A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree of
Sarjana Pendidikan
Athina Rokhmah Arsyaf
20120540009
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
i A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree of
Sarjana Pendidikan
Athina Rokhmah Arsyaf
20120540009
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
ii
English Education Department We hereby approve the Skripsi of
Athina Rokhmah Arsyaf 20120540009
Candidate for the degree of Sarjana Pendidikan
December, 21st 2016 Indah Puspawati, MA. The Skripsi Supervisor
December, 21st 2016 Andi Wirantaka, S.Pd., M.Hum. The Examiner I
December, 21st 2016 Sri Sudarsi,SS., M.InT The Examiner II
Accepted Yogyakarta, December, 21st 2016
Gendroyono, S.Pd., M.Pd
iii I am a student with the following identity:
Name : Athina Rokhmah Arsyaf
NIM : 20120540009
Program Study : English Education Department
Faculty : Faculty of Language Education
University : Universitas Muhammadiyah Yogyakarta
Certify that the skripsi entitled “The Influencing Factors for Pendidikan Bahasa Inggris Universitas Muhammadiyah Yogyakarta (PBI UMY) Students to Finish Skripsi Writing” is definitely my own work. I am completely responsible for the content of this skripsi. Others’ opinion or findings included in this skripsi are quoted in accordance with ethical standard.
Yogyakarta, 21 December 2016
The researcher,
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always blesses me a mercy, strength, health, and chance to finish my study by finishing this skripsi.
I dedicate this skripsi to my beloved Arsyaf’s family, especially for Papah and Mamah who always love and encourage me so that I can finish my study, I love you, thank you for your love. My brothers and my sisters as the member of Arsyaf’s family, thank you for your understanding, for having me as yours ‘freaky
siblings’. Thank you for my beloved Papah, Mamah, Mas Amin, Mba Shinta,
Mba Nisa, Abdillah, Riri, and Shanum, you guys are my medicine. Thank you, for letting me be the one that I want, I love you, let us being together in this world and the hereafter on paradise.
A special gratitude is also for my great supervisor, Ms. Indah Puspawati, MA, who always gives me a great feedback for this skripsi and guides me with a great patient to let me try finishing my skripsi writing. Thank you very much, Mam. I also thanks to my examiner Mr. Andi Wirantaka, SPd,. M.Hum. and Ms. Sri Sudarsi, SS, M.InT. thanks for all your valuable suggestion and great
feedback toward my research. I also place my big thanks for all the lecturers of PBI UMY, for letting me learn various things from 2012 until now.
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Sincerely, I also thank to my dearest friends who let me growing up by understanding the friendship building from various conditions of me (the saddest moments until the happiest moments). Thank you very much dear, Gita Rosita, Intan Shabrina , Dian Nabila Balqis, Dede Rahayu Pratiwi, Evita Menur Fauziah, , Fitria Rahmah, Amanata Shofa, Hidayatul Fitri, Agnes Yuliani, Putri Dian
Lestari, Sholeha, Nisfi Diah Kumala, Rahajeng Yusti Rismaya. Also for Abdullah Fidad Ailatat, Irfan Maulana, Rini Ardiani and Irma for your great sharing during and helping during the skripsi moment. Specially thanks I placed for my best friends Anna Wuryani and Religia Eka Cahya. The last but not least, for Ayu Mulianti, thank you for your Go-Jek time. Thank you for giving me great moments to remember all of you.
I also do not forget to thank for the beloved PBI UMY students, especially PBI UMY Class A students, my friends of UNIRES, my friends of EDSA, my friends of Liqo, my friends of PKM, my friends of KKN, my friends of Melati 2, my big family of Kos Hardjo Suwitan and for all people that I ever met, thanks for your sharing and your caring, see you on top, guys. Also, I show my respect for my Berrybeanbag family that has colored my life. Specially thanks for Mr. Muhammad Ruslan who patiently waits me to finish my study.
