Tertiary Level Exchange Students’ Perspectives on Self ...

Journal of English Educators Society

E. ISSN. 2503-3492

Journal Homepage: http://ojs.umsida.ac.id/index.php/jees

DOI Link: http://dx.doi.org/10.21070/jees.v1i2.441

Article DOI: 10.21070/jees.v1i2.441

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Original Research Article

Tertiary Level Exchange Students’ Perspectives

Writing

Fika Megawati

Faculty of Teacher Training and Education, English

Muhammadiyah Sidoarjo. Jl. Mojopahit 666B, Sidoarjo

Article History: Received: 9th

ABSTRACT This study aims to describe the students’ self

study was implemented by distributing closed

result of writing task. The subjects of this study were three students from Thailand. The students’

responses in questionnaire were

result of interview, it was transcribed in written form and used coding technique to classify the relevant points. The result of writing task became the supplementary data to

and support conclusion. In a nutshell,

efficacy. Each student showed diverse selection in writing stage. The first student had moderate self-efficacy, but he relatively could cope with the writing problems. In the second student, the

writing self-efficacy was the highest one, and it was proven from her better writing result. For the

last student, similar to the writing quality, he considered himself weak in this skill.Keywords: EFL writing; self-efficacy; tertiary level

HOW TO CITE: Megawati, F. (2016). Tertiary Level Exchange Students’ Perspectives on

Self-Efficacy: Toward EFL Writing.

94. doi:http://dx.doi.org/10.21070/jees.v1i2.441

1. Introduction

Learning in another country gives challenging atmosphere for someone who

scholarship to be a foreign exchange student. It seems that he or she needs to do big

adaptation to connect the background knowledge and self

neighborhood, teachers, materials, friends, and so forth. Culture shock is undeniable to take

a part as well for their learning success. When a student gets an opportunity to be an

exchange student in learning English, he or she is suppos

to do in the new country. There are two possibilities for this option. First, they can go to the

English speaking countries where the people inside of outside institution use the

standardized English such as America, Bri

they probably select a non English Speaking country which provides Education about

Educators Society, 1 (2), October 2016, 83-94

http://ojs.umsida.ac.id/index.php/jees

http://dx.doi.org/10.21070/jees.v1i2.441

10.21070/jees.v1i2.441

[email protected]

Peer reviewed under reponsibility of Universitas Muhammadiyah Sidoarjo.


http://creativecommons.org/licenses/by/4.0/)

Tertiary Level Exchange Students’ Perspectives on Self-Efficacy: Toward EFL

Teacher Training and Education, English Education Study Program, Universitas

Jl. Mojopahit 666B, Sidoarjo, East Java, Indonesia, 61215

November 2016; Published: 19th

November 2016

to describe the students’ self-efficacy on their writing competence. Descriptive

by distributing closed-ended questionnaires in addition to interview and the


responses in questionnaire were analyzed through frequency distribution and percentage. For the

result of interview, it was transcribed in written form and used coding technique to classify the relevant points. The result of writing task became the supplementary data to confirm the findings

support conclusion. In a nutshell, the subjects of this study have moderate level of

efficacy. Each student showed diverse selection in writing stage. The first student had moderate efficacy, but he relatively could cope with the writing problems. In the second student, the

efficacy was the highest one, and it was proven from her better writing result. For the

last student, similar to the writing quality, he considered himself weak in this skill. efficacy; tertiary level

Megawati, F. (2016). Tertiary Level Exchange Students’ Perspectives on

Efficacy: Toward EFL Writing. Journal of English Educators Society, 1

http://dx.doi.org/10.21070/jees.v1i2.441

Learning in another country gives challenging atmosphere for someone who

exchange student. It seems that he or she needs to do big

adaptation to connect the background knowledge and self-habit with new condition such as


their learning success. When a student gets an opportunity to be an

exchange student in learning English, he or she is supposed to think what he or she is going



standardized English such as America, Britain, New Zealand, and Australia. The second,


