1 CHAPTER I INTRODUCTION
In regard to the report of this present study, the researcher is going to expose firstly the introduction section in this chapter. This chapter covers some points namely, background of study, statement of the problem, purpose of the study, scope and limitation, and definition of key terms. Each section is presented as below:
1.1 Background of Study
English is one of important international languages to learn because many people use this language in their communication. To prove that statement, Crystal (2003, p.5-68) states that English has been used to communicate by approximately 329 million people as the first language (L1), 430 million people as the second language (L2) and more than 100 countries learn English in total as the foreign language. In short, communicate in English is the effective way to connect with everyone in the world.
In Indonesia, English is one of foreign languages that students have to learn it since junior high school till university level. It is expected that Indonesian people will be able to use English in their daily communication (Anwar et.al, 2013). Then, Indonesians are required to master English for daily communication with foreigners in this globalization era.
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and English grammar (Rojas, 2012). In fact, Indonesian students are expected to master four language skills in learning English which includes of listening, reading, speaking, and writing in order to use English communicatively.
From those language skills, writing is generally considered as the most difficult skill (Javed et al., 2013). So that, writing is language skill that learners need to pay attention more than other skills. In writing, the learner usually finds difficult to express the idea in their mind and organizing them into sentences (Akil, 2013). It means, they should choose suitable words to be arranged into sentences and determine into right verb. That process is generally difficult for Indonesian that learns English as foreign language then they must give much effort to make a good writing.
The ability to write a good writing is particularly important for the students in academic lives. It is indicated that there are a lot of academic writing such as journal article and essay that are written in English. One of academic writing which is taught in university is essay. Essay writing is important skill for students at university, but most of them often lacks to write an essay (Yates, 2008, p.1). The structure of essay that is different from other text might be caused difficulties. It was proved by fact that there are limited numbers of the students who have high score in writing essay. So that, the difficulties to create good essay writing becomes biggest challenge for university students.
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study of students’ belief (Liao & Chiang, 2004). Then, the students’ belief of writing essay might be used by the teachers who want to consider it in order to improving their academic performance.
The concept that teachers may use to recognize the students’ belief is through their self-efficacy belief. Zimmerman (2000, p.82) states that self-efficacy belief of the students is highly effective role because it emphasizes to motivate the students in academic performance. It means, if the students have high level of self-efficacy, they will also have higher motivation in learning.
Zimmerman (2000, p.87) states that self-efficacy belief can motivate students to use learning strategies. It means, self-efficacy belief of the students relates to their strategy use. So, the relationship between both of them is interesting to investigate.
The researcher tries to investigate it in English Department of University of Muhammadiyah Malang (UMM). Based on the experience when the researcher was in 5th semester, there were many students who believed that they find difficulties to create a good essay. The difficulties may be hypothesized from the self-efficacy belief as Zimmerman’s idea.
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1.2 Statement of the Problem
Following the background of study, the researcher formulates one research question from the problem exposed in order to shape the focus of this present study. The research question is:
What is the relationship between students’ efficacy belief and self-regulation learning strategy used on writing English essay?
1.3. Purpose of the Study
In line with the formulated research questions, one purpose of the study is becoming the target of the present study. The purpose of the study is:
To determine if there exists on any significance relationship between students’ self-efficacy belief and self-regulation learning strategy used on writing English essay.
1.4 Hypothesis
The following hypotheses are formulated and test at 0.05 level of
significance. Those hypotheses are:
H0 = There is no significant relationship between students’ self-efficacy belief and self-regulation learning strategy used on writing English essay.
H1= There is significant relationship between students’ self-efficacy belief and self-regulation learning strategy used on writing English essay.
1.4 Significance of the Study
The researcher has divided the significance of the study into two types, those are theoretically and practically. The results of the study are expected can give some advantages for several people who are related to this study.
1. Theoretically
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results show that students who have high self-efficacy beliefs are more aware of the writing strategies, the next step might be to find ways to help the students to increase their self-efficacy beliefs to have better participation in the process of language learning. It is also to become more motivated in the process of learning. 2. Practically
The result of the study is expected to give much information about students’ self-efficacy belief in their writing, especially in writing essay. So that, the finding of this studies useful for English teachers to choose insufficient and inappropriate strategy use, which would affect the students.
1.5 Scope and Limitation
In this study, the researcher will focus on relationship between students’ self-efficacy belief of difficulty and learning strategy found in the academic writing, especially English essay by students of English Department at University of Muhammadiyah Malang. Those students are local student who are learning English material and they have completed the writing 3 class. Moreover, the strategy uses in this study is self- regulation learning strategy.
