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THE CORRELATION BETWEEN STUDENTS’ SELF – EFFICACY AND WRITING ACHIEVEMENT
At Second Semester Of Students’ English Department At Stkip Pgri West Sumatera
In 2015/20136Academic Year
Oleh:
Riana Anggraini*)
**) Siska,S.S, M.Pd and **) Mayuasti, M.Pd Staf Pengajar Program Studi Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Penelitian ini bertujuan untuk mengetahui korelasi antara self efficacy dan pencapaian mahasiswa dalam menulis. Jenis penelitian yang digunakan dalam penelitian ini adalah korelasi.
Korelasi adalah jenis penelitian yang digunakan untuk menentukan hubungan dua variable atau lebih yang saling mempengaruhi. Populasi dalam penelitian ini adalah mahasiswa semester 2 di STKIP PGRI Padang Sumatera Barat. Populasi terdiri dari 173 mahasiswa. Dalam penelitian ini peneliti menggunakan teknik simple random sampling dalam mengambil sampel. Peneliti mengambil 6 mahasiswa pada setiap kelas, sehingga dari proses simple random sampling didapat 30 mahasiswa sebagai sampel namun hanya 18 mahasiswa yang memenuhi kriteria. Dari hasil penelitian, peneliti menggunakan dua instrument untuk mengumpulkan data: dokumen dan angket self efficacy. Dimana dokumen ini berisi hasil dari ujian akhir semester. Peniliti mengambil 18 hasil ujian tersebut dan memberikan angket kepada mahasisswa tersebut. Berdasarkan angket telah ditemukan 12 mahasiswa di kategorikan memiliki high self efficacy, dan 8 mahasiswa memiliki moderate self efficacy. Setelah mengumpulkan data peneliti melakukan analisis dan pada akhirnya peneliti menemukan bahwa tidak ada kolerasi antara self efficacy and writing, dimana t
hitung= 0.108 lebih kecil dari pada t
table= 0.479. dan n=18.
Key Words: Self efficacy, Writing achievement
*) Peneliti
**) Pembimbing
INTRODUCTION
Writing is the way to transfer our thought and ideas to the other person in written form. It can be various forms, such as diary, book, novel, poem, stories, article, essay and letter. Through the writing people can communicate and share with the other people although in difference area.
Besides that, people could express their opinions, or anything which people feel.
Writing should be mastered by students’
university especially in English department,
because writing is complex process that reflects the other skills, for the example without reading we will difficult to write. In writing students should be able to arrange the word to be sentence until become coherence paragraph, able to compose their thought, and also have good self confidence, moreover we should have high self efficacy, because it will make us success to reach the goal – writing.
In writing, self efficacy is the one of important thing to face the problem in learning because self efficacy is person’s belief about their
2 ability to complete the task. The people’s high self efficacy will be more readily in learning. As stated by Bandura (1997) that students with a high sense of efficacy for accomplishing an educational task will participate more readily, work harder, and persist longer when they encounter difficulties than those who doubt their capabilities.
Moreover Bandura in Hashemnejad(2014:
1046) states that “students who evaluate themselves as poor writer tend to perform being reluctant to engage in writing works and making brief or incomplete piece of writing while students with higher writing self efficacy have been found to complete writing tasks at a higher standard”. It means that, students who have high self efficacy will get higher mark in writing task, and in contrary.
Based on the researcher’s pre-observation in writing class at English department STKIP PGRI west Sumatera, the researcher found the phenomena which related with self efficacy in writing. The first, there were some students who not confidence to write because they were afraid use incorrect grammar. The second, students feel anxiety in the classroom, because they were anxiety if their lecturer ask them to write paragraph in front of class. Next, students were doubt to produce a sentence become a paragraph.
