Self-Efficacy Membaca dan Self-Efficacy Menulis dalam Penulisan Paper Mahasiswa Pendidikan Bahasa Inggris

Reading Self-Efficacy and Writing Self-Efficacy in English Student Teachers' Paper Writing

Keutamaan self-efficacy sebagai contributor independen pada performa tugas kemampuan berbahasa seperti membaca dan menulis telah diakui secara luas. Penelitian terkait juga telah menemukan sifat prediktif self-efficacy pada pencapaian akademik dalam kemampuan berbahasa yang telah disebutkan. Peran saling berpengaruh dari self-efficacy dalam membaca dan menulis yang mempunyai tujuan akademik dari mahasiswa Pendidikan Bahasa Inggris menyelidiki tentang prinsip membaca sebagai suatu proses yang mendahului menulis. Penelitian ini berusaha menjelaskan; 1) cara self-efficacy membaca digambarkan oleh pencapaian akademik di kelas Extensive Reading, 2) cara self-efficacy menulis digambarkan oleh pencapaian akademik di kelas Paper Writing, 3) bagaimana self-efficacy membaca memfasilitasi penulisan paper oleh mahasiswa Pendidikan Bahasa Inggris. Tujuan dari penelitian ini disesuaikan dengan fokus yang telah lebih dahulu disebutkan. Metode yang digunakan dalam penelitian ini merupakan sequential explanatory dalam desain dan memiliki kedua fase kuantitatif dan kualitatif. Korelasi positif moderat ditemukan pada hubungan self-efficacy membaca akademik dan self-efficacy menulis akademik (ρ=0,612, n=38, p=0.05). Walaupun kedua self-efficacy membaca dan menulis tidak berkorelasi signifikan terhadap pencapaian akademik subjek pada masing – masing kelas mata kuliah membaca dan menulis, bukti lain yang didapatkan dari exploratory factor analysis (EFA) yang mana ditriangulasikan lebih jauh oleh hasil analisis konten partisipan terpilih dan analisis tematik dari jawaban mereka berdasarkan interview semi-struktural memberikan penjelasan yang dapat diterima tentang hasil fase kuantitatif.

The primacy of self-efficacy as an independent contributor to task performance of language skills such as reading and writing has been widely recognized. Considerable amount of studies has also found self-efficacy as predictive toward academic achievement of the aforementioned language skills. The interplay of self-efficacy in academic reading and writing skills of English student teachers delves into the tenet of literacy skill which puts reading as an antecedent of writing. The present study thus attempts to explain; 1) the way reading self-efficacy is portrayed by reading achievement in Extensive Reading, 2) the way writing self-efficacy is portrayed by writing achievement in Paper Writing and 3) how reading self-efficacy facilitates English student teachers’ paper construction. The objectives of the present study are set upon the aforementioned focuses. Methodology used in this study includes sequential explanatory as the design and thus has both quantitative and qualitative phases in each part. Positive moderate correlation was found among self-efficacy in academic reading and self-efficacy in academic writing (ρ=0,612, n=38, p=0.05). While both reading and writing self-efficacies were found insignificantly correlating subject’s achievements in respective courses, plausible findings gained from exploratory factor analysis (EFA) that was further triangulated by content analysis of selected participants’ conceptual papers as well as thematic analysis of their answers in semi-structured interviews provide possible explanation to the results of quantitative phase.