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p-Index From 2020 - 2025
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All Journal Magister Scientiae ELT Worldwide: Journal of English Language Teaching
Fidelia Ratih Widya Wardani
Sanata Dharma University
Humanities Education Languange, Linguistic, Communication & Media Physics

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Graduate Students’ Perceived Self-Efficacy in Task-Based Learning Fidelia Ratih Widya Wardani; Concilianus Laos Mbato
ELT Worldwide: Journal of English Language Teaching Vol 8, No 2 (2021)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v8i2.19599

Abstract

Self-efficacy is very important for graduate students and therefore has to be strongly instilled in order to encourage them to achieve their learning goals successfully including using English to communicate academically. Students are required to be studious and robust in learning and doing assignments. Nevertheless, many students feel anxious about their ability to perform their tasks moreover task-based learning. Conducted during the pandemic situation, this research aimed to investigate graduate students’ perceived self-efficacy in task-based learning. One research question was formulated: How does self-efficacy assist English Education Master Students in TBL learning? This research employed a mixed-method utilizing survey and interview to gather data from English Education Master Students, who had experienced task-based learning in Sanata Dharma University. The result shows that the students’ self-efficacy assisted them to be dare and confident in using the second language as the communicative tool in the TBL approach and achieve their learning goals
A COMPARATIVE STUDY BETWEEN INDONESIAN UNDERGRADUSTE AND GRADUATE STUDENTS’ PERCEIVED ANXIETY AND SELF-EFFICACY IN CRITICAL WRITING Fidelia Ratih Widya Wardani; Concilianus Laos Mbato
Magister Scientiae Vol 49, No 2 (2021)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (404.66 KB) | DOI: 10.33508/mgs.v49i2.3309

Abstract

This study aimed to investigate students’ perception on their writing anxiety and how they employed their writing self-efficacy as well as the relationship between writing anxiety and writing efficacy. This research was conducted toward 29 students from undergraduate and graduate EFL students in Yogyakarta who were taking critical writing course. This study used mixed-method research employing a close-ended questionnaire and interview to gather the data. The writing anxiety questionnaire statements were adopted from Cheng (2004), while the writing efficacy statements were adopted from Eby (2018). The data results were analysed using SPSS version 25 then described statistically, whilst the interview data were analysed using thematic analysis. The results showed that both undergraduate and graduate students have a high self-efficacy and anxiety in writing. A correlation test was conducted and described in the discussion section to see the relationship between writing anxiety and writing efficacy indicates that all aspects of writing anxiety had a negative correlation but not significant with writing ability and behavior. However, not all aspects of writing anxiety such as somatic anxiety, avoidance behaviour, and cognitive anxiety had a negative correlation with writing ideas, writing conventions and self-regulation in writing. The interview result showed that the students who had good self-efficacy in writing felt anxiety as a means to explore themselves and foster a positive mindset to continue progressing in writing. The implication of this research is to expand knowledge related to writing practice in EFL context and educational psychology.
Co-Authors Concilianus Laos Mbato