For the example they erased the sentence which they have written, because they have difficulties to develop the idea. Thus from the all phenomena which faced by students the researcher made conclusion that self efficacy can influence writing achievement. All in all the researcher gets interest to know the correlation between students’ self efficacy and writing achievement
REVIEW OF RELATED LITERATURE SELF EFFICACY
Self efficacy is one of the personality aspects that important for us, because it will give effect to someone to determine what they will have to do. Self efficacy will give motivation to be success. It includes the beliefs that come from our self to reach a achievement. Self- efficacy is judgement one’s ability to complete the task.
One’s judgement will give motivate to doing something. It supported by Weigfield and Gilbert (2002:16) that self-efficacy refers to beliefs about what one can do, outcome expectations denote the expected consequences of what one does.
Wong (2009: 138) reports that self- efficacy is the belief in your abilities to accomplish a specific task at a specific level of performance. It means that someone’s believe
about thing that they can do. It hopes will give effect to their outcome about something that they have done. It can be forming a judgment which one able to learn and perform in different task.
In addition Gredler (2009: 366) states that self efficacy is the learner’s belief in his or her capabilities to successfully manage situations that may include unpredictable elements. This sentence means that self efficacy refers to how someone able to organize or handle the situation until they reach the goal – accomplish the task, although that is a something new which they do not know before.
According to Wiseman and Gilbert (2014:
62) Self-efficacy is one’s beliefs about the capability of succeeding on specific tasks. It refers to people’s thought about their capabilities for specific performance or assignment. The people who have high self efficacy will capable to doing their task. They make it as motivation to success, but in particular subject or task. Thus the researcher make a conclusion that self efficacy can influence the writing achievement.
WRITING ACHIEVEMENT
Achievement is the result of their success in doing something that can been seen from their score. The students got score if they have done accomplish a task or assignment. Thus writing achievement signed a score which students got from their process writing until product present.
Brunswick (2008:2) recommends writing achievement make use of common traits of quality writing and describe what students should be able to demonstrate independently when completing a piece of writing. The six traits are identified as:
Content/Ideas, organization, word choice, voice, sentence structure, and convention. So, writing achievement will describe how well students complete the writing task. The students have to consider their quality. It can be looked by way of using the six traits. They should show content, organization, word, sentence structure, and convention.
Lombardino (2012:59) also describes that writing achievement is typically determine by performance on a range task that may include essay composition for quality and fluency, sentence level construction, editing, spelling, punctuation, and handwriting. On the other hand, writing achievement is defining the criteria of quality of writing. It consists of sentence level, spelling, the variation punctuation that use, and handwriting.
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0 20 40 60 80 100
0 10 20
STUDENTS' SELF EFFICACY
STUDENTS WRITING ACHIEVEMENT VERY LOW CORRELATION Furthermore, Hattie and Eric (2013:338)
states that writing achievement is marked by the ability to produce text that extends across a number paragraph that coheres sentence and paragraph are tied into meaningful whole, and that accommodates the need of potential reader. It can be interpreted that writing achievement shows the position how able to make a sentence become good paragraph.
Based on the theory above, the writer concludes that writing achievement is the result of their writing process which can be seen from their mark or score. They got score based on their effort. In writing the writer should evaluate the component in writing. It contained how well develop their idea, organize the structure, choose appropriate word, the writer style in deliver their ideas, using sentence structure – variety sentence, and using correct spelling, punctuation.
Based on the explanation above, it can be interpereted that self – efficacy is one’s belief about their capability that they can handle or organize their self to complete their duty or performance. It can be seen when someone could face difficult situation. For the example a students who can be easy to accomplish assignment although they face some problem in the process.
All in all the researcher interest to know the correlation between students’ self efficacy and writing achievement.
RESEARCH METHOD
In this research, the researcher used correlation research as a research method. The researcher decided to use it because the researcher wanted to analyze the correlation between self – efficacy and writing achievement. According to Creswell (2012:338), correlation research is a statistical test to determine the tedency or pattern for two (or more) sets of data to vary consistenly.
