The correlation between different interventions in writing strategy and self-confidence in constructing argumentative essays at higher education level / Sabarun ... [et al.]

This investigation evaluated the correlation between different writing strategies and interventions in argumentative essays, with self-confidence (the so-called SC) as a continuous covariate. The investigation used a quasi-experimental design. Sixty English Foreign Language (EFL) students from Institut Agama Islam Negeri Palangka Raya, Indonesia were the subjects of the study. During the intervention, class A, the first experiment class, was taught with digital graphic organizers (DGOs); class B, the second experiment class, with paper-based graphic organizers (PGOs); and class C, the control group, with non-graphic organizers (NGOs). The data came from a SC questionnaire and a writing test. A one-way ANCOVA was applied to work with data. The result evidenced that: (a) the significant differences occurred in writing accuracy because of self-confidence, F= (1.56) 8.34, p= 0.01, eta= 0.35; (b) the significant differences occurred in writing accuracy because of different interventions, F (2, 56) = 14.82, p= 0.00, eta= 0.13; and (c) there were significant differences between learners' SC and the different interventions in writing strategy F (3, 56) = 99.90, p= 0.00, eta= 0.84). In summary, there was a high correlation between SC and different interventions in writing strategy on learners' writing accuracy. This implies that teaching intervention and SC both have an impact on writing ability. In this case, SC is crucial in increasing students' desire to write, Therefore, it was suggested that L2 learners be made aware of the significance of graphic organizers (GOs) and self-confidence.