THE CORRELATION BETWEEN ACADEMIC SELF-EFFICACY, MICRO-WRITING BLOG ENGAGEMENT AND STUDENTS’ BLOG WRITING ACHIEVEMENT AT THE ENGLISH EDUCATION PROGRAM OF UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG

NAILA BAITA FAKHRIYA HIDANA, 1860203221053 and DWI ASTUTI WAHYU NURHAYATI, 197602222009012003 (2026) THE CORRELATION BETWEEN ACADEMIC SELF-EFFICACY, MICRO-WRITING BLOG ENGAGEMENT AND STUDENTS’ BLOG WRITING ACHIEVEMENT AT THE ENGLISH EDUCATION PROGRAM OF UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG. [ Skripsi ]

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Abstract

Writing achievement was an important aspect in the context of English language learning, especially with regard to developing the skills of expressing thoughts in writing. Academic Self-Efficacy and involvement in digital technologies like micro-writing blogs were considered important factors that might influence students’ writing development. The impact of the two factors on the students’ writing achievement was still required further investigation. This study aimed to analyze the correlation between Academic Self-Efficacy, micro-writing blog engagement, and students’ blog writing achievement. The research used a quantitative correlational design and involved 65 4th semester students of UIN Sayyid Ali Rahmatullah Tulungagung, selected through purposive sampling from a population of 159 students. Data were collected through a Likert-scale questionnaire and students writing scores. The analysis used the Spearman’s Rho correlation with SPSS 25, and the instruments had passed validity and reliability testing. This study was grounded in Bandura and Artino’s theory of Academic Self-Efficacy and Fredricks, Blumenfeld, and Paris’ theory of student engagement. The findings showed there is no significant positive correlation between Academic Self-Efficacy and students’ blog writing achievement (r = 0.072) and between micro-writing blog engagement and students’ blog writing achievement (r = 0.071). Both correlation coefficients indicated a very low relationship. A high positive and statistically significant correlation was found between Academic Self-Efficacy and micro-writing blog engagement (r = 0.726). The results indicated that Academic Self-Efficacy was positively associated with engagement in micro-writing blog activities. However, both Academic Self-Efficacy and engagement were not significantly correlated with students’ blog writing achievement. The study concluded that Academic Self-Efficacy and engagement in micro-writing blog activities did not have a direct positive relationship with students’ writing achievement, despite the strong relationship between the two predictor variables. This study was limited by the sample size and its focus on a single context. It was also constrained by the homogeneity of students’ writing scores, as most scores were relatively similar and showed limited variation, which might have affected the generalizability of the findings. Teachers were recommended to not only foster students’ confidence and engagement but also apply effective writing strategies and provide structured writing practice. Students were encouraged to practice writing consistently, while future researchers were suggested to explore additional variables that could better explain students’ writing achievement.

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