It showed that correlation research is processing of data that consist of two or more data, where the data influence each other. In this research there were two variable: variable X as self efficacy and variable Y as writing achievement.
This research was conducted at STKIP PGRI SUMBAR. Specially, the population had been taken from students of English department in second semester academic year’s 2015/2016.
According to Creswell (2012: 142) that population is a group of individual who have the same characteristic. There were five classes in writing class: A ,B, C, D, and E. Sample is number of students from target population. According to Creswell (2012:142), sample is a sub group of the
target population that the researcher plans to study for generalizing about the target population.
Random sampling was the technique that researcher used to select the sample, because the students had same curriculum and materials . In addition to Gay and Airasian (2000:322) suggested that 30 participant are generally considered to be a minimally acceptable sample size. In this research, the researcher used documentation and questionnaire to collect the data. There were two instruments that used by the researcher: questionnaire of self efficacy and documentation that contain of the result of students writing. To collect the data researcher distributed questionnaire of self efficacy and gathered the students’ final test. The researcher used Pearson Product Moment formula by Riduwan (2010:138) to analyze the correlation between students self efficacy and writing achievement.
FINDING
Based on the data analysis, the researcher found some findings. There were as follow: first, the researcher found the highest score of students’
self efficacy questionnaire were 88.46 and 52.30 as lowest score. Thus the highest score from writing achievement was 80.3 and 65 as lowest score. The last, the researcher found that t counted
(0.108) was smaller than r table (0.497) in degree of freedom (df) n-2 where the level of significant (α) was 0.05. It can be conclude that there was no positive correlation between students’ self efficacy and writing achievement at second year of students’ English department at STKIP PGRI West Sumatera, but it categorized on low correlation. On the other hand, the students’ who had high self efficacy not sure got high score in writing achievement. It can be seen from the scatter plot as follow:
4 CONCLUSION
The researcher has done the research to find out the correlation between students’ self efficacy and writing achievement at second year of students’ English department at STKIP PGRI West Sumatera. This research was correlation research. The researcher used two instruments to collect the data, there were questionnaire and documentation. The questionnaire used to level of students’ self efficacy and documentation to get score, where the documentation contained of score writing final test.
Based on the finding on previous chapter, the researcher had conclusion. There was no positive correlation between students’ self efficacy and writing achievement at second year of students’ English department at STKIP PGRI West Sumatera, it proved that t counted 0.108 was smaller than t table (0.497). In conclusion, there was no positive correlation between students’ self efficacy and writing achievement at second year of students’ English department at STKIP PGRI West Sumatera, but it categorized on low correlation. On the other hand, the students’ who had high self efficacy not sure got high score in writing achievement.
REFERENCES.
Bandura, Albert. (2009). Self-efficacy in Changing Societies. New York: Cambridge University Press.
Brunswick. (2008). Reading and Writing Achievement Standards. Canada:
Departments of Education of New Brunswick
Creswell, John W. (2012). Educational research.
Boston: Pearson Education.
Gay, L.R, and Peter Airasian. (2000). Educational Research Competencies for Analysis and Application. New Jersey: Pearson Education Inc.
Gredler, Margaret. (2009). Learning and Instruction. London: Pearson Education Hashemnejad, Felor, et al. (2014). Relationship
between Self Efficacy and Writing Performance across Gender. Academic journal. Volume 4,No.5
Hattie, Jhon & Eric. M Anderman. (2013).
International Guide to Students Achievement. New York: Routledge.
Pajares, Frank. (2003). Self Efficacy Belief, Motivation, and Achievement in Writing:
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Weigfield, Allan & Jacquelynne S. Eccles. (2002).
Development of Achievement Motivation. London: Academic Press.
Wiseman, Dennis G & Gilbert H. Hunt. (2014).
Best Practice in Motivation and Management in the Classroom. USA : Thomas Publisher.
Williams, James D. (2011). Gender, Writing Self- Efficacy, and Help Seeking.
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