Nakhle

2022

PLoS ONE

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The use of virtual laboratory simulations in various disciplines, which provide important educational benefits, has increased. Several studies show that laboratory activities, including scenario-based virtual laboratory simulation (SB-VLS), stimulate cognitive and non-cognitive skills. However, the effects of the SB-VLS when integrated into molecular biology courses, on the development of cognitive skills, such as scientific report writing skills, remain unexplored. A pre-post-test, randomized, quasi-experimental design was used. Thirty-five female students were randomly assigned to experimental or control groups. The control group (n = 17) attended a traditional lecture and video lab demonstration (VLD), while the experimental group (n = 18) participated in SB-VLS on molecular cloning. Findings revealed statistically significant differences, with large effects sizes in the SB-VLS group between pre- and post-test in intrinsic motivation (2.9 vs 3.86, p = 0.042, Cohen’s d = 4.17), self-efficacy (3.31 vs 3.85, p = 0.002, Cohen’s d = 1.071), and knowledge gain scales (50.93 vs 75.93, p = 0.001, Cohen’s d = 1.46). Moreover, between-group effect sizes of the experimental and control groups were also large for intrinsic motivation (dppc2 = 1.441), self-efficacy (dppc2 = 0.766), and knowledge (dppc2 = 1.147), indicating that the effect of the SB-VLS was significant, which may be due to the activities and techniques used in SB-VLS to develop learning outcomes. Additionally, the SB-VLS group had statistically better lab report scores as compared to the control group (3.92 vs. 4.72, p < 0.0001). Collectively, our data show that SB-VLS is an innovative teaching strategy and an effective tool for developing non-cognitive and cognitive skills, especially scientific report writing skills.

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The Role of Self-Efficacy in Students’ Writing Ability (A Case Study at Second Grade Students of a Senior High School in Indramayu)

Cited by 3 publications

References 7 publications

Unlocking the Secret of Language Learning Strategies: Improving Year 4 ESL Pupils’ Writing Skills

Unlocking the Secret of Language Learning Strategies: Improving Year 4 ESL Pupils’ Writing Skills

The Effect of Indonesian EFL Senior High School Students’ Anxiety on Their Writing Achievement in Explanation Text

The effectiveness of scenario-based virtual laboratory simulations to improve learning outcomes and scientific report writing skills

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