T ING 1103236 Chapter5
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 concerning the lecturer’s perceived TWSE,
this study found that from the ten aspects of TWSE, the lecturer perceived her selfefficacy 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 selfefficacy 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 preservice 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.
.
Nia Kurniawati, 2014
Perceived self efficacy vs actual teaching performance : A case in teaching writing
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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 concerning the lecturer’s perceived TWSE,
this study found that from the ten aspects of TWSE, the lecturer perceived her selfefficacy 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 selfefficacy 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 preservice 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.
.
Nia Kurniawati, 2014
Perceived self efficacy vs actual teaching performance : A case in teaching writing
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu