THE CORRELATION BETWEEN STUDENT’S SELF-EFFICACY

AND WRITING ABILITY OF ENGLISH EDUCATION STUDY

PROGRAM AT IAIN PALANGKARAYA

THESIS PROPOSAL

Attend to
Palangka Raya State Institute
As Partial fulfillment of Requiements
For a Bachelor of English Education Degree

BY:
NUR HAKIKIY
SRN 1901120112

STATE ISLAMIC INSTITUTE OF PALANGKARAYA

FACULTY OF TEACHER TRAINING AND EDUCATION
STUDY PROGRAM OF ENGLISH EDUCATION
2024 M / 1445 H

i
 TABLE OF CONTENTS

TITLE PAGE……………...………………………………………………………….i
TABLE OF CONTENTS ............................................................................................ ii
CHAPTER I INTRODUCTION................................................................................ 1
A. Background of the Study.................................................................................... 1
B. Research Problem............................................................................................... 3
C. Objective of the Study........................................................................................ 3
D. Hypothesis of the Study ..................................................................................... 3
E. Assumption ........................................................................................................ 4
F. Scope and Limitation ......................................................................................... 4
G. Significance of the Study ................................................................................... 4
H. Definition of Key Terms .................................................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE ....................................... 6
A. Related Studies ................................................................................................... 6
B. The Nature of Self-Efficacy ............................................................................. 10
C. Advantages of Self-Efficacy ............................................................................ 12
D. Classification of Self-Efficacy ......................................................................... 13
E. Sources of Self-Efficacy .................................................................................. 13
F. Writing ............................................................................................................. 14
G. Relationship Between Self-Efficacy and Writing Ability................................ 19
CHAPTER III RESEARCH METHOD ................................................................. 21
A. Research Method .............................................................................................. 21
B. Time and Place of Research ............................................................................. 21
C. Population and Sample..................................................................................... 22
D. Data Collection Procedure ............................................................................... 23
E. Research Instrument ......................................................................................... 23
F. Data Analysis Procedure .................................................................................. 27
REFERENCES .......................................................................................................... 31

ii
 CHAPTER I INTR ODUCTI ON

INTRODUCTION

A. Background of the Study

English is a language that most people use in the world. It is make us easier
to communicate with people from various countries. As an official language,
English plays an important rule for instance of education, business, technology,
science, etc. In Indonesia, we learn it as a second language and taught from primary
school until university level.

In learning English as a foreign language, there are four skill that should
be mastered by the learners. They are listening, speaking, reading and writing.
Writing has an important role for people. Writing is one of ways to communicate
as well as speaking. Some people may be does not like it much, because in general,
writing skills are rarely favorite than others, because it is include many aspects
such as vocabulary, grammar, idiom and so on. Writing is also the most important
skill you need in University. Writing skill helps us to improve our creativity. It
will be helpful when we need to accomplished our theses.

Writing is a process of synthesis. As our write, we used words and

information to express our viewpoint in a coherent whole, an essay. But writing
draws on intuition as well as reasoning, on sensation and emotion as well as fat
and memory. (According to Ramsley 2001, p.3)

Writing is the action that needs the some process such as thinking, writing,
reading, correcting, and revising. Those are not the simple steps in writing because
people have to realize that what they write is what they want to say or express.
(Oshima and Hogue, 2007, p.15)

Writing is not only a symbol on a piece of paper but it should be arranged

into good sentences or paragraph by using some grammatical rules. In short,
writing is unspoken communication and it is one of ways to express ideas.

1
 2

Most of researchers believes that motivation plays an important role in

students‟ learning achievement. Without motivation, even individuals who have
the most abilities will not be able to achieve their goals. It is believed that
motivation will affect students in writing. It is because of the elements that inspire
the researcher within this motivation/affect processes, among them are goals,
beliefs, and attitudes about the topic. Because writing is a difficult task and time-
consuming activity, concentration, and determination to complete the task are
highly required.

Self-efficacy beliefs have been found to be vital in energizing students to

engage in learning behavior in a wide range of academic, including writing.
(Kormos, 2012, in Setyowati, 2016, p.22)

Pajares and Schunk (2002) pointed out that self-efficacy beliefs revolve
around the concept of “can”. Self-efficacy beliefs are affected more by one’s own
direct experiences with the tasks than by social comparison. Academic Self
efficacy studies concentrate more on writing, however, a strong sense of self-
confidence in the writing task is called writing self-efficacy. In other words,
individuals may feel better to write when they have self-belief in their ability to
write. So, the students with high self-efficacy consider the hard writing task as a
challenge to fulfill and try their best to accomplish the task by making productive
use of their cognitive strategies. Dents‟ judgments of their capability. (Lavelle,
2006)

In writing, however, a strong sense of self-confidence in the writing task is

called writing self-efficacy. In other words, individuals may feel better to write
when they have self-belief in their ability to write. So, the students with high self-
efficacy consider the hard writing task as a challenge to fulfill and try their best to
accomplish the task by making productive use of their cognitive strategies
(Lavelle, 2006).
 3

Based on the statement above, it is clear that Self efficacy plays an

important role in learning and achievement of writing. Therefore, the researcher is
interested in finding out whether there is a correlation between students‟ self-
efficacy and their writing ability.