__

83


Efficacy: Toward EFL

Study Program, Universitas

, 61215

2016

efficacy on their writing competence. Descriptive

ended questionnaires in addition to interview and the


rcentage. For the

result of interview, it was transcribed in written form and used coding technique to classify the confirm the findings

level of writing self-

efficacy. Each student showed diverse selection in writing stage. The first student had moderate efficacy, but he relatively could cope with the writing problems. In the second student, the

efficacy was the highest one, and it was proven from her better writing result. For the

Megawati, F. (2016). Tertiary Level Exchange Students’ Perspectives on

Journal of English Educators Society, 1(2), 83-

Learning in another country gives challenging atmosphere for someone who get

exchange student. It seems that he or she needs to do big

condition such as


their learning success. When a student gets an opportunity to be an

ed to think what he or she is going



tain, New Zealand, and Australia. The second,


__

84

English language. All of those countries can give the learners about the knowledge of the

target language, yet to produce the s

two groups are not similar (Medgyes, 1992)

With changing condition of the new environment, it automatically gives effect to

the student’s self-efficacy in academic life. Self

observed in the exchange students. It needs to be explored

influencing students’ achievement in any education level including university stage.

According to (Hsieh, Sullivan, & Guerra, 2007)

someone’s abilities to complete a particular task. It means that when the students have high

self-efficacy on their learning, it be one

Zajacova, Lynch, & Espenshade

stronger and consistent predictor of the student’s success.

Social Cognitive Model, there are three aspects that influence someone’s self

namely behavior, environment, and

be the most significant one. Another supporting idea about self

Kerpelman & Mosher (2004)

students’ future orientation that is interconnected with future success in career.

In the context of mastering

some students. For the others, it is something frustrating to conduct. It depends on the

teaching and learning situation and motivation around the individual who learns the new

language. (Noom-Ura, 2013)

learning English skills due to some factors, namely limited exposure and language

materials, low confidence in using English for daily conversation, and the teacher with low

qualification. Similarly, Suwanarak

Degree students judge themselves as unsuccessful English language learners. From those

two studies, it indicates that the implementation of English class needs attention and

improvement in various aspects.

To relate the issue on

efficacy on writing skill, it seems that there is limited reference

information. Thus, taking into consideration the significance of the students’ self

in producing better composition result and few references on

self-efficacy belief mainly in writing skill, this study would like to highlight the Thai

English learners’ self-efficacy on their writing competence. Having experienced several

Journal of English Educators Society, 1




target language, yet to produce the successful English teachers, the methods used by the

(Medgyes, 1992).


efficacy in academic life. Self-efficacy is interesting part that can be

observed in the exchange students. It needs to be explored since this factor takes a part in


(Hsieh, Sullivan, & Guerra, 2007), self-efficacy is judgments about


efficacy on their learning, it be one predictor to achieve their academic success.

Zajacova, Lynch, & Espenshade (2005) further explain that academic self

stronger and consistent predictor of the student’s success. Bandura (1977) states that in its

Social Cognitive Model, there are three aspects that influence someone’s self

namely behavior, environment, and cognitive. From the three aspects, cognitive seems to

be the most significant one. Another supporting idea about self-efficacy is propos

2004). They state that self-efficacy give contribution to the

n that is interconnected with future success in career.

mastering English skill, learning writing is interesting activity for


situation and motivation around the individual who learns the new

Ura, 2013) found that majority of Thai students get difficulties in



Suwanarak (2012) found surprising result that many of Master



improvement in various aspects.

issue on low ability of the Thai students in learning English with self

on writing skill, it seems that there is limited reference that provide

aking into consideration the significance of the students’ self

in producing better composition result and few references on foreign exchange students’

efficacy belief mainly in writing skill, this study would like to highlight the Thai

efficacy on their writing competence. Having experienced several

1 (2), October 2016, 83-94

E. ISSN. 2503-3492


x.doi.org/10.21070/jees.v1i2.441


uccessful English teachers, the methods used by the


efficacy is interesting part that can be

since this factor takes a part in


efficacy is judgments about


predictor to achieve their academic success.

further explain that academic self-efficacy is a

states that in its

Social Cognitive Model, there are three aspects that influence someone’s self-efficacy,

cognitive. From the three aspects, cognitive seems to

efficacy is proposed by

efficacy give contribution to the

n that is interconnected with future success in career.

