The Influence of Feminism Literature Reading Habits on the Writing Confidence of Indonesian Language and Literature Education Students
DOI:
https://doi.org/10.59188/jurnalsosains.v6i3.32759Keywords:
feminist literature, writing self-confidence, reading habit, self-efficacy, language education)Abstract
Feminist literature foregrounds women’s experiences, voices, and resistance to patriarchal structures, yet its relationship with students’ confidence in expressing their own ideas through writing is rarely examined in Indonesian language and literature education. This study aims to identify the pattern of relationship between feminist-literature reading habits and writing self-confidence among Indonesian Language and Literature Education students. A descriptive-correlational design was employed with eight purposively selected students who had been exposed to feminist literary texts through literature courses. Data were collected using an instrument comprising four categories of feminist-literature reading habits rarely, sometimes, often, and routinely and a self-rated writing-confidence scale ranging from 1 to 5. The data were analyzed descriptively by comparing reading-habit categories with confidence scores without inferential statistical testing. The results reveal a consistent ascending pattern: students who rarely read feminist literature scored 2, those who sometimes read scored 3, those who often read scored 4, and routine readers scored 5, with no deviation from this pattern. These findings indicate a positive relationship between feminist-literature reading habits and writing self-confidence, consistent with self-efficacy theory. This implies that feminist texts may be considered not only as objects of literary analysis but also as models of authorial voice in literature-based writing instruction.
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