The other reason because many students do not like to write. So, the
researcher found things that can motivate them to write well. In this study, the
researcher focused on 6th semester of TBI students. Because they passed the
writing courses of I, II, and III. So, the researcher assumes that they can write well
and correctly.

In order to know the students‟ belief about their own capabilities in

writing, there should be a scale that can measure the student self-efficacy. So then
the writer know the relation of students‟ self-efficacy and their writing ability.

B. Research Problem

Based on the background of the study above, the researcher found the
problem which are developed into the following statements:

“Is there any significant correlation between students‟ self-efficacy and

their writing ability of 6th semester TBI students at IAIN Palangka Raya?”

C. Objective of the Study

Based on the research problem above, it appeared some of objectives of

the study as follows:

“To measure The Correlation Between Students‟ Self-Efficacy and

Writing Ability of 6th semester TBI students at IAIN Palangka Raya.”

D. Hypothesis of the Study

The hypothesis is divided into two categories they are Alternative

Hypothesis and Null Hypothesis:
 4

1. Alternative Hypothesis (Ha)

There is the correlation between Students‟ Self-efficacy and
Writing ability of 6th semester TBI students at IAIN Palangka Raya.
2. Null Hypothesis (Ho)
There is no correlation between Students‟ Self-Efficacy and
Writing ability of 6th semester TBI students at IAIN Palangka Raya.
The researcher formulates the hypothesis because it will make the
researcher easy to focus on collecting the quantitative data based on
variables in the hypothesis.

E. Assumption

There are two assumptions in this study:

1. An increase in self-efficacy would increase learners‟ writing ability and
having higher writing ability would increase students‟ self-efficacy. The
significant relationship between self-efficacy and writing ability suggested
that students would learn better their writing ability.

2. Teachers are responsible for helping students to develop their competence

and confidence as student’s progress through school. Teachers also can help
students with efficient and suitable planning for writing task. Teachers
should teach the students to improve their writing ability and self-efficacy.

F. Scope and Limitation

Based on the background of the study above, the researcher made scope
and limitation of the research. Therefore this study focused on The Correlation
between Student’s Self – Efficacy and Writing Ability of 6th Semester TBI
Students at IAIN Palangka Raya on academic year 2024/2025.

G. Significance of the Study

The study has two significances, the first is theoretical and the second is
practical significance as follows:
 5

1. Theoretically, self-efficacy is an individual believe about his/her

capabilities on a task or activity. Bandura (2000) says that self-efficacy
is considered as a person’s belief in the ability to perform certain
behaviors. The study is expected to know how self-efficacy can impact
the students” writing ability.
2. Practically, the result of the research can be used to find out the
students‟ self-efficacy. Teachers can design and organize their
instruction to have a positive impact on student’s self-efficacy.

H. Definition of Key Terms

There are several definition of key terms in this study that should be to
clarify as follows:

1. Correlational Research, methods are used to assess relationships and

patterns of relationship among variables in a single group of subjects.
In this study, correlational research means to determine whether or not
two variables are correlate. The variables are students‟ self-efficacy
and writing ability. (Aryet all, 2010)
2. Self-Efficacy, is individual’s judgment of capabilities in performing a
task-specific behavior which is based on his/her actual
accomplishments of success and failures. In this study, self-efficacy
means individual’s beliefs about their own capabilities and capacities
to accomplish a task. (Linnenbrink & Pintrich, 2002)
3. Writing, is the action that needs the some process such as thinking,
writing, reading, correcting, and revising. In this study, writing means
one of the difficult skill of language because there are many rules and
aspects that should be considered by learners in order to the readers
comprehend about the text. . (Oshima & Hogue, 2007)
 CHAPTER II REVIEW OF R ELA TED LI TERA TUR E

REVIEW OF RELATED LITERATURE

A. Related Studies

Many studies have been carried out on this concept of self-efficacy in

the academic settings. The researcher adopts Bandura‟s (2000) definition which
states that self-efficacy is considered as a person’s belief in the ability to perform
certain behaviors. It is stated that individuals who claims themselves as capable to
performing a task are more likely to be capable of doing the task.

Sani and Zain (2011) stated that there was a significant relationship
between self-efficacy and skill improvement. They believe that students with high
self-efficacy beliefs learn better and in a more efficient way.

There are some previous studies related to this topic. The first is a study
conducted by Setyowati (2016). The study is intended to describe the quality of
writing self-efficacy scale when it was applied in foreign language context. The
method of this research is correlational analysis by using Cronbach Alpha
statistical tool. The participants of the study were 55 students of English Education
Study program of STKIP PGRI Pasuruan who joined Writing II course and who
were randomly chosen to fill out the questionnaire. The findings of the research
showed that the reliability lower than the reliability claimed by the maker.