, learning writing is interesting activity for


situation and motivation around the individual who learns the new

found that majority of Thai students get difficulties in



that many of Master



English with self-

provides supporting

aking into consideration the significance of the students’ self-efficacy

exchange students’

efficacy belief mainly in writing skill, this study would like to highlight the Thai

efficacy on their writing competence. Having experienced several


Tertiary Level Exchange Students’ Perspectives on Self

Fika Megawati

semesters in campus life, it is believed that the students have set their beliefs on their

English writing learning. More specifically, the researcher is interested in explo

self-efficacy on writing process stage, namely generating ideas, revising the draft,

feedback, writing collaboration, awareness and control of writing process. It is considered

significant toinvestigate since the result will give reflection for

English lecturers in English Education Study Program to pay attention to Thai students’

need and to develop meaningful writing activity in the class.

2. Methods

Data for the research w

Three foreign exchange students from Thailand majoring

Program at Universitas Muhammadiyah Sidoarjo were involved. They consisted of two

males and one female. They were about twenty years old. From the general result of their

writing, it indicates that they were classified in between intermediate Mid

intermediate Low-level based on ACTFL Guidelines

(Breiner-Sanders, Swender, & Terry, 2002)

accordance with the condition that they were exchange students

Writing course. They had passed Free Writing course and got basic concept of English

writing in the previous semester.

A descriptive research methodology was implemented in this study. The

instruments used were closed

adapted from “Writing Skills Questionnaire

considered suitable for the instruments. All the questions were in the form of “can”

indicating the capability they have in the process of writing. There were three options to

answer the questions, namely Yes, No, and Sometimes. Option Yes indicates that the

students have strong belief they can do the certain writing activity. Option No

they cannot do the given writing activity. The option sometime indicates that the

believe they were not totally confident to do certain step in writing. More specifically, in

one moment, they can do it, but in another time they cannot. To support the data, the result

of their writing also contributed to support the findings. To know the variab

variables, and the total numbers for each, it is explained in table 1.

Tertiary Level Exchange Students’ Perspectives on Self-efficacy: Toward EFL Writing


English writing learning. More specifically, the researcher is interested in explo

efficacy on writing process stage, namely generating ideas, revising the draft,


since the result will give reflection for the teaching process of the


need and to develop meaningful writing activity in the class.

Data for the research were collected during the 2016-2017 academ

exchange students from Thailand majoring in English Education Study

Universitas Muhammadiyah Sidoarjo were involved. They consisted of two


writing, it indicates that they were classified in between intermediate Mid

level based on ACTFL Guidelines-writing revised by Breiner

s, Swender, & Terry, 2002). The subject selection was purposively taken in

accordance with the condition that they were exchange students who took Paragraph


the previous semester.


instruments used were closed-ended questionnaire and interview. The questionnaires were

“Writing Skills Questionnaire” (n.d.). From thirty questions, 26 were



swer the questions, namely Yes, No, and Sometimes. Option Yes indicates that the

students have strong belief they can do the certain writing activity. Option No

they cannot do the given writing activity. The option sometime indicates that the

they were not totally confident to do certain step in writing. More specifically, in


of their writing also contributed to support the findings. To know the variab

variables, and the total numbers for each, it is explained in table 1.

__

85


English writing learning. More specifically, the researcher is interested in exploring their

efficacy on writing process stage, namely generating ideas, revising the draft,


the teaching process of the


2017 academic study year.

English Education Study

Universitas Muhammadiyah Sidoarjo were involved. They consisted of two


writing, it indicates that they were classified in between intermediate Mid-level and

writing revised by Breiner-Sanders,

. The subject selection was purposively taken in

took Paragraph



ended questionnaire and interview. The questionnaires were

From thirty questions, 26 were



swer the questions, namely Yes, No, and Sometimes. Option Yes indicates that the

students have strong belief they can do the certain writing activity. Option No indicates

they cannot do the given writing activity. The option sometime indicates that the students

they were not totally confident to do certain step in writing. More specifically, in


of their writing also contributed to support the findings. To know the variable, sub

__

86

Table 1. Variable, sub variables, question number of questionnaire

Variable

Writing Step

After collecting the questionnaire answers, all the data were coded and then

analyzed through frequency and percentage. In the students’ writing, the focus to analyze

was in terms of five writing elements covering generating ideas, organization, grammar,

vocabulary, and mechanics.

