Undergraduate Students’ Self-Efficacy Strategies in Writing Academic Papers

Sumarsono, Anne Yustica Pramesti; Mbato, Concilianus Laos

doi:10.15294/lc.v16i1.29476

Cited by 4 publications

(5 citation statements)

References 12 publications

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“…Guru harus memiliki komitmen yang kuat untuk mencapai tujuan penelitian dan penulisan mereka. Untuk berhasil dalam bidang penulisan akademik, sangat penting bagi para guru untuk menunjukkan komitmen yang kuat dalam mencapai tujuan-tujuan penulisan mereka (Sumarsono & Mbato, 2021). Kompetensi ini mencakup kemampuan untuk mengatasi hambatan dan tantangan yang mungkin timbul selama proses penulisan.…”

Section: Pendahuluanunclassified

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Kompetensi Penulisan Karya Ilmiah Guru Dalam Perspektif Agil

Mulyana,

Wicaksono,

Junanto

et al. 2023

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This study analyzes academic writing competence among teachers at SMA Negeri 6 Pontianak using Talcott Parsons' AGIL theory. This study involves nine teachers with job classifications IVa/b as participants. Employing qualitative methods, data were collected through in-depth interviews, academic paper observations, and performance document reviews. In the digital age, writing skills are crucial for educators adapting to evolving education trends. Findings reveal inadequate adaptation to educational policies and limited commitment to teacher professionalism. Despite achieving commitment to academic writing, teachers focus on cognitive goals, neglecting practical applications in the classroom and facing resource planning constraints. There is a moderate integration of research findings into teaching tasks. Competence development is sporadic, with a significant percentage having not undergone training, and All respondents lack support for research funding latency. Urgent actions are necessary to improve teachers' policy adaptation, broaden academic writing goals to include practical applications, enhance resource planning, and provide consistent support for competence development through training and financial assistance. This research emphasizes the critical need for comprehensive improvements to address current challenges in teacher professionalism and academic writing competencies, contributing valuable insights for educational policy and practice

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Section: Pendahuluanunclassified

“…Temuan ini sejalan dengan teori Sumarsono & Mbato (2021) yang menekankan pentingnya komitmen yang kuat bagi guru dalam mencapai tujuan penulisan akademik. Dalam teori tersebut, disoroti bahwa guru harus memiliki komitmen yang kuat untuk berhasil dalam bidang penulisan akademik.…”

Section: Goal (Menentukanunclassified

Kompetensi Penulisan Karya Ilmiah Guru Dalam Perspektif Agil

Mulyana,

Wicaksono,

Junanto

et al. 2023

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“…The fourth study conducted by Nahak & Mbato (2022) stated that both external (effective methods) and internal (self-efficacy) elements were necessary for success when reading academic content. The fifth study, conducted by Sumarsono & Mbato (2021) revealed that students with high self-efficacy will be able to read many readings from different sources. They will also find their problem-solving related to reading problems.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Role of Volitional and Motivational Factors for Postgraduate Students’ Self-Regulated Learning in Academic Reading

Dewi,

Kuswandono

2024

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Academic readings are meaningful and useful sources for academic writing. Both of them are inextricably intertwined. Postgraduate students need to read a lot of academic reading in order to get new insight and knowledge that will be useful for writing academic journals. In order to be successful in reading academic materials, postgraduate students need to apply metacognitive strategies. One of them is being self-regulated learners. There are many factors that promote good self-regulation. Two of them are motivation and volition. Using a mixed-methods explanatory framework, this research aimed to investigate how postgraduates self-regulate themselves in academic readings and to what extent motivational and volitional factors contribute to postgraduate students’ self-regulation in academic reading. The data was gathered through questionnaires completed by 31 postgraduate students and interviews with four chosen students. The findings found that most postgraduate students have motivational and volitional factors that influence their reading habits. It was shown that postgraduate students attributed self-regulated learning to their academic reading. Additionally, it was revealed that self-regulated learning showed a positive, significant, and moderate correlation with motivation (r=.355) as well as a positive, significant, and moderate correlation with volition (r=.456). The study found that academic reading requires postgraduate students to have strong self-regulated learning, motivation, and volitional strategies. Even though the results of the measurement were relatively positive, help from others was still needed, such as from the universities and master’s program lecturers, especially when it came to encouraging students to establish self-regulated learning habits. This study may be useful to the university and master’s program lecturers.

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“…Writing is one of productive skills and considered as the most challenging skills to learn by the students (Oh & Lee, 2021;Sumarsono & Mbato, 2021). This is due to in writing, the students are required to go through some complex stages.…”

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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Undergraduate Students’ Self-Efficacy Strategies in Writing Academic Papers

Cited by 4 publications

References 12 publications

Kompetensi Penulisan Karya Ilmiah Guru Dalam Perspektif Agil

Kompetensi Penulisan Karya Ilmiah Guru Dalam Perspektif Agil

Investigating the Role of Volitional and Motivational Factors for Postgraduate Students’ Self-Regulated Learning in Academic Reading

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

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