Another study was conducted by “Khojasteh” this study was conducted

to investigated the relationship between students‟ writing self-efficacy and writing
performance. Two instruments were used to collect data, there are writing self-
efficacy questionnaire and writing test. The results showed that there was not any
significant relationship between the students‟ writing self-efficacy and writing
performance. As a result, this means students having high self-efficacy would not
necessarily that you can successfully accomplish the task if you are not motivated
enough to do. (Khojasteh et al, 2016, p.30-37).

6
 7

The study first investigated the relationship between self-efficacy and

writing strategies, then examined the relationship between self-efficacy and
writing ability. The participants were 120 students learning English in Iran
Language Institute in Gorgan, Iran. The instruments were used are writing
strategies questionnaires, a self-efficacy belief questionnaires, and an IELTS
writing. The findings of the first research that there was a significant relationship
between self-efficacy beliefs and writing strategy use. It is suggested that students
with high self-efficacy beliefs would use more writing strategies. The results of
the second research questions that there was a significant relationship between
self-efficacy beliefs and writing ability of Iranian EFL learners. These findings
might suggest that an increase in self-efficacy would increase learners‟ writing
ability and having higher writing ability would increase students‟ self-efficacy.
(Khosravi et al, 2017, p.96-102)

Study sets out to examine the relationship between EFL learners‟ sense
of self-efficacy and writing achievement. The subjects of their study were ninety-
three Iranian EFL learners from four different universities in north-eastern part of
Iran took part in the study. Two self-efficacy questionnaires were used, General
Self-Efficacy Scale and English Self-Efficacy Scale. The findings indicated a
significant relationship not only between learners‟ writing performance and
English self-efficacy beliefs, but also between learners‟ writing performance and
their General self-efficacy beliefs. (Fatemi and Vahidnia, 2013)

Table 2.1 Previous Study

No. Researcher Topic Similiar Different Weakness Relevance

(Year)

1. Setyowati This study The She was She does This study
(2016). describe study intended to not was
the used describe mention explored
reliability correlati the quality how the the quality
 8

analysis of onal of writing instrument of writing

Prickle‟s design. self- obtained self-
writing efficacy the data. efficacy
self- scale in scale to
efficacy foreign measure
scale in language students
indonesi context. writers
an context. self-
efficacy.
2. Khojasteh This study The The study The This study
et al (2016). investiga study used participant suggests
ted the investiga writing s of the that
relations ted the test. study were students‟
hip students‟ from with high
between self- Iranian self-
students‟ efficacy EFL efficacy
writing and Students. will give
self- writing. So, the impact on
efficacy researcher the quality
and needs to of writing.
writing translate
performa the
nce. questionn
aire into
Persian.
3. Khosravi This study The The study The This study
et al (2017). was study used 3 participant supports
explored investiga variables. s of the the
the ted the study were students
 9

relations relations from one with high

hip hip language self-
between between institute. efficacy,
self- students‟ The results may use
efficacy self- cannot be more
beliefs, efficacy generalize writing
writing and d to the strategies
strategies, writing population in writing
and ability. of EFL task
writing learners in
abilities of Iran.
Iranian
EFL
learners.
4. Fatemi and This study The The study There is This study
Vahidnia sets out to study used not the explore a
(2013). examine the investiga General questionn high sense
relations
ted the Self- aires. of self-
hip between
relations Efficacy efficacy or
EFL
hip Scale and low self-
learners‟
between English efficacy, is
sense of
self-
EFL Self- expected

efficacy learners‟ Efficacy to make a

and writing self- Scale. contributio
achieve efficacy n to the
ment. and compositi
writing o n of
achieve goodqualit
ment. y texts.
 10

Those previous studies above used as references for the researcher in

comparing between those relevant studies with the study conducted by the
researcher this time. This study is the correlation between students‟ self-efficacy
and writing ability. And based on those previous results, it can be concluded that
there are positive significant relationship between self-efficacy and students‟
language learning process, skills and achievement not only in general but also in
specific areas of the language. Students‟ with high level of self-efficacy will help
them to improve their success achievement, and so otherwise. But, there is also not
any significant relationship between self-efficacy and writing ability. Students‟
with high level of self-efficacy, would not guarantee if they are not motivated
enough to accomplish the task.

B. The Nature of Self-Efficacy

Self-efficacy, which is stemmed from the social learning/ cognitive

behavioral perspective, was proposed by Albert Bandura. Self-efficacy was
defined by Bandura as “beliefs in one’s capabilities to organize and execute the
course of action required to manage prospective situations”. Bandura‟s theory of
perceived self-efficacy overall predicts that a child’s self-perception of writing
self-efficacy will affect his/her subsequent writing growth. One of the essential
factors in this self-efficacy theory is the notion of self-referent. In fact, it is
believed that there are many forms of self-referents among which the individual’s
opinion about their own capability in dealing with the constant changes with the
realities of life is very important (Bandura, 2003).