3. Findings and Discussion

Having got the result of the questionnaire, the analysis of the data was summarized

in the following table 2 and chart 1

Table2. The students’ response

NO STUDENT YES

1 Student 1(M) 1

2 Student 2 (A) 7

3 Student 3 (I) 1

MEAN 3

Note :

High self-efficacy : if the subject selects Yes more than 50%

Moderate self-efficacy : if the subject selects Sometime

Low Self-efficacy : if the students selects No more than 50%




Table 1. Variable, sub variables, question number of questionnaire

Sub Variables Question Number

Generating Ideas 1-

Revising 7-16

Feedback 17-

Collaboration 23

Awarness and Control of

Writing Process 24-





and chart 1.

. The students’ responses on their self-efficacy in EFL writing

FREQUENCY PERCENTAGE (%)

YES NO SOMETIME YES NO SOMETIME

5 21 3.7% 18.5%

1 19 26% 3.7%

9 17 3.7% 33.3%

5 19

: if the subject selects Yes more than 50%

if the subject selects Sometime more than 50%

: if the students selects No more than 50%

1 (2), October 2016, 83-94

E. ISSN. 2503-3492



Question Number

-6

16

-22

3

-26





PERCENTAGE (%)

SOMETIME

77.7%

70.3%

63%



Fika Megawati

Chart 1. The students’

Based on the data in table 2

into the moderate level. The more the students selected Yes, the higher the

and vice versa. If the option sometime is selected more that 50%, the self

classified into moderate category.

response in each option. The first and the third students were males and the second one i

female.

The student 1 put his “can” in feedback point. More specifically, he could enjoy

sharing with friends a draft of he has written. For the things he could not solve consisted of

five parts. First, he could not write instantly or without preparatio

some thoughts before writing. In revising area, he could not easily change his mind when

he had made his writing, get his sentence lively, and get rid off mistakes in grammar,

spelling, punctuation, and other important element of writi

hecould not give noncritical feedback in pair assemeesment.

The things that can be confirmed to the interview result is that the student didn’t

have serious problems in learning writing since according to him, during the process of

writing he could ask for help to dictionary, and mini discussion c

solution to produce better composition

0%

10%

20%

30%

40%

50%

60%

70%

80%

student 1


Chart 1. The students’ responses on their self-efficacy in EFL writing

data in table 2 and chart 1, it tells that the students’ self

The more the students selected Yes, the higher the self

If the option sometime is selected more that 50%, the self-efficacy can be

classified into moderate category. The following pasrt is the description of the students’

response in each option. The first and the third students were males and the second one i



five parts. First, he could not write instantly or without preparation. He needed to have



spelling, punctuation, and other important element of writing. in feedback segment,

hecould not give noncritical feedback in pair assemeesment.



writing he could ask for help to dictionary, and mini discussion could

to produce better composition. Different from writing course, in listening activity

student 2 student 3

YES

NO

SOMETIME

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87

in EFL writing

self-efficacy laid

self-efficacy is,

efficacy can be

The following pasrt is the description of the students’

response in each option. The first and the third students were males and the second one is



n. He needed to have



ng. in feedback segment,



be alternative

istening activity

YES

SOMETIME

__

88

he found big problems in interpreting the speaker’s intended meaning due to

background knowledge and exposure.

the point of the audio recorder, he felt that it was

the information two times. First, he tried to translate

continued to transfer it into Bahasa Indonesia

the assignment and took long time tha

In the result of writing task, it is observed that he made mistakes in me

especially in capitalization and spelling. Here is the data when he wrote his paragraph

about himself. Some of the initial letters were written in the small form although it

appeared in the first sentence. In term of content he quite understood by

idea to support his paragraph unity.

Example of student 1 writing

“I graduated from SMA Darussalam Narathiwat.

school, I like history subject.

English Language.”

