Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

Mohtar, Tunku Mohani Tunku; Singh, Charanjit Kaur Swaran; Kepol, Napisah; Ahmad, Ahmad Zainuri Loap; Moneyam, Sasigaran

doi:10.5539/elt.v10n9p208

Cited by 5 publications

(4 citation statements)

References 19 publications

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“…The classroom teachers' text-writing instruction self-efficacy beliefs were generally found to be high. In the literature, while some studies (Berrier, 2009;Mohtar et al, 2017) reported similar results on this variable, others (Graham et al, 2001) indicated that teachers' self-efficacy beliefs in writing instruction are at a moderate level. As a result, though the classroom teachers' knowledge of text-writing instruction is moderate, they appear to believe that they teach it well.…”

Section: Discussionmentioning

confidence: 90%

An Analysis of the Relationship between Primary School Fourth-Grade Students’ Writing Performance, and Student and Class Variables

ÖZGÜL

Ateş

2023

Int. J. of Cont. Edu. Res.

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The aim of this study is to examine the writing performance of the primary school fourth-grade students in relation to the student-level variables (writing, reading comprehension, self-regulation-based writing, writing motivation, and writing anxiety) and classroom-level (teacher) variables (knowledge of text-writing instruction and text-writing instruction self-efficacy beliefs). The data were collected from Zonguldak, Turkey in 2019-2020 academic year. Correlational research method was used in the study, which consisted of 734 fourth-grade students at primary school and 31 classroom teachers. The data collection tools included the Story Text and Informative Text Assessment Analytical Rubric, Writing Achievement Test, Reading Comprehension Test, Self-Regulation-Based Writing Scale, Writing Motivation Scale, Writing Anxiety Scale, and Text-Writing Instruction Form for Classroom Teachers, and Text-Writing Instruction Self-Efficacy Beliefs Scale. A two-level Hierarchical Linear Modelling (HLM) analysis was performed on the data. The results showed that students’ writing knowledge, reading comprehension level and self-regulation-based writing skills play a significant role on their writing performance. The student-level variables examined in this study account for the text-writing performance of students by 24%. The study presents the results based on the findings and recommendations based on the results.

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Section: Discussionmentioning

confidence: 90%

An Analysis of the Relationship between Primary School Fourth-Grade Students’ Writing Performance, and Student and Class Variables

ÖZGÜL

Ateş

2023

Int. J. of Cont. Edu. Res.

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“…Similarly, studies within the realm of language education, such as those by Hasanah (2021) and Nur et al (2021), have delved into the impact of motivational strategies on English language learning, emphasizing the pivotal role of intrinsic motivation in enhancing language proficiency. Additionally, Mohar et al, (2017) explored the effectiveness of various pedagogical approaches in improving writing skills among English language learners, offering insights into effective instructional strategies and interventions.…”

Section: Literature Reviewmentioning

confidence: 99%

Individual Learning Plan (ILP) Effectiveness: EFL Islamic Students’ Writing Skill Enhancement

Hamdi Nur,

Kusuma Wijaya

2024

jelita

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This study investigates the efficacy of implementing Individual Learning Plan (ILP) to enhance the writing skills of eleventh-grade students at , (Madrasah Aliyah Swasta) Guppi Mamuju, an Islamic private senior high school in West Sulawesi, Indonesia. Conducted through a pre-experimental approach, the research population comprised eleventh-grade students from MAS Guppi Mamuju, totaling one class. Utilizing total sampling, one experimental class of eight students was selected. The study employed a writing test as the primary research instrument, assessing various aspects including content, organization, vocabulary, language use, and mechanics using Jacobs' scoring scale. Data analysis was conducted using Microsoft Excel's Automatic Data Analysis tool. The results indicated a notable improvement in students' writing ability following the implementation of ILP, as evidenced by the significant increase in mean scores from the pre-test (57.00) to the post-test (70.63), with a range of 13.37 points. Statistical analysis using the t-test supported the rejection of the Null Hypothesis (H0) and acceptance of the Alternative Hypothesis (H1). In conclusion, the integration of ILP effectively enhanced the writing skills of eleventh-grade students at MAS Guppi Mamuju.