There are some definition of self-efficacy based on some experts. Based

on what Bernhard and Pajares wrote, self-efficacy refers to learner’s belief about
their abilities to accomplish a task, it is also the students‟ judgment of their
academic competence. It means that self-efficacy is similar with students‟
perceptions of their competence to do a task.
 11

Self-efficacy concerns students‟ beliefs that they can do something like

solve a problem. It involves some judgment that the individual can or cannot do
these activities. Rahimi and Abedini (2009, p.16),
Based on some explanation above, it can be concluded that self-efficacy
is important to face problems in our life. Self-efficacy is an individual judge his or
her self about his or her ability in making tasks or in doing activity. Self-efficacy
will impact on individuals‟ self-confident. If students have high self-efficacy, they
will be success in making tasks or exercises than the students who have less self-
efficacy.
The researcher uses the questionnaire to be able to measure the students’
writer self-efficacy. (Donald, 1994, in Setyowati, 2016, p.29)
The questionnaire has 25 items as follows:
Table 2.2 Questionnaire Items

No Statement
1 I am capable of writing good essays.
2 I believe that errors in punctuation and grammar stop me from being
a good writer.
3 I am confident that my writing is understood by those who read it.
4 When writing, I am confident that I can think of words to express
my ideas.
5 When I write a story or a paragraph, I have confidence in ending it
with a clear statement.
6 I am confident in making sentences that relate to each other.
7 I am confident in arguing and defending my ideas in writing.
8 I am confident that my examples, facts, and details support my
written ideas.
9 I am capable of writing a composition that tells a story (for example,
a car accident; build a house; cook a three-course meal).
 12

10 When I revise my paragraphs, I am confident in finding my spelling

and punctuation errors.
11 I am confident that I can write stories that express my ideas.
12 I believe I can clearly express my ideas in sentences.
13 I am confident that I can do creative writing such as poetry, plays,
short stories, poems.
14 I am capable of using unusual and creative words in my writing.
15 When writing, I lack confidence in correcting my own errors.
16 When I write, it is difficult to find the correct words to express my
ideas.
17 I am not confident in writing an essay or story.
18 When I write, I find it hard to give reasons for my view.
19 I am not confident that I‟m good at writing.
20 I am not confident in writing clear answer to test and/or exam
Questions.
21 I am not confident in finding my own writing errors.
22 I lack confidence in organizing my ideas.
23 I have difficulty in writing a good beginning sentence.
24 When writing, I am unable to organize my ideas.
25 I am unable to clearly state the main idea when I write a paragraph.

C. Advantages of Self-Efficacy

There are some advantages of self-efficacy:

1. An increase in self-efficacy would increase learners‟ writing ability and

having higher writing ability would increase students‟ self-efficacy
(Khosravi et al, 2017, p.100).
2. Believed that students with high self-efficacy beliefs will learn better
and in a more efficient way. (Sani and Zain, 2011)
 13

3. Stated that students with high sense of self-efficacy had a greater degree
of writing development than those having low self-efficacy. In addition,
individuals with low self-efficacy exhibited limited knowledge of
writing rules and skills. (Kim and Lorsbach, 2005)

D. Classification of Self-Efficacy

In general, self-efficacy can be divided into two categories; high self-

efficacy and low self-efficacy. In performing a particular task, people with high
self-efficacy tend to be more involved in the situation, while those who have low
self-efficacy prefer to avoid and stay away from the task.

Individuals who have high self-efficacy tend to be more motivated to

do a particular task, even a difficult one. They do not view the task as a threat they
should avoid. They are not afraid to fail in performing the task. Instead, they
increase their efforts to prevent a failure that might occur. Those who fail in their
work, the usually regain their self-efficacy as quickly after experiencing failures.
On the contrary, people who have low self-efficacy will try to avoid
difficult tasks. Such individuals have low commitment in achieving the goals they
set. When they faced difficult tasks, they are busy thinking about the shortcomings
they have, the distractions they face, and all the results that can be detrimental to
them. They do not increase their efforts and give up very easily. They are too slow
in correcting their own mistake and regaining their self-efficacy when facing a
failure.

E. Sources of Self-Efficacy

There are four big factors that influence someone‟s self-efficacy (Ping &
Dennis, 2006, p.235).

1. Mastery Experiences
Successful experience will build strong self-efficacy and failed
experiences weaken especially less established self-efficacy beliefs.
 14

2. Vicarious Experiences
Someone compares the accomplishments of other individuals.
Seeing people comparable to them capable of performing the same
tasks will make them think that they, too, have the ability to finish
the 16 tasks. Information gained from comparing with their friends
thus gives reference to individuals‟ own capabilities. Therefore,
peer modeling is another big factor that affects students‟ personal
efficacy.
3. Social Persuasion
People also develop efficacy beliefs through social persuasion
or verbal judgment from others about their capabilities in doing
something. Social persuasion, may offer additional ways of
increasing someone’s belief that they can succeed.
4. Physiological and Emotional States
Physiological and emotional of someone will impact on her or
his self-efficacy.

F. Writing

1. Definition of Writing
Writing is considered as the most difficult and complicated language
skill to be learned compared to other language skills listening, speaking and
reading (Miftah, 2015, p.9).

It can be said that writing is a crucial part in our global society. Through
writing, we can learn a lot of things, from the simplest one such as how to make
a glass of milkshake until how this earth is formed, for example. In short,
writing plays a significance role in our life.