Student 2 also showed the same level of self

However, the items the subject selected for the option Yes

one, and the number is bigger, seven yes options. It means that there is a slig

number on the students’ writing confidence. The first

believed that she could write or think her way into actually

is on revising segment. In this part the subject selected y

her capabilities that dealt with finding a main point in a mess of your disorganized writing,

giving the sentences lively, and getting rid of most mistakes in grammar, spelling,

punctuation, and so on, and cleaning her

feedback point, the subject believed that she could enjoy sharing with friends a draft she

has written. The part of awareness and control of writing process, the subject believed that

she could make changes in the

and she could vary the way she goes about writing depending on the situation: the topic, the

audience, type of writing, and so on.




he found big problems in interpreting the speaker’s intended meaning due to

background knowledge and exposure. He stated that when the lecturer asked him to catch

the point of the audio recorder, he felt that it was very confusing since he needed to transfer

two times. First, he tried to translate into Thailand language, then

Bahasa Indonesia. It seems that he did two jobs to accomplish

the assignment and took long time than his Indonesian friends.

In the result of writing task, it is observed that he made mistakes in me



appeared in the first sentence. In term of content he quite understood by giving relevamt

idea to support his paragraph unity.

“I graduated from SMA Darussalam Narathiwat. when I was in senior high

school, I like history subject. in kindergarten untill senior high school I studied

also showed the same level of self-efficacy. It was in the moderate stage.

However, the items the subject selected for the option Yes are different from the previous

one, and the number is bigger, seven yes options. It means that there is a slightly increasing

number on the students’ writing confidence. The first part is in the generating idea. She

believed that she could write or think her way into actually changing her mind. The second

is on revising segment. In this part the subject selected yes for three questions.

r capabilities that dealt with finding a main point in a mess of your disorganized writing,


punctuation, and so on, and cleaning her writing up so that it becomes readable. In



she could make changes in the way she goes about writing based on the things she noticed,


audience, type of writing, and so on.

1 (2), October 2016, 83-94

E. ISSN. 2503-3492



he found big problems in interpreting the speaker’s intended meaning due to limited

He stated that when the lecturer asked him to catch

confusing since he needed to transfer

land language, then he

. It seems that he did two jobs to accomplish

In the result of writing task, it is observed that he made mistakes in mechanics



giving relevamt

I was in senior high

senior high school I studied

efficacy. It was in the moderate stage.

different from the previous

htly increasing

is in the generating idea. She

her mind. The second

es for three questions. She believed

r capabilities that dealt with finding a main point in a mess of your disorganized writing,


writing up so that it becomes readable. In



way she goes about writing based on the things she noticed,




Fika Megawati

The interview data involved to support the data are that she co

class. The main learning problem actually laid on pronunciation

semester if she attended the course related to spoken skill, she used to feel confused.

Fortunately, many of her friends helped her to correct. As

English skill, she convinced herself to

semester holiday in Pare, Kediri.

intensively with effective supporting environment

In the result of writing assignment, it is observed that she has minor problems in

mechanics such as spelling, grammar such as subject verb agreement and plural form. For

the other elements, there is no significant mistake.

Example of Student 2 writing

“A beggar has many proble

home. Since he was born, he never

beggar turns to be rich. However he never forget his previous condition.”

The last past is describing the student 3. From the

subject gave strong belief on Feedback that he could enjoy sharing with friends a draft of

what he has written. However, he gave the biggest number of No than the other two

friends. It indicates that he was not confident enough on his writing proficiency in terms of

generating ideas, revising, and feedback. In generating idea part, he felt could not come up

with ideas or insights he had not thought of before. Then, he could not

words quickly and freely on a topic that didn’t much interest him, followed by inability to

write changing ideas from his first thought. In revising part, he could not find a new shape

of his writing which he had previously organized. He a

reasoning or logic and straight them out. To make the sentences lively and perfect from

mistakes, he felt that it could not be done easily. For the last part, he selected that he could

not listen to the reactions of a rea

he thinks the reactions are all incorrect. He also could not give noncritical feedback to

another writer.


involved to support the data are that she could enjoy writing

class. The main learning problem actually laid on pronunciation; therefore,


Fortunately, many of her friends helped her to correct. As an attempt to improve her

convinced herself to spend her time to take English course during the

semester holiday in Pare, Kediri. A month practicing English there, she could learn English

intensively with effective supporting environment.



the other elements, there is no significant mistake.