1.6 Definition of Terms
To avoid misunderstanding the researcher would like to give some definitions of key terms that have correlated in this study. The researcher hopes these definitions will help the readers to understand this real study. This definition suits with statement of problem.
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susceptibility to instruction and other social-cultural influences (Zimmerman, 2000, p.82)
Strategy : Strategy is specific methods of approaching a problem of task methods of operation for achieving particular end, planned, designs for controlling and manipulating certain information (Brown, 2000, p.113)
Self-regulation learning : Self-regulation learning refers to self-belief that enable learners to transform their mental abilities, such as verbal aptitude, into an academic performance skill, such as writing (Zimmerman, 2008, p.166)
SELF-EFFICACY BELIEF AND SELF-REGULATION
LEARNING STRATEGY ON WRITING ENGLISH
BY UNDERGRADUATE STUDENTS
THESIS
By:
Nur Octavi Mandasari 201110100311080
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
SELF-EFFICACY BELIEF AND SELF-REGULATION
LEARNING STRATEGY ON WRITING ENGLISH
BY UNDERGRADUATE STUDENTS
THESIS
This thesis is submitted to meet one of the requirements to archive Sarjana Degree in English Education
By:
Nur Octavi Mandasari 201110100311080
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
This thesis was written by Nur Octavi Mandasari and was approved on
November, 11th, 2015
by:
Advisor II,
Rina W. Setyaningrum, M.Ed
Advisor I,
ACKNOWLEDGEMENTS
All praises be to Allah SWT, the real researcher’s guide, who amazingly
and mysteriously guides her in the process of making this paper. Place and
solution are upon the greatest Prophet Muhammad SAW who set us to right way.
A big number of people contributed in this thesis, and I would like to
express my sincere thanks and appreciation to them all. Particularly, I would like
to express my gratitude to Bayu H. Wicaksono, M.Ed., Ph.D as the first advisor,
whose expertise, understanding, and patience, added considerably to my
experience. I appreciate his vast knowledge and skill in many areas and the
support in every step.
My deepest gratitude is also addressed to Rina W. Setyaningrum, M.Ed as
the second advisor who always patient in correcting the sentences and the
grammar. I should not forget for the advice, suggestion and time, with the
comments and encouragements, the content of this thesis have improved.
My gratitude is also extended to all my lectures of English Department of
University of Muhammadiyah Malang and all the staff office that has transferred
much knowledge to me, for guidance, instruction and help during my study in this
university.
My great gratitude is devoted to my beloved parents, Ikwan and Endang
Susilowati, and also my brothers, Arya and Dicky who always gives me prayer,
support, attention, guidance and encouragement suggestion and motivation,
Least but not less, to all my lovely friends Shelfi, Nova, Fifi and Ika,
moments, tease, smile, support, sadness, happiness, and everything that you have
done to me. You all are my best friends.
The researcher really hopes that this study will give contributions to the
educational world, especially for the English development of knowledge in the
future. The researcher also hopes that this study can be able to encourage the
reader to conduct future studies about learning English. Finally the researcher
hopes correction, suggestion and critics from the reader.
Malang, November 2015
The researcher,
TABLE OF CONTENTS
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 The Understanding of Belief ... 7
2.5 Self-Regulation Learning Strategy ... 15
2.8 Related Studies ... 21
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings ... 30 Appendix I: Questionnaires of Self-Efficacy and Self-Regulation Learning Strategy on Writing Essay ... 45
Appendix II : Table Score of Questionnaires Items of Self-Efficacy Belief and Self-Regulation Learning Strategy on Writing English Essay of 7th Semester Students ... 47
Appendix III : Table Score of Questionnaires Items of Self-Efficacy Belief and Self-Regulation Learning Strategy on Writing English Essay of 9th Semester Students ... 49
Appendix IV: Table Mean of Self-Efficacy Belief and Self-Regulation Learning Strategy on Writing Essay of 7th Semester Students ... 51
Appendix VI : Table Students’ Self-Efficacy of Their Capabilities in Writing
English from Different Perspective of 7th and 9th Semester
Students ... 53 Appendix VII : Table Process of Self-Regulation Learning Strategy on Writing
Essay of 7th and 9th Semester Students ... 55
Appendix VIII: Finding of Independent T-Test between 7th and 9th
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