The statement above is from writer‟ points of view. To the writer, in

addition, writing also means as one of communication tools. Through writing,
people can express their ideas, experiences, thoughts, and feelings.
 15

Moreover, through writing, people can communicate over long distance

and period. Writing is an expression of ideas, thoughts, and stories on a piece
of paper. For some people, writing might be hard even in their first language.

It could be more difficult for them to write in foreign language. As

Oshima and Hogue state that writing is the action that needs the some process
such as thinking, writing, reading, correcting and revising. Those are not the
simple steps in writing because people have to realize that what they write is
what they want to say or express. Writing is not only a symbol on a piece of
paper but it should be arranged into good sentences or paragraph by using some
grammatical rules.

Writing is a skill by far the most important reason for teaching writing,
of course, is that it is a basic language skill, just as important as speaking,
listening, and reading. (According to Harmer, 2000, p.79)

Writing is a process of synthesis. As you write, you used words and

information to express your viewpoint in a coherent whole, an essay. But
writing draws on intuition as well as reasoning, on sensation and emotion as
well as fast and memory. (According to Ramsley, 2001, p.3)

Based on the description above, the writer assumes that writing is the
most difficult skill of language because there are many rules and aspects that
should be considered by learners in order to the readers comprehend about the
text.

2. Importance of Writing Skill

Undoubtedly, writing has become a prominent part in people's everyday

life. In almost all aspects of life, writing in whatever form it be, is proved to be
an effective way of communication. For example, people should understand
about written works in their life such as simple notices at shopping centers,
printed media such as newspaper and magazine; educational and scientific
sources like books, journals, and encyclopedia, and literary works such as poem
 16

and novel. They show us that writing serves in any different forms and gives
essential function in day-to-day activities. We can imagine how hard people
carry out their duties without writing. Surely, there will be too much
unformation untold and lots of knowledge will be left.

Moreover, as the societies grew larger and more industrialized, people

need to be able to write and read well because it is very important to be
successful. In other words, writing skill can be a ticket to better college grades
and greater academic achievement since good writing skill is so much needed
in the academic context. Besides, most jobs nowadays as well as future jobs
will require writing skill, even to apply for a job, good writing skill is
demanded.

Meanwhile in the smaller scope of educational setting, at schools, most

of examinations require students to use their writing skill. Students‟ success at
school is partly determined by their writing skills. Furthermore, it is commonly
known that good writing will foster good thinking. When students are trying to
write, they should automatically think because they develop their ideas and
sometimes revise what they have written. On the other hand, good thinking, if
being properly applied, gives rise to what so-called good writing.

The fact that writing skill clearly gives many advantages to people, it
suggests that having good writing skill will give many benefits to them. In
addition, being able to take part in today’s information culture, writers can
express themselves well through writing, they can communicate their ideas,
thoughts, feelings, and experiences and at the same time, let it known by others.

To be successful in whatever field we are in, having writing skill is very

much helpful. Thus, writing, especially in a foreign language is one skill which
all teachers or educational practitioners should pay attention to.
 17

3. Process of Writing

Teaching writing focuses not only on a product of writing itself but also
on the process of writing. The writing process refers to everything writer do,
from the moment they start thinking about what to write, until the final copy is
completed (Erliana et al, 2014, p.64).

Every writing specialist gives a different version of the stages of the

writing process. Introduces the stages of writing such as prewriting, drafting,
revising, and editing. (Gebhard, 2006)

a. Prewriting Stage
Prewriting is a way to get ideas. In this step, writers choose a
topic and collect ideas to explain the topic. The techniques of
prewriting can be through brainstorming, clustering or word
mapping, strategic questioning, sketching, free writing, exploring the
senses, interviewing, and information gathering.
b. Drafting Stage
Drafting stage is the time to pour out ideas, with little concern
about spelling, punctuation, and other mechanical errors. Drafting
involves developing the prewriting notes into connected sentences
and paragraphs. In this way, the students attempt to produce their first
draft to capture their essay’s meaning and get it down on paper. By so
doing, they actually use their first draft to formulate a working
introduction and to organize their ideas.
c. Revising Stage

Revising is to make the writing clearer and more interesting to

the readers. In this stage, students should refine ideas and they can
consider revision of the content and organization of their ideas.
 18

d. Editing Stage

Editing is putting the piece of writing into its final form. It is the
process in which the students begin to look at correctness. Editing
stage primarily focuses on the content of students writing. After the
content of the writing is set, they focus on editing/ proofreading and
polish their writing by correcting errors in spelling, grammar, and
punctuation.

From the explanation above, the writer concludes that writing is

a process that involves at least four distrinct steps: prewriting, drafting,
revising, and editing. Prewriting is anything the writers do before write
a draft of their document.

Drafting occurs when the writers put their ideas into sentences
and paragraph. Revising is the key to effective writing because here
the writers think more deeply about their readers‟ need and
expectation. And the last is editing which means the process of
checking for such things as grammar, mechanics, and spelling. The last
thing the writers should do before printing their work.

