The Correlation Between Self-Directed Learning and Students' Academic Writing Skills Undergraduate Program of English Education
DOI:
10.29303/jcar.v5i2.3314Published:
2023-05-25Downloads
Abstract
Success in academic writing cannot be separated from students' level of self-directed learning. Therefore, this study aims to measure the correlation between self-directed learning levels and academic writing. This study used the quantitative method and inferential analysis in Pearson Products Moment SPSS 25 version to identify and clarify the hypothesis and the correlation between self-directed learning level and academic writing. The participants of this study were 25 students 9th semester who had taken the proposal exam at the English Language Education University of Mataram. To collect the data, the researcher used distributed SRSSDL questionnaire and a test. The finding of this study indicates that most students experienced a high level of self-directed learning and academic writing in percentage 32.00 %, followed by 68.00% of moderate one. The correlation between the two variables is statistically significant at the .01 level. Pearson's coefficient value is .801, which shows a very strong correlation between the level of self-directed learning and academic writing. Therefore, the Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted because the significance value is 2 ≥ (more than) a. It means that there is a significant correlation between two variables, that is, self-directed learning level and academic writing
Keywords:
Self-Directed Learning (SDL), University Of Mataram, Academic WritingReferences
Baru, M., Tenggara, W. N., & Mataram, M. U. (2020). Promoting Students‟ Autonomy through Online Learning Media in EFL Class. International Journal of Higher Education, 9(4), 320-331.
Boscolo, P., Arfe, B., & Quarisa, M. (2007). Improving the Quality of Students Academic Writing: Aa Intervetion Study. 32 (4), 419-438.
Brown, H. D. (2004). Language Assessment and Principles and Classroom Practice. San Fransisco, California: Inc. Publisher.
Chamot, A. U. (2004). Issues in Language Learning Strategy Research and Teaching. Electronic Journal of Foreign Language Teaching , I (I), 14-26.
Ching, L. C. (2002). Strategy and Self-Regulation Instruction as Contribution to Improving Students' Cognitive Model in an ESL Program. 21 (3), 89-261.
Creswell, J. (2014). Research design Quantitative,Qualitative, and Mixed Methods Approach 4th ed. . London: SAGE Publication.
Hardianti, Y. (2016). The Level of Self-Directed Learning Radiness of 2013 Academic Year's Student at English Departement. Journal of English Language Teaching , 5 (1).
Knowles, M. (1975). Self-Directed Learning: A Guide for Learners and Teachers. New York, USA: Association Press.
Morris, T. H. (2019). Self-Directed Learning: A Fundamental Competence in a Rapidly Changing World. International Review of Education .
Murray, R. (2011). How to Write Thesis (3ed Edition ed.). Open University Press.
Mustika, H. Y., Udin, U., & Susanti, N. W. (2020). An Analysis of Students' Difficulties in Writing Recount Text: A case Study at The Eleventh Grade Students of MA Putra Al-islahuddiny Kediri Academic Year 2016/2017. Indonesian Journal of Teacher Education , 1 (1), 1-10.
Novianti, N. (2016). English literature teaching: An Indonesian context. Indonesian Journal of Applied Linguistics, 6(1), 42-49.
Oxford, R. (2017). Teaching and Researching Language Learning Strategies.
Ramdani, A., Artayasa, I. P., Sulawanti, E. V., & Yustiqvar, M. (2022, December). Analysis of students' self-regulated learning in terms of gender using blended learning-based laboratory inquiry teaching materials. In AIP Conference Proceedings (Vol. 2600, No. 1, p. 070008). AIP Publishing LLC.
Ramdani, A., Jufri, A. W., Gunawan, G., Fahrurrozi, M., & Yustiqvar, M. (2021). Analysis of Students' Critical Thinking Skills in terms of Gender Using Science Teaching Materials Based on The 5E Learning Cycle Integrated with Local Wisdom. Jurnal Pendidikan IPA Indonesia, 10(2), 187-199.
Rizanti, W. N., & Jufri, A. W. (2023). Peningkatan Pendidikan Karakter Peserta Didik Melalui Bahan Ajar IPA Berbantuan Media Game. Journal of Classroom Action Research, 5(1), 114-120.
Sribagus. (2018). Komleknya Writing Dibandingkan Speaking. Jurnal Ilmiah Profesi Pendidikan , 3 (2), 146-153.
Sukardi, S. (2023). Analisis Kompetensi Kewirausahaan Mahasiswa Menggunakan ServQual: Ke Arah Perbaikan Kualitas Pembelajaran Kewirausahaan. Journal of Classroom Action Research, 5(1), 258-264.
Suliandari, R., Zamzam, A., & Khotimah, K. (2022). EXPLORING THE TEACHERS AND LEARNERS’ PERCEPTIONS. Research and Innovation in Language Learning , 5 (1), 61-78.
Zimmerman, B. J., & Risemberg, R. (1997). Becoming a Self-Regulated Writer: A Socia Cognitive Perspectivel. 22 (1), 73-101.
License
Copyright (c) 2023 Windiana Rizkiani, Ahmad Zamzam, Arafiq, Untung Waluyo
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors who publish with Journal of Classroom Action Research, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Journal of Classroom Action Research.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
