Data Validation PERCEIVED SELF-EFFICACY VS ACTUAL PERFORMANCE: A CASE IN TEACHING WRITING.

Nia Kurniawati, 2014 Perceived self efficacy vs actual teaching performance : A case in teaching writing Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Nia Kurniawati, 2014 Perceived self efficacy vs actual teaching performance : A case in teaching writing Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter discusses three sections namely conclusions, and suggestions for further research. The sections summarize up the information, the research findings, and arguments from the discussion of the previous chapters.

5.1. Conclusions

After discussing the findings from the data gained from the questionnaires, the classroom observations, and the interviews, and documents analysis, the researcher draws the following conclusion. Regarding the first research question c oncerning the lecturer’s perceived TWSE, this study found that from the ten aspects of TWSE, the lecturer perceived her self- efficacy in teaching writing in three different ways. In general, the respondent claimed herself to be a self-efficacious writing lecturer. Her level of teaching writing self- efficacy was varied from very high to low depending on her mastery to the content knowledge in writing. The source of the lecturer’s TWSE mainly came from her mastery experience Bandura, 1997, and external factors which came mainly from her students’ condition. Meanwhile, for the second research question, it was revealed that her actual teaching writing performance somehow different from her perceived TWSE. What he mentioned in the questionnaire and interviews was not carried out in her real teaching writing performance. As from the teaching product perspective, it was found out that there was a slight improvement on the students writing, the average score of the second writing assignment was improving around 12.88 . However, in general the students microskills on writing was still poor. Many students still made mistakes, especially on grammar in which the lecturer’s admitted to have no self-efficacy in dealing with it, and on punctuation and capitalization to which the lecturer actually admitted to have high self-efficacy. This fact answers the third question directly that there are some Nia Kurniawati, 2014 Perceived self efficacy vs actual teaching performance : A case in teaching writing Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu discrepancies of the respondent’s perceived TWSE in her actual teaching writing performance. The last issue of the factors that might cause the discrepancy between the respondent’s perceived TWSE and her actual teaching writing performance is also answered. The internal factor comes from the respondent herself. Mostly, the respondents did not meet the requirements to conduct good teaching. Ingeneral, her teaching performance was not really satisfying. First, because the lecturer rarely gave real example of material she explained in the classroom. Secondly, the lecturer transformed the writing class into a speaking class, where the students were more frequently required to speak rather than to write. Considering the findings above, it can be concluded that the lecturer failed to recognized her actual TWSE. There were many discrepancies occurred in her actual teaching performance compared to her perceived TWSE and those might occur because of several reasons. First, the respondent had limited reading proficiency to understand the items in the questionnaire which were written in English. Second, the respondent might be confused with the terminologies used in the instruments, even actually those were common terminologies in teaching writing. Last reason, the respondent had no ability to recognize her own strength and weaknesses as a writing lecturer. The external factor come from the respondent’s environment started from her educational and working environment, until the students’ condition. The failure of the respondent to recognize her level of TWSE might happen because all these time language teachers were not equipped with sufficient content knowledge as well as pedagogical knowledge that contributes to the teaching self-efficacy. Realizing the importance of TWSE for a writing teacher, the pre-service teacher training institutions should seriously take part in preparing the pre-service teachers to have good writing skill and also teaching writing skill. However, the resposibility is not only for the pre- service teacher training institution. The writing teachers themselves should have the willingness to improve themselves and it can be assisted by the institution where they work by providing or sending them to any writing and teaching writing professional development session, shortcourse, seminar or workshop regularly. Nia Kurniawati, 2014 Perceived self efficacy vs actual teaching performance : A case in teaching writing Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu In conducting this study, there were some limitations of the study. The first one was the number of participants. This study only involved an English lecturer and her students. If this study involved more participants, the data gained would be richer. The second one was limited time in collecting the data. If this study were conducted in a longer time, the data would be more detail.

5.3 Suggestions

Based on the findings and the limitations of the study, the researcher offers thefollowing suggestionsns for further research related to the main issue. The first, as discussed in the previous section, a research particularly incollecting data of classroom observations and interviews with sufficient time might contribute on more significant findings regarding the primaryissue. A further study related to the English lecturer’s TWSE in its application in teaching-learning activities in a longer timeand more participants might present more significant findings on theprimary issue. The second, concerning the instrument especially the questionnaire, it is better to be written in the respondent first language. It is to avoid the possibility that the respondents failed to understand the item because of their limited proficiency in English. The specific terminologies involved in the instruments also should be carefully chosen to prevent misunderstanding among the respondents, or else the data gained would be unsatisfactory. The third, regarding to the English lecturers’s TWSE, it isa must for the English lecturer toequip themselves with all of the four language skills equally well, not only with the skills they feel comfort to teach.Itwas also recommend that the English lecturers follow prefessional development sessions to improve her knowledge, skill and ability in writing, and to develop her self-efficacy in teaching writing. .