4. Kinds of Writing

a. Narrative

Narrative text is a text that has purpose to amuse/entertain and

to deal with actual or various experience in different ways. Narrative
paragraph tells a story by relating a series of events in time order.
Narration includes all writing that provides an account of an event or
a series of events.
 19

b. Descriptive

The descriptive paragraph is one of four basic types of prose. It

tells how a person, place or thing is perceived by the five senses. A
description is a verbal picture of a person, place or object.

c. Expository
The expository paragraph is a paragraph that presents a certain
amount of information about a subject. In expository paragraph, the
information is the main thing.
The purpose is to tell the reader something he may not know and
to tell him in a way that will understand.
d. Persuasive
The persuasive paragraph is a special type of paragraph that
gives reasons. It is also called argumentation. The purpose of
persuasion is to change someone‟s mind. A persuasive paragraph
attempts to win people over to a particular point of view or convince
them to take a particular course of action.

G. Relationship Between Self-Efficacy and Writing Ability

Writing self-efficacy means to students‟ beliefs in their ability to

perform written English task successfully. Such tasks include composition,
correctly punctuating writing and creating grammatically correct samples of
writing. At the end of school term, students writing skill and self-efficacy
predicted.

Overall, students who evaluate themselves as poor writers tend to perform

being reluctant to engage in writing works and making brief or incomplete pieces
of writing while students with higher writing self-efficacy have been found to
complete writing tasks at a higher standard.
 20

In both areas of composition and self-efficacy, researchers have discovered

enormous interest in writing self-efficacy, and they have worked the relationship
between writing self-belief and writing performance. Their findings displayed a
strong relationship between them (White &Bruning, 2005; Jones, 2007; Pajares
and Valiante (2001).

They discovered that despite the anticipated strong effect of writing

ability, self-efficacy beliefs made an independent part to the prediction of
performance. In the past research, among all the motivational constructs, perceived
self-efficacy was usually discovered to have the strongest predicting power, over
individuals‟ writing performance; such discovering support the claim made by
Bandura based on social cognitive theory that self-efficacy has a main function in
predicting writing performance.
 CHAPTER III RESEARCH M ETHOD

RESEARCH METHOD

A. Research Method

The researcher used quantitative method in conducting this research. It

means that the researcher collect and analyze the data statistically from the
students‟ score of variables to find out the correlation between students‟ self-
efficacy and writing ability of 6th semester TBI students at IAIN Palangka Raya.
This research is categorized into correlational research design.

Donald Aryet all (2010) stated that “Correlational research is research that
attempts to determine the extend and the direction of the relationship between two
or more variables. So that, the researcher correlate two variables of this research:
they were students‟ self-efficacy as X variable and writing ability as Y variable of
6th semester TBI students.

There are three possible results of a correlation study:

a. Positive correlations: Both variables increase or decrease at same time.

A correlation coefficient close to + 1.00 indicate a strong positive
correlation.

b. Negative correlations: indicates that as the amount of one variables

increases, the other decrease. A correlation coefficient close to 1.00
indicates a strong negative correlation.

c. No correlation: indicate any relationship between the two variables. A

correlation coefficient of indicates no correlation.

B. Time and Place of Research

1. Research Time
Researchers will conduct research at the IAIN Palangka Raya campus
which will take approximately 2 months, namely April – May 2024.

21
 22

2. Research place
This research will be carried out at the IAIN Palangka Raya campus in
two classes of students majoring in English class of 2021, G.obos 9, Jekan Raya
District, Palangka Raya.

C. Population and Sample

1. Population

The population of this research were whole of 6th semester TBI students
at IAIN Palangka Raya. The total number of them are 47 students. They were
divided into two classes, 6A and 6B.

Table 3.1
The Number of the Sixth Semester of English Education Study
Program in IAIN Palangka Raya Academic Year 2023/2024

No Class Total Number of Students

1 6A 24

2 6B 23

Total 47

2. Sample

If the total population is less than 100, it is better to take all of them as
the sample but if the total population is more than 100 students, the sample can
be taken between 10-15% or 20-25% or more”. Based on the quotation above,
in this research, the sample of the population will take total sampling.
 23

D. Data Collection Procedure

In collecting the data of this research, the researcher used questionnaire

and documentation in writing to obtain the data to answer the problem. Here were
the steps for data collection:

1. The researcher prepares the questionnaire.

2. The researcher gives questionnaire to the respondents.
3. The researcher collects the responses.
4. The researcher calculates the result of the study.
5. The researcher analyzes the data obtained using table, SPSS and to measure the
central tendency.

6. The researcher takes document score of scientific writing from the subject
lectures.

7. The researcher concludes the correlation between students‟ self-efficacy and

writing ability in 6thsemester of TBI students at IAIN Palangka Raya, whether
there is a positive or negative correlation, based on the obtained data.

