THE EFFECTIVENESS OF THE CALLA AND ICARE ON STUDENTS’ RECOUNT TEXT WRITING SKILL FOR DIFFERENT SELF-EFFICACY LEVELS AT THE ELEVENTH GRADE OF SMK DARUL AMANAH SUKOREJO

HARIS, MUHAMMAD MUFTI (2024) THE EFFECTIVENESS OF THE CALLA AND ICARE ON STUDENTS’ RECOUNT TEXT WRITING SKILL FOR DIFFERENT SELF-EFFICACY LEVELS AT THE ELEVENTH GRADE OF SMK DARUL AMANAH SUKOREJO. Other thesis, IAIN SALATIGA.

	Text THESIS_MUHAMMAD MUFTI HARIS_12050220006_PASCA TBI.pdf Download (7MB)
	Text THESIS_MUHAMMAD MUFTI HARIS_12050220006_PASCA TBI.pdf Download (7MB)
	Text THESIS_MUHAMMAD MUFTI HARIS_12050220006_PASCA TBI.pdf Download (7MB)
	Text THESIS_MUHAMMAD MUFTI HARIS_12050220006_PASCA TBI.pdf Download (7MB)
	Text THESIS_MUHAMMAD MUFTI HARIS_12050220006_PASCA TBI.pdf Download (7MB)

Abstract

Mastering English requires proficiency in four essential skills: listening, speaking, reading, and writing. Writing is a challenging skill. Many faults occur in writing, including grammar, organization, content, and writing mechanism. This study focuses on the use of the CALLA (Cognitive Academic Language Learning Approach) and ICARE (Introduction, Connection, Application, Reflection, and Extension) learning model mentioned in several studies that affect learning, as well as the relationship of self-efficacy to students' writing ability, especially in recount text. Meanwhile, the self-efficacy is divided into three levels, namely High, Medium, and Low. From the three things above, there has been no research related to this. The purpose of this study is to prove the effectiveness of the CALLA and ICARE learning models on students' writing ability through self-efficacy. This study uses a quantitative method with a quasi-experimental factorial design. The data collection was taken from pre-test, post-test and self-efficacy questionnaires. The respondents of this study were 41 pupils. Path analysis was used to test five hypotheses. From the data generated, CALLA and ICARE have been proven to be effective for students' writing skills. Meanwhile, the influence of both on students' writing ability through self-efficacy has a great influence indirectly. This study provides an overview to teachers that there are still other factors that can affect students' writing ability besides self-efficacy that should be researched.

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