SELF-EFFICACY AND INDONESIAN JUNIOR HIGH SCHOOL STUDENTS’ READING ABILITY IN ONLINE CLASSES

Anne Yustica Pramesti Sumarsono, Concilianus Laos Mbato

Abstract


Self-efficacy in reading is considered to be the cause and result of academic achievement, especially in online learning where students need to learn independently. In this study, the researchers attempted to find out the impacts of self-efficacy on the reading ability of 9th-grade students at SMP 5 Purwokerto during online learning. There were 32 students from class 9A who participated in this study.  The research question was: What is the perceived effect of self-efficacy on the reading ability of 9th-grade students at SMP 5 Purwokerto? The researchers used the qualitative method with two research instruments. The results reveal that 9th-grade students have a high level of self-efficacy, can find solutions to every problem, and read a lot of new things from the internet, newspapers, novels, or magazines. Online classes, therefore, bring students’ independence to find solutions from the problems. This study contributes to learning English on reading skills during online school.

 


Save to Mendeley


Keywords


self-efficacy; reading ability; junior high school; online learning

Full Text:

PDF

References


Ahmadian, M., & Pasand, P. G. (2017). EFL learners’ use of online metacognitive reading strategies and its relation to their self-efficacy in reading. The reading matrix: an international online journal, 17(2), 117-132.

Ali, A. M., & Yusof, H. (2011). Quality in qualitative studies: The case of validity, reliability and generalizability. Issues in Social and Environmental Accounting, 5(1), 25-64.

Anderson, N. J. (2006). Crossing borders through reading. In Selected papers from the fifth International Symposium on English Teaching. Taipei, Crane.

Anwar, A. K. (2020). The Effect of Collaborative Strategic Reading Toward Students Reading Skill. Anglophile Journal, 1(1), 21-28.

Bandura, A. (1997). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.

Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of social and clinical psychology, 4(3), 359-373.

Chall, J. S. (1989). Learning to Read: The Great Debate 20 Years Later--A Response to ”Debunking the Great Phonics Myth”. Phi Delta Kappan, 70(7), 521-38.

Chapman, J. W., & Turner, W. E. (1995). Development of young children’s reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87, 154–167.

Grabe, W. (1991). Current development in second language reading research. TESOL Quarterly, 25(2), 375-406.

Grabe, W., & Stoller, F. L. (2011), Teaching and Researching Reading, 2nd ed., Pearson Education, Harlow.

Guthrie, J. T., & Coddington, C. S. (2009). Reading motivation. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 503–525). New York, NY: Routledge.

Haikal, H. (2018). Interactive Metadiscourse and Interactional Metadiscourse Categories of Students’ International Program School-Based on Gender. IJEE (Indonesian Journal of English Education), 5(1), 81-91.

IRA/NCTE Joint Task Force on Assessment, International Reading Association, & National Council of Teachers of English. (2009). Standards for the assessment of reading and writing. International Reading Assoc.

Konza, D. (2006). Teaching Children with Reading Difficulties (2nd ed.). Cengage Learning Australia.

Maddux, J. E. (1999). Expectancies and the social cognitive perspective: Basic principles, processes, and variables. In I. Kirsch (Ed.), How expectancies shape experience (pp. 17–40). Washington, DC: American Psychological Association.

Maddux, J. E. (2002). The power of believing you can. Handbook of positive psychology, 277-287.

Nourdad, N., Masoudi, S., & Rahimali, P. (2018). The effect of higher-order thinking skill instruction on EFL reading ability. International Journal of Applied Linguistics and English Literature, 7(3), 231-237.

Parahita, S. W. (2017). The Implementation of Sq5r Technique in Improving the Students' reading Ability at SMPN 8 Malang (Doctoral dissertation, University of Muhammadiyah Malang).

Raymond, C. J. (2006). Strategies for Teaching Reading Comprehension. http://www.readingquest.org/strat/graphic.html.

Sanders, M. (2001). Understanding Dyslexia and Reading Process: A Guide for Educators and Parents. Needham Heights ‘MA: Allyn and Bacon.

Schöber, C., Schütte, K., Köller, O., McElvany, N., & Gebauer, M. M. (2018). Reciprocal effects between self-efficacy and achievement in mathematics and reading. Learning and Individual Differences, 63, 1-11.

Steele, J. P., Robertson, S. N., & Mandernach, B. J. (2018). Beyond Content: The Value of Instructor-Student Connections in the Online Classroom. Journal of the Scholarship of Teaching and Learning, 18(4), 130-150.

Suhono, S. (2016). Surface strategy taxonomy on the EFL student’s composition: A study of error analysis. Jurnal Iqra': Kajian Ilmu Pendidikan, 1(2), 1-30.

Suhono, S., & Sari, Y. A. (2017). Babbling stage construction of children’s language acquisition in rural area Lampung. Jurnal Smart, 3(2), 152-164.

Unrau, N. J., Rueda, R., Son, E., Polanin, J. R., Lundeen, R. J., & Muraszewski, A. K. (2018). Can reading self-efficacy be modified? A meta-analysis of the impact of interventions on reading self-efficacy. Review of Educational Research, 88(2), 167-204.




DOI: https://doi.org/10.33508/mgs.v50i1.3347