E. Research Instrument

Because there were two variables that the researcher observed namely
students‟ self-efficacy and writing ability, the instrument that used in this research
was self-efficacy questionnaires and documentation thesis proposal of 6th semester
students in the subject of Thesis Proposal. The documentation of this subject taken
from available document from the lectures.

a. Questionnaire
In order to collect the data, the researcher used Writing Self-
Efficacy Scale questionnaires, developed by Donald E Prickle. The
questionnaires had twenty five questions. The questionnaire is divided into
four factors are general writing, idea & sentence generation,
paragraph/story generation, and editing/revising.
 24

Table 3.2
Indicators of Self-Efficacy Questionnaire
Factors Number of Items Sample of Item
General Writing (6,7,9,10,12,14,18,20, I am confident in
22,24) making sentences that
relate to each other.
Idea & Sentence (1,3,4,8,11,13,15,19,2 I am capable of writing
Generation. 1,23,25) good essays.
When I write, it is
Paragraph/story (16,17) difficult to find the
Generation) correct words to
express my ideas.
I believe that errors in
punctuation and
Editing/Revising (2,5) grammar stop me from
being a good writer.

The most commonly used scaling technique is the Likert Scale,which

has been named after its inventor, Rensis Likert. Likert scales consist of a series
of statements all of which are related to a particular target (which can be, among
others, an individual person, a group of people, an institution, or a concept);
respondents asked to indicate the extent to which they agree or disagree with
these items by marking one of the responses ranging from ‘strongly agree’ to
‘strongly disagree’.
1) SD = Strongly Disagree = you never feel this way.
2) D = Disagree = you don’t feel this way very often.
3) U = Unsure = how you feel, you are mostly undecided.
4) A = Agree = you feel this way most of the time.
5) SA = Strongly Agree = you always feel this way.
 25

To detriment the level of students‟ self-efficacy, the means score were

computed though descriptive statistic. The researcher divided the level of
students‟ self-efficacy into five categories.
Table 3.3
Interpretation of Questionnaire
Number Category Predicate
1 80.00% – 100% Strongly Agree
2 60.00% - 79.99% Agree
3 40.00% - 59.99% Unsure
4 20.00% - 39.99% Disagree
5 0% - 19.99% Strongly Disagree

b. Documentation
The researcher collected the data from the lectures of Thesis
Proposal of English Education Study Program. The researcher choosed
Thesis Proposal Subject because it is taught in 6th semester.
c. Research Instrument Validity
The validity of a test is the extent to which it measures what is
supposed to measure and nothing else. The test can be said valid if it is able
to measure what it is supposed to be measure.
1. Face Validity
Face validity is test items look right to other testers, teacher,
indicators and test. For face validity of the test item used self-
efficacy questionnaire.
2. Content Validity
Content validity is concerned with what goes into the test. A test
will have high content validity if the items are representative of the
population of possible task. The content of a test should be decide
by considering the purpose of the assessment and then drawn up as
a list known as a content specification.
 26

The instrument must be valid in content. It means that the items

in the instrument are equal and proportional in their distribution as
the indicators of the test.
d. Research Instrument Reliability
For the reliability, there is inter-rater reliability. Inter-rater
reliability is the consistency of the judgment of several rater on how they
see a phenomenon or interpreted the responses of the subject. It is indicates
accuracy in scoring composition of two different raters. For this study, the
training is done to get inter-rater agreement in order to give reliable scores
to students‟ writing product. In this research, writer used inter-rater
reliability.
1. Normality
Kolmogorov – Smirnov test (K-s) is a test non-parametik
the most basic and most widely used. Andrey Nikola evich
Kolmograv first introduce the kolmograv - smirnov test (K-S test)
on 1993. The tests used by one-sample test that possible the
differences distribution of frequency with some popular distribution
like normality test. Normality is a test normal to whether or not the
distribution of research data. Writer measure normality test used
SPSS 18.00 and for normality test writer analyzed one sample
kolmogrove. Significant level α = 0,05
Interpretation:

1. If the result of normality test > α so, the data can be said normal
distribution.
2. If the result of normality test < α so, the data can be not normal
distribution.
 27

F. Data Analysis Procedure

The purpose of this research is to measure the correlation between

students‟ self-efficacy and writing ability. The data of the study analyze by used
statistical analysis.
In analyzing the data, the researcher used correlation product moment
which developed by Carl Pearson. “Correlation product moment is used to show
whether there is a correlation between X variable and Y variable.
To analysis the data obtained, the researcher used the formula as follows:
The symbol of the correlation product moment is “r”. Data operation technique is
done though the steps below:

1. Finding the number of correlation using formula :

𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2 − (∑ 𝑋)2 }{ 𝑁 ∑ 𝑌 2 − (∑ 𝑌)2 }

𝑟𝑥𝑦 = Index number correlation “r” product moment

N = Number of Participants
X = Students’ Self-Efficacy Scale Scores
Y = Students’ Writing Scores
ΣX = The Sum Scores of Self-Efficacy Scale
ΣY = The Sum Scores of Writing
ΣX2 = The Sum of the Squared Scores of Self-Efficacy Scale
ΣY2 = The Sum of the Squared Scores of Writing
ΣXY = The Sum of Multiplied Score between X and Y
This formula is used in finding index correlation “r” product
moment between X variable and Y variable (𝑟𝑥𝑦 )
2. To interpret the index scores of “r” correlation, product moment
(𝑟𝑥𝑦 ) usually used the interpretation such as follows:
 28

Table 3.3 Interpretation Correlation

The score of “r”
product moment (rxy) Interpretation

There is correlation between

0,00 – 0,20 variable X and Y, yet is very
low so that is regarded there is
no correlation.
There is low correlation
0,20 – 0,40 between variable X and
variable Y.
There is average correlation
0,40 – 0,70 between variable X and
variable Y.
There is high / strong
0,70 – 0,90 correlation between variable X
and variable Y.
There is a very high / strong
0,90 – 1,00 correlation between variable X
and variable Y.

