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All Journal Vision: Journal for Language and Foreign Language Learning Jurnal Dimensi Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Minda Baharu Journal of English Language Teaching and Learning (JETLE) JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan Jurnal Pemberdayaan Masyarakat TELL - US JOURNAL
Sulastri Manurung, Sulastri
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Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE CORRELATION BETWEEN AFFECTIVE-COGNITIVE WRITING AND WRITING SKILLS Ramadhani, Nursyahida Suci; Manurung, Sulastri; Putri, Aulia
TELL - US JOURNAL Vol 11, No 4 (2025): A Study on Attitudes and the Role of Technology in Language Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i4.10619

Abstract

This study examined the relationship between students’ affective-cognitive writing strategies and their writing skills at the seventh-grade level of SMPN 21 Batam. The study employed a quantitative correlational design with a sample of 30 students selected through cluster random sampling to ensure representation of the population. Data were gathered using two primary instruments: the Affective-Cognitive Writing Strategies Questionnaire (ACWS) developed by Fisher (2010), which measures students’ affective and cognitive approaches to writing, and a descriptive writing test assessed using Brown’s (2007) analytic rubric. Assumption testing through the Shapiro-Wilk normality test and the linearity test confirmed that the data met the requirements for parametric analysis. Pearson’s Product Moment correlation showed that the use of affective cognitive writing strategies did not have a statistically significant relationship with students’ writing performance (r = -0.011, p = .954). These findings suggest that students’ writing performance was influenced more by their basic language proficiency and familiarity with the task than by their reported strategy use. Future studies with larger samples, multiple writing tasks, or qualitative data are recommended to provide deeper insights into how affective and cognitive factors contribute to students’ writing development. These results highlight the need for explicit instruction in both emotional regulation and cognitive strategy training in EFL writing classroom.
Co-Authors Adam Adam Aprilia, Rebecha Ardhi, Mega Aulia Ariyanti, Anita Aulia Putri Desi Surlitasari Dewi Dewi Yana, Dewi Ervin Nora Susanti, Ervin Nora Ghaisani, Fadhilah Junierissa Marpaung, Junierissa Juwita Boneka Sinaga Khurnia, Putri Kristina, Geofani Manuhutu, Natalia Monika, Tiara Novelita, Naomi Mars Panjaitan, Angels Dermika Pratiwi, Dea Pratiwi, Septiani Indah Ramadhani, Nursyahida Suci Raya, Valentina Letek Safnidar Siahaan, Safnidar Saputro, Isnaini Eddy Sembiring, Elisma Sirait, Sindy Deswita Natalia Situmorang, Citra Betha Sri Setyarini Sri Wahyuni Susi Septaviana Rakhmawati, Susi Septaviana W, Widhiyanto Yudani, Nadia Putri Yuli Angraini, Yuli Yuri, Melani Putri Zahara, Nasyiva