Bahasa Indonesia THE EFFECT OF STRATEGIC PLANNING AND SELF-EFFICIENCY ON THE STUDENTS ARGUMENTATIVE ESSAY WRITING
-
DOI:
https://doi.org/10.21067/jibs.v2i9.8034Keywords:
Strategic planning, self-efficacy, essay writing, argumentative essay.Abstract
This study aims to (1) measure the effects of the students taught by using strategic planning and non-strategic planning in the argumentative essay writing; (2) measure the effects of the students having high and low self-efficacy in the argumentative essay writing, and (3) measure the interaction effects between strategic planning and self-efficacy on the students’ argumentative essay writing skill. The research design used in this study was experimental research with two way ANOVA. This research was conducted in for students in the English Language Education and English Literature Study Program, PGRI Kanjuruhan University of Malang who took the Essay Writing course. The results of this study indicate that students taught by using strategic planning got higher scores than students taught by using non-strategic planning. This can be seen from the mean value in the experimental class (strategic planning) is 84.57, while the average of students in the control class (non-strategic planning) is 64.37. Meanwhile the students who have high self-efficacy got higher scores than students having low self-efficacy. This can be seen from the average score of students with high self-efficacy is 79.67, while the average value of students with low self-efficacy is 59.87. There is also an interaction between strategic planning and self-efficacy on the students’ ability in writing argumentative essay. The significance is .000 which is smaller than .05.
References
Ahangari, S., & Abdi, M. (2011). The effect of pre-task planning on the accuracy and complexity of Iranian EFL learners’ oral performance. Procedia - Social and Behavioral Sciences, 29, 1950–1959. https://doi.org/10.1016/j.sbspro.2011.11.445
Ahmad Kord, M. (2018). The Effect of Task Complexity and Strategic Planning Time on Writing Accuracy: A Case Study of Undergraduate Students at AMU. International Journal of Language and Linguistics, 6(1), 1. https://doi.org/10.11648/j.ijll.20180601.11
Alshobramy, H. (2019). THE EFFECTIVENESS OF BANDURA’S SOCIAL LEARNING THEORY IN LEARNING ENGLISH SPEAKING SKILL AMONG SECONDARY SCHOOL EFL STUDENTS Hajar A. Alshobramy Qassim University, Department of English Language and Translation. International Journal of Vocational and Technical Education Research, 5(5), 11–23.
Chae, S. E. (2016). Importance of ongoing motivation for EFL writers’ performance: Growth curve modeling. Journal of Asia TEFL, 13(4), 280–293. https://doi.org/10.18823/asiatefl.2016.13.4.3.280
Dewi, P. E. P., & Dewi, I. G. A. M. (2015). Pengaruh Self-Efficacy Dan Motivasi Kerja Pada Kepuasan Kerja Karyawan Happy Bali Tour & Travel Denpasar. Jurnal Manajemen, Strategi Bisnis Dan Kewirausahaan, 9(1), 15–25.
Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30(4), 474–509. https://doi.org/10.1093/applin/amp042
Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL Learners’ Writing Skills: Problems, Factors and Suggestions. Journal of Education & Social Sciences, 4(2), 83–94. https://doi.org/10.20547/jess0421604201
Ferretti, R. P., & Graham, S. (2019). Argumentative writing: theory, assessment, and instruction. Reading and Writing, 32(6), 1345–1357. https://doi.org/10.1007/s11145-019-09950-x
Geng, X., & Ferguson, G. (2013). Strategic planning in task-based language teaching: The effects of participatory structure and task type. System, 41(4), 982–993. https://doi.org/10.1016/j.system.2013.09.005
Gustilo, L. (2016). Differences in Less Proficient and More Proficient ESL College Writing in the Philippine Setting. Online Submission, 16(February), 27–45.
Harmer, J. (2010). The_Practice_of_English_Language_Teachin.pdf. Retrieved from https://www.academia.edu/25472823/The_Practice_of_English_Language_Teaching_4th_Edition_Jeremy_Harmer
Hashemnejad, F., Zoghi, M., & Amini, D. (2014). The relationship between self-efficacy and writing performance across genders. Theory and Practice in Language Studies, 4(5), 1045–1052. https://doi.org/10.4304/tpls.4.5.1045-1052
Martin, J. J., & Guerrero, M. D. (2020). Social cognitive theory. Routledge Handbook of Adapted Physical Education, 6, 280–295. https://doi.org/10.4324/9780429052675-22
Mitchell, K. M., McMillan, D. E., & Rabbani, R. (2019). An Exploration of Writing Self-Efficacy and Writing Self-Regulatory Behaviours in Undergraduate Writing. The Canadian Journal for the Scholarship of Teaching and Learning, 10(2). https://doi.org/10.5206/cjsotl-rcacea.2019.2.8175
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading and Writing Quarterly, 19(2), 139–158. https://doi.org/10.1080/10573560308222
Salimi, A., Dadaspour, S., & Asadollahfam, H. (2011). The effect of task complexity on EFL learners’ written performance. Procedia - Social and Behavioral Sciences, 29, 1390–1399. https://doi.org/10.1016/j.sbspro.2011.11.378
Salimi, A., & Fatollahnejad, S. (2012). The Effects of Strategic Planning and Topic Familiarity on Iranian Intermediate EFL Learners’ Written Performance in TBLT. Theory and Practice in Language Studies, 2(11), 2308–2315. https://doi.org/10.4304/tpls.2.11.2308-2315
Setyowati, L., Sukmawa, S., & Latief, M. A. (2017). Solving the Students’ Problems in Writing Argumentative Essay Through the Provision of Planning. Celt: A Journal of Culture, English Language Teaching & Literature, 17(1), 86. https://doi.org/10.24167/celt.v17i1.1140
Shin, Y. (2008). The effects of planning on L2 writing: A study of Korean learners of English as a foreign language. ProQuest Dissertations and Theses, 173. Retrieved from https://login.ezproxy.javeriana.edu.co/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F230712831%3Faccountid%3D13250
Sulistyo, T., Mukminatien, N., Cahyono, B. Y., & Saukah, A. (2019). Enhancing learners’ writing performance through Blog-Assisted Language Learning. International Journal of Emerging Technologies in Learning, 14(9), 61–73. https://doi.org/10.3991/IJET.V14I09.9535
Tabari, M. A. (2017). Investigating the Effects of Planning Time on the Complexity of L2 Argumentative Writing. Tesl-Ej, 21(1), 1–24.
THE EFFECTS OF STRATEGIC PLANNING AND INITIATED TOPICS ON EFL LEARNERS ’ ARGUMENTATIVE WRITING DISERTASI MARIA CHOLIFAH UNIVERSITAS NEGERI MALANG PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS DESEMBER 2021. (2021).
Wingate, U. (2012). “Argument!” helping students understand what essay writing is about. Journal of English for Academic Purposes, 11(2), 145–154. https://doi.org/10.1016/j.jeap.2011.11.001
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Maria Cholifah, siane herawati, Maria Cholifah
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
JIBS (Jurnal Ilmiah Bahasa dan Sastra) allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. The journal allows the author(s) to hold the copyright without restrictions. Finally, the journal allows the author(s) to retain publishing rights without restrictions
This work is licensed under a Creative Commons Attribution-ShareAlike 2.0 Generic License.