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All Journal Proceeding of International Conference on Teacher Training and Education Pedagogy : Journal of English Language Teaching
Ani Meitikasari
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Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Experiential Learning (El): An Effective Teaching Method To Construct Students’ Writing Skill Viewed From Self-Efficacy Meitikasari, Ani
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (250.307 KB)

Abstract

This study investigates the effects of Experiential Learning in teaching writing from the perspective ofstudents’ self-efficacy by means of a comparative experiment concerning on the experimental group taughtby Experiential Learning and the control group by using Direct Instruction. The sixty students of a seniorhigh school in Central Java, Indonesia were chosen randomly and participated in this research. Theseparticipants are asked to compose a text in order to examine their writing skill after having eight-meetingtreatments and fulfil the self-efficacy questionnaire. The results show that Experiential Learning guides thestudents to achieve significantly a greater writing skill than those using Direct Instruction and the high selfefficaciousstudents perform better writing skill than those having low self-efficacy. Additionally, it wasfound that there is an interaction between those methods and students self-efficacy in writing skill. Therefore,Experiential Learning is suggested as an alternative teaching method in constructing students’ writing skilland self-efficacy.
Experiential Learning (El): An Effective Teaching Method To Construct Students’ Writing Skill Viewed From Self-Efficacy Meitikasari, Ani
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (91.047 KB)

Abstract

This study investigates the effects of Experiential Learning in teaching writing from the perspective of students’ self-efficacy by means of a comparative experiment concerning on the experimental group taught by Experiential Learning and the control group by using Direct Instruction. The sixty students of a senior high school in Central Java, Indonesia were chosen randomly and participated in this research. These participants are asked to compose a text in order to examine their writing skill after having eight-meeting treatments and fulfil the self-efficacy questionnaire. The results show that Experiential Learning guides the students to achieve significantly a greater writing skill than those using Direct Instruction and the high self-efficacious students perform better writing skill than those having low self-efficacy. Additionally, it was found that there is an interaction between those methods and students self-efficacy in writing skill. Therefore, Experiential Learning is suggested as an alternative teaching method in constructing students’ writing skill and self-efficacy.
Experiential-Learning In Writing Class: A Suggested Teaching Practice For Islamic Universities Ani Meitikasari
Jurnal Pedagogy Vol 6 No 2 (2018): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (740.234 KB) | DOI: 10.32332/pedagogy.v6i2.1233

Abstract

In global era, mastering language skills as a means for communication, which focus not only on “transmitting knowledge / cognitive aspects” but also “experiencing authentic-language” based on the context, becomes a fundamental demand for all of language learner in certain educational settings as well as writing skill. The ability in producing a scientific writing by considering the context and aspects of writing is very crucial for higher education students. Therefore, this research, which is an ethnographic classroom study in form of reflective-qualitative point of view in period of eight-week-learning meetings, is intended to investigate and design teaching Instruction by using Experiential Learning (EL) in writing class especially for English Education students in Islamic university. In summary, EL may be effectively implemented as an alternative method in writing class by considering some essential points and contexts.
Co-Authors Muhammad Sukirlan Ujang Suparman