Experiential Learning (El): An Effective Teaching Method To Construct Students’ Writing Skill Viewed From Self-Efficacy
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 seniorhigh
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 thestudents
to achieve significantly a greater writing skill than those using Direct
Instruction and the high selfefficacious 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.
Author: Ani Meitikasari
Journal Code: jppendidikangg160048