The second is by to word by consulting the result of index

correlation number “r” product moment toward the table of “r”
product result with seeking the degree of freedom (df) with the
formula as follows:
df = n – k
df = degreed of freedom
n = Number of cases
k = the amount of variable
 29

3. To know contribution variable X to variable Y is used the

formula: KP = r2 x 100 %
Where:
KP = determinant coefficient score
r = correlation coefficient score
4. To know the significance between two variables, the formula of
the significance test is :
r√n−2
tvalue =
√n−r2

tvalue = value t
r = The coefficient of correlation of the result of tcount
n = Number of participants

5. Correlation Patterns in Scatter plot Graphs

A scatter plot is used to graphically represent the
relationship between two variables.
Explore the relationship between scatter plots and correlations,
the different types of correlations, how to interpret scatter plots,
and more.
Each scatter plot has a horizontal axis (x-axis) and a
vertical axis (y-axis). One variable is plotted on each axis.
Scatter plots are made up of marks; each mark represents one
study participant's measures on the variables that are on the x-
axis and y-axis of the scatter plot.
A scatter plot with dots going from lower left to upper
right indicates a positive correlation (as variable x goes up,
variable y also goes up). One with dots going from upper left to
lower right indicates a negative correlation (as variable x goes
up, variable y also goes down).
 30

A scatter plot of z scores also reveals the strength of the

relationship between variables. If the dots in the scatter plot form
a narrow band so that when straight line is drawn through the
band the dots will be near the line, there is a strong linear
relationship between the variables.
If a curved line is needed to express this relationship, it
is said to be a curvilinear relationship. In a curvilinear
relationship, as the values of X increase, the values of Y increase
up to a point, at which further increases in X are associated with
decreases in Y.
 REFERENCES

Ary, D., Jacobs, L., C. & Sorensen, C. (2010).Introduction to Research in

Education (8th ed). New York: Wadsworth/Thomson Learning.
Bandura, A. (2000). Self-efficacy.Encyclopedia of Psychology, 7, 212-213.
Washington, DC: American Psychological Association.
Bandura, A. (2003). Self-efficacy: The exercise of control. New York: W.H.
Freeman.
Elliot, Andrew J, &Dweck, Carol S, (2005).Handbook of Competence and
Motivation.New York: The Guilford Press.
Erliana, S., Nirwanto, R., Sabarun, Miftah, M. Z. (2014).Developing Sentences
into Paragraph: Course Materials for Paragraph Writing. Malang:
Genius Media.
Fatemi, A.H., &Vahidnia, F. (2013).An investigation into Iranian EFL learners‟
level of writing self-efficacy.Theory and Practice in Language
Studies, 3(9), 1698-1704.
Fowler, H. Ramsley.(2001). The Little Hand Book. Boston: Little, Brown and
Company.
Gebhard, J.G. (2000). Teaching English as a Foreign or Second Language: A
Teacher Self-Development and Methodology Guide.Ann Arbor: The
University of Michigan Press.
Harmer, Jeremy. (2000). How to Teach English.England: Pearson Education
Limited.
Hartono. (2004). StatistikUntukPenelitian. Yogyakarta: PustakaBelajar.
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.
Jones, E. (2007). Predicting performance in first-semester basic writers:
Revisiting the role of self-beliefs. Contemporary Educational

31
 32

Psychology.Retrieved July 14, 2008, from Academic Search Premier

databased.
Kim, J. A., &Lorsbach, A. W. (2005).Writing self-efficacy in young children:
Issues for the early grades environment.Learning Environment
Research, 8, 157-175.
Khojasteh, L., Shokrpour, N., Afrasiabi, M. (2016).The Relationship between
Writing Self-Efficacy and Writing Performance of Iranian EFL
Students.International Journal of Applied Linguistics & English
Literature, 5(4), 29-37.
Khosravi, M., Ghoorchaei, B., &Arabmofrad, A. (2017). The Relationship
between Writing Strategies, Self-Efficacy and Writing Ability: A Case
of Iranian EFL Students. International Journal of English Language &
Translation Studies, 5(3), 96-102.
Lavelle, E. (2006). Teachers‟ self-efficacy for writing.Electronic Journal of
Research in Educational Psychology, 4(1), 73-84.
Linnenbrink, E. A., &. Pintrich, P.R. (2002). Motivation as an enabler for
academic success.School Psychology Review, 31(3), 313-327.
Lubkin, Ilene M, & Larsen, Pamala D, (2006).Six Edition Chronic Illness
Impact and Interventions.New York:Jones and Bartlett Publishers, Inc.
Miftah, M. Z., (2015). Enhancing Writing Skill Through Writing Process
Approach. Journal on English as a Foreign Language,5(1), 9-24.