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“…Tulisan yang dihasilkan kemudian diungkapkan melalui keterampilan berbicara. Keterampilan berbahasa tersebut saling berintegrasi dan berpadu menjadi kesatuan yang utuh (Mochtar, 2017).…”

Section: Pendahuluanunclassified

“…Selama proses pembelajaran berlangsung, guru merupakan poin penting dan utama dalam proses pembelajaran. Mochtar (2017) menyatakan bahwa keberhasilan guru memungkinkannya untuk memutuskan untuk melakukan tugas mengajar menulis kepada siswa karena yakin akan kemampuannya. Guru memberikan petunjuk kepada siswa untuk memfasilitasi selama proses pembelajaran.…”

Section: Pendahuluanunclassified

Keefektifan Strategi Tanggapan Dan Komentar Terhadap Bacaan Dalam Pembelajaran Menulis

Wati¹,

Zuchdi²

2021

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Penelitian ini bertujuan untuk menguji keefektifan strategi pembuatan tanggapan dan strategi komentar terhadap bacaan dalam pembelajaran menulis teks eksposisi tingkat Sekolah Menengah Pertama. Penelitian ini juga bertujuan untuk menguji kefektifan strategi pembuatan tanggapan terhadap teks, strategi komentar terhadap bacaan, dan strategi konvensional dalam pembelajaran menulis teks eksposisi. Sampel penelitian ini adalah 92 siswa yang dipilih melalui teknik cluster random sampling. Teknik pengumpulan data menggunakan tes tulis. Teknik analisis data yang digunakan adalah analisis varians satu jalan dan dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan bahwa pertama, terdapat perbedaan yang signifikan antara strategi pembuatan tanggapan terhadap teks dan strategi konvensional. Kedua, pada penelitian ini adalah terdapat perbedaan antara strategi komentar terhadap bacaan dan strategi konvensional. Ketiga, tidak terdapat perbedaan antara strategi pembuatan tanggapan terhadap teks dan strategi komentar terhadap bacaan, namun hasil rata-rata kelompok eksperimen 1 lebih besar dibandingkan kelompok eksperimen 2. Dengan demikian, urutan keefektifan ketiga strategi tersebut adalah strategi pembuatan tanggapan terhadap teks, strategi komentar terhadap bacaan, dan strategi konvensionalTHE EFFECTIVENESS OF RESPONSE STRATEGY ON TEXT AND COMMENTS ON READING IN LEARNING WRITINGThis study aimed to examine the effectiveness of the strategy of making responses and strategies for commenting on the reading in learning to write exposition text for Junior Hight School level. This study was also to determine the effectiveness of strategies for making responses to texts, strategies for commenting on reading, and conventional strategies in learning to write exposition texts. The sample of this study was 92 students who were selected through cluster random sampling technique. The data collection technique used a written test. The data analysis technique used was one-way analysis of variance and continued with the Scheffe test. The results showed that first, there was a significant difference between the strategy for making responses to the text and the conventional strategy. Second, result in this study is that there is a difference between the commentary strategy on reading and the conventional strategy. Third, there is no significant difference between the strategy for making responses to text and the strategy for commenting on reading, but the average result of the experimental group 1 is greater than that of the experimental group 2. Thus, the order of the effectiveness of the three strategies is the strategy of making responses to text, the strategy of commenting on readings, and conventional strategies.

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Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

Cited by 5 publications

References 19 publications

An Analysis of the Relationship between Primary School Fourth-Grade Students’ Writing Performance, and Student and Class Variables

An Analysis of the Relationship between Primary School Fourth-Grade Students’ Writing Performance, and Student and Class Variables

Individual Learning Plan (ILP) Effectiveness: EFL Islamic Students’ Writing Skill Enhancement

Keefektifan Strategi Tanggapan Dan Komentar Terhadap Bacaan Dalam Pembelajaran Menulis

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