A beggar has many problem. First, he is poor, doesn’t has money, family, and

home. Since he was born, he never see face of his parent. In another day, the


The last past is describing the student 3. From the questionnaire



ends. It indicates that he was not confident enough on his writing proficiency in terms of


with ideas or insights he had not thought of before. Then, he could not develop lots of



of his writing which he had previously organized. He also could not find problems in his



not listen to the reactions of a reader to his writing and try to see it as others see it, even if


__

89

uld enjoy writing

from the first


an attempt to improve her

spend her time to take English course during the

A month practicing English there, she could learn English



s money, family, and

In another day, the


response, the



ends. It indicates that he was not confident enough on his writing proficiency in terms of


develop lots of



lso could not find problems in his



der to his writing and try to see it as others see it, even if


__

90

In the interview result, the student shared that he found difficulties in learning

English. He felt that his English background knowledge was still limited. He also explained

that when he first come to Indonesia and learned in campus, it seemed that he learned

English in the beginning level with many basic concepts that needed to be rev

times. What he has got was not enough to support his English competence in following the

decided learning objective in campus

discussion activity with his classmate both from Thailand and Ind

The following is the example of student 3 writing and some of his mistakes. It could

be seen that the students still did not know how to relate ideas in making effective writing.

It seems that the unity of sentence was not well

such as the incorrect arrangement of quantity expression. Spelling also becomes his next

attention.

Example of Student 3 writing

“Chickens make the best pets for

By for that chicken includi

to eat chicken’s meat. The chicken meat is delicious.”

The results of the three students showed similarities and differences. The same

thing relates to their language learning experience which was

them mastering the four skills of English including writing. In line with this,

Gleitman & Landau (2009) agrees

experience. Noom-Ura (2013)

needs to be improved including

inputs in the class. If what they transferred is appropriate, it can enhance the students’

competence. On the other hand, if the teachers do not have accurate and adequate

for the learners, it gives bad impacts to the students’ future success in language mastery.

Besides, the position of English not used for daily communication makes them find English

difficult in this country. It is almost the same with Indonesian

people who have to speak English are the one

cooperation with foreign countries, government, International based school, not in all areas.

This probably brings low motivation on the students







English in the beginning level with many basic concepts that needed to be rev

got was not enough to support his English competence in following the

in campus. Consequently, he had to push himself to

discussion activity with his classmate both from Thailand and Indonesia.



It seems that the unity of sentence was not well-ordered. Another problem is grammar


Chickens make the best pets for tau reasons. Chicken is one food for

By for that chicken including the food at the very delicious. Because people like

to eat chicken’s meat. The chicken meat is delicious.”


thing relates to their language learning experience which was not quite satisfying to equip

them mastering the four skills of English including writing. In line with this,

agrees that the success of language learners also depends on their

(2013) stated that the condition of English instruction

including the qualification of the teachers. The teachers give many


competence. On the other hand, if the teachers do not have accurate and adequate



difficult in this country. It is almost the same with Indonesian learners condition. The

people who have to speak English are the ones who work in company under the


This probably brings low motivation on the students to use English more.

1 (2), October 2016, 83-94

E. ISSN. 2503-3492






English in the beginning level with many basic concepts that needed to be reviewed many

got was not enough to support his English competence in following the

push himself to be active in



roblem is grammar


one food for humans all.

Because people like


not quite satisfying to equip

them mastering the four skills of English including writing. In line with this, Landau,

that the success of language learners also depends on their

instruction in Thailand

The teachers give many


competence. On the other hand, if the teachers do not have accurate and adequate sources



learners condition. The

who work in company under the




Fika Megawati

Nevertheless, experience cannot be an excuse to be left behind in this era. Plenty of

online access are available, there is a kind of autonomous learning if the students wants to

improve their English. It happened in the first subject. He trie

progress by watching You Tube video or movie with English subtitle. It is admitted by

previous studies that in English teaching and learning

media to enhance students’ ability

generate ideas in writing, particularly vocabulary items. Additionally,

argues that using You Tube is beneficial to encourage authentic writing in EFL class.

