THE CONTRIBUTION OF SENTENCE STRUCTURE COMPETENCE AND SELFEFFICACY TO WRITING ABILITY

Lisa Dwi Anggraeni, Muh . Asrori, Endang Setyaningsih

Abstract

The aim of this study is to find out (1) the contribution of sentence structure competence to writing ability; (2) the contribution of self-efficacy to writing ability; (3) the contribution of sentence structure competence and self-efficacy to writing ability. The method of this study is correlation method. To fulfill the aim of study, 30 students out of 512 of senior high school students were taken as sample by cluster random sampling and random sampling. The instruments used to collect the data are test and questionnaire. The data obtained are analyzed by Pearson Product Moment Formula and Multiple Regression and Correlation. The result of this study indicates that sentence structure competence and selfefficacy give significant positive contribution to writing ability; both partially and simultaneously. It means sentence structure competence and self-efficacy can be used to predict writing ability. The result also indicates self-efficacy has greater contribution than sentence structure competence. Therefore, self-efficacy should be paid more attention.

Keywords

contribution, sentence structure competence, self-efficacy, writing ability

Full Text:

PDF

References

(2013). Merriam-webster dictionary. Retrieved from: http://www.learnersdictionary.com/d efinition/ability

__________ (2013). The free dictionary. Retrieved from: http://www.thefreedictionary.com/ab ility

Anglin, M.R. (2013). What is sentence structure?. Sparks: Conjecture Corporation. Retrieved from: http://www.wisegeek.org/what-issentence-structure.htm

Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 32, 122-147. Retrieved from: http://www.uky.edu/~eushe2/Bandur a/Bandura1982AP.pdf

Brown, D. H. (2000). Principle of language and learning and teaching. New York: Addison Wesley Longman, Inc.

Byrne, D. (1997). Teaching writing skill. London: Longman.

Elliot, S. N., Kratochwill, T. R., Cook, J. L., & Travers, J.F. (2000). Educational psychology: Effective teaching, effective learning. New York: McGrawHill.

Funk, R., McMahan, E., & Day, S.X. (1991). The elements of grammar for writers. New York: McMillan.

Halliday, M.A.K. (1994). An introduction to functional grammar. London: Arnold.

Harmer, J. (2001). The practice of English language teaching. London: Longman.

Harris, J. (1993). Introducing writing. London: Penguin English.

Hart, A.W. & Reinking, J.A. (1997). Writing for career-education students. New York: Saint Martin’s Press, Inc.

Hedge, T. (2008). Resource books for teachers: Writing. Oxford: Oxford University Press.

Hetthong, R. (2013). Does writng selfefficacy correlate with and predict writing performance? International Journal of Applied Linguistics and English Literature, 2, 157-167. Retrieved from: http://www.academia.edu/2352912/ Does_Writing_Selfefficacy_Correlate_with_and_Predic t_Writing_Performance

Lambrecht, K. (1996). Information structure and sentence form: Topic, focus, and the mental representations of discourse referents. Cambridge: Cambridge University Press.

Landry, C.C (2003). Self-Efficacy, motivation, and outcome expectation correlates of college students’ intention certainty. Retrieved from: http://etd.lsu.edu/docs/available/etd0409103084327/unrestricted/Landry_dis.pdf

Matoti, S. & Shumba, A. (2011). Assessing the writing efficacy of post-graduate

students at a University of Technology in South Africa. J Soc Sci, 29(2), 109-118. Retrieved from: http://www.krepublishers.com/02Journals/JSS/JSS-29-0-000-11Web/JSS-29-2-000-11-AbstPdf/JSS-29-2-109-11-1233-MatotiS/JSS-29-2-109-11-1233-Matoti-STt.pdf.

Newby, M. (1988). The structure of English: A handbook of English grammar. Cambridge: Cambridge University Press.

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: University of Cambridge.

Pajares, F. (1996). Self-efficacy beliefs in academic setting. Review of Educational Research, 66, 543-578. Retrieved from: http.uky.edu/~eushe2/Pajares/Pajares 1996RER

Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading and Writing Quarterly, 19, 139-158. doi: 10.1080/10573560390143085

Raimes, A. (1983). Teaching techniques in English as a second language: Techniques in teaching writing. Oxford: Oxford University Press.

Schunk, D. H. , & Swartz, C. W. (1993). Goals and progress feedback: effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18(3), 337354. Retrieved from: http://elsevier.com

Sweeting, A. (2010). Practical classroom activities for changing learners’

attitudes towards narrative writing. EA Journal, 26, 91-94. Retrieved from: http://qa.englishaustralia.com.au/ind ex.cgi?E=hcatfuncs&PT=sl&X=getd oc&Lev1=pub_EAJ_261&Lev2=SWEETING. Weber, R., Brizee, A. (2013). Strategies for variation. Retrieved from: https://owl.english.purdue.edu/owl/re source/573/01/

Widdowson, H. G. (1978). Teaching language as communication. Oxford: Oxford University Press.

Woolfolk, A. (2009). Educational psychology: Active learning edition. (Soetjipto, H.P., & Soetjipto, A.M, Trans) Yogyakarta: Pustaka Belajar. (Original work published 2008)

DOI: https://doi.org/10.20961/eed.v4i2.34713

Refbacks

  • There are currently no refbacks.