To draw a conclusion, it can be said that

level of self-efficacy, it still can be

The second student has higher self

is higher than the third. If it is connected to the grade of self

connection between the students self

2, she felt confident to several abilities and in her writing result, the mistakes was minor,

While in the third student his higher numbers of No is confirmed in his writing

mistakes found were major. Acco

the better performance the teacher can predict

that self-efficacy is one that is key

To cope with the writing problems, the students often gathered with friends form

both Thailand and Indonesia inside and outside class. This activity gradually helped them

to get accustomed with the new learning style and can accept friend’s feedback sincerely. It

supports the concept of cooperative learning which highlights sharing to solve learning

problems. It is also believed to enhance their active learning

the question belonging to collaboration items, all students agree that it make them easy to

write. The pair or group assignment was interesting to do in the class for them. It is also

justified by Noom-Ura (2013)

approach helps a lot for students with low English proficiency



le, there is a kind of autonomous learning if the students wants to

improve their English. It happened in the first subject. He tried hard to make English


English teaching and learning video movie become

media to enhance students’ ability (Kelsen, 2009; Wood, 1999). It also helps the student

generate ideas in writing, particularly vocabulary items. Additionally, Mayora


, it can be said that although the three students has moderate

it still can be differentiate from the number of the option selection.

has higher self-efficacy than the first, and the first students self

If it is connected to the grade of self-efficacy, it seems there is

between the students self-efficacy and their writing proficiency. In the student


While in the third student his higher numbers of No is confirmed in his writing

major. According to Zajacova et. al., (2005), the higher

teacher can predict. Linnenbrink & Pintrich (2003

fficacy is one that is keys to promoting students' engagement and learning.



ccustomed with the new learning style and can accept friend’s feedback sincerely. It


problems. It is also believed to enhance their active learning (Meyers & Jones,



2013) that joint construction of the text particularly in genre based

approach helps a lot for students with low English proficiency.

__

91


le, there is a kind of autonomous learning if the students wants to

d hard to make English


movie become supporting

It also helps the student

Mayora (2009)


although the three students has moderate

differentiate from the number of the option selection.

students self-efficacy

efficacy, it seems there is

. In the student


While in the third student his higher numbers of No is confirmed in his writing result. The

the higher self-efficacy

2003) mentioned

to promoting students' engagement and learning.



ccustomed with the new learning style and can accept friend’s feedback sincerely. It


(Meyers & Jones, 1993). From



that joint construction of the text particularly in genre based

__

92

4. Conclusions

The results of this study show the

writing class. It got the same result which is on moderate level. It indicated that the

students are not maximal in following the writing course. They need more guidance

regarding the very different educat

conducted by the students to get English exposure need to be maintained so that they have

habit for improvement. Getting familiar with online source, collaborative activity, and

taking additional English course can be alternative to get the best result. For the future

research, it is expected to explore more aspects on the exchange students’ self

since it can help to determine the best treatment for better English learning.

Acknowledgments

The researcher would like to thank the three Thailand exchange students who

kindly gave insightful information related to their English learning, especially in

developing their writing skill. From their information, this study can be completed and

finally the lecturers can consider

treatment.

References

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The results of this study show the picture of the Thailand students’ self



regarding the very different education background and learning situation. The efforts



ourse can be alternative to get the best result. For the future

research, it is expected to explore more aspects on the exchange students’ self

since it can help to determine the best treatment for better English learning.

earcher would like to thank the three Thailand exchange students who

information related to their English learning, especially in

writing skill. From their information, this study can be completed and

consider to decide what to do in the classroom activities with better

efficacy: toward a unifying theory of behavioral change.

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1 (2), October 2016, 83-94

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ion background and learning situation. The efforts



ourse can be alternative to get the best result. For the future

research, it is expected to explore more aspects on the exchange students’ self-efficacy

earcher would like to thank the three Thailand exchange students who

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writing skill. From their information, this study can be completed and

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__

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E. ISSN. 2503-3492



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