Yogyakarta, 21 December 2016
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Statement of Work’s Originality ... iii
Acknowledgement ... iv
Table of Contents ... vi
List of Figure ... viii
List of Appendices ... ix
Abstract ... x
Chapter One ... 1
Introduction ... 1
Research Background ... 1
Problem Identification and Limitation ... 5
Research Questions ... 6
Research Objectives ... 6
Research Significance ... 6
Chapter Two ... 8
Literature Review ... 8
Definition of Skripsi ... 8
The Rules of Skripsi at PBI UMY ... 9
Writing Academic Text Using Second Language or Foreign Languange ... 12
Influencing factors in Skripsi Writing ... 12
Supporting Factors ... 13
Inhibitting Factors ... 16
Review of Previous Study ... 18
Conceptual Framework... 21
Chapter Three ... 24
Methodology... 24
Research Design ... 24
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Findings and Discussion ... 30
The Supporting Psychological Factors to Finish Skripsi Writing ... 30
The Supporting Socio-Cultural Factors to Finish Skripsi Writing ... 35
The Supporting Lingustic Factors to Finish Skripsi Writing ... 38
The Inhibitting Psychological Factors to Finish Skripsi Writing ... 39
The Inhibitting Socio-Cultural l Factors to Finish Skripsi Writing... 43
The Inhibitting Lingustic Factors to Finish Skripsi Writing ... 47
Chapter Five ... 50
Conclusion and Recommendation ... 50
Conclusion ... 50
Recommendation ... 52
References ... 54
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Appendix 2. Interview Transcript & Coding Participant 1 ... 62
Appendix 3. Interview Transcript & Coding Participant 2 ... 66
Appendix 4. Interview Transcript & Coding Participant 3 ... 69
Appendix 5. Interview Transcript & Coding Participant 4 ... 73
Appendix 6. Interview Transcript & Coding Participant 5 ... 76
Appendix 7. Interview Transcript & Coding Participant 6 ... 80
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university students in undergraduate degree should do as one of the requirements to complete undergraduate degree. The existence of skripsi as the undergraduate degree requirement is established not only by the government regulation but also the university policy. This research investigated deeper about the influencing factors (the supporting and the inhibiting factors) faced by the students to finish skripsi writing. The methodology of this research used descriptive qualitative. Six undergraduate students who experienced and successfully finished their skripsi were interviewed to collect the data. This research examined the influencing factors according to psychological (students habits), socio-cultural (problems with supervisor and academic culture), and linguistic (grammar problem).
The result showed that, the supporting factors for PBI UMY students to finish skripsi writing were identified as the psychological factors (setting a target, timeline-based working, good self-management, activeness, good relationship with the supervisor, family and friends), the socio-cultural factors (positive relationship with the supervisor, and the support from family and friends), and linguistic factors (high level of grammar mastery).
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Chapter One Introduction
In this chapter, the researcher explains about the research background, problem identification and limitation, and research question of the influencing factors to finish skrpsi writing. The researcher also includes more detail about research objectives and research significances.
Research Background
Skripsi is an undergraduated thesis. Skripsi should be scientific, systematic, and suitable with the major and academic culture finished by the students who wants to achieve undergraduate degree (Permendikbud, 2014). Refers to University regulation, skripsi has a value of 6 credits. It means that skripsi has the highest complex difficulty level among the other subjects. Furthermore, Wiyatmo, Mundilarto, Suharyanto, and Widodo (2010) stated that skripsi is students’ masterpiece which applies all students’ scientific knowledge in a very long process based on students’ research result as one of the requirement to
achieve undergraduate degree.
At the regulation No. 49 Year 2014 of Cultural and Eductional Ministerial Regulation of RI about Indonesian Educational Standard there are three highlight points from minister’ regulations that are stating skripsi. First, undergraduate degree (sarjana) should include a research activity as one of the subjects. Second, it was mentioned that skripsi is a collaborative research activity between a student and a lecturer. And the last, the detail regulation of skripsi will be decided by the university regulation.
In addition, the academic policy at University Muhammadiyah Yogyakarta (UMY) as mentioned in the official website states that one of the requirements of graduation is that the students should finish skripsi. Pendidikan Bahasa Inggris (PBI), which is also called English Education Department (EED), one of
departments at UMY under Language Education Faculty, followed the university policy about skripsi as one of subject for every study program which has the biggest credit value of 6 credits.
The data that the researcher got from PBI UMY staff about graduated students shows that there are 98 PBI UMY students who have finished writing skripsi. The students are 44 students from batch 2010 and the rest of 54 students from batch 2011. The student with the shortest time of skripsi writing finished skripsi only in 181 days or 6 months. On the contrary, the students with the longest time of skripsi writing finished skripsi in 825 days or 27 months.
with academic writing standard, students’ budgeting problem, students’ super
crowded time management, and difficulties to collaborate with students’ advisor.
These problems sometimes make the progress of students’ skripsi writing process need extra time.
According to Baskoro, Ervina, and Rahmawati (2014) as cited in Purnamasari (2014) “the common difficulty in skripsi writing process is
difficulties in finding literatures that are suitable with the research topic. Besides, sometimes the advisor’s activity is full. Also, there are a lot of revisions when
having consultation with advisor.” It means that the problem comes from both
aspects –internal and external problem.
Skripsi is a collaboration project between students and their advisor. The students conduct research and write what students have done in a scientific essay. Also, an advisor allocates their time to read, and to advise their students’ work.
In addition, problem in finishing skripsi writing for students at their last semester is to discover and determine the research topic. Furthermore, the problems are to write the research in scientific standard and on how to manage limited time and limited budget. In line with Purnamasari (2014) explained the most problem that make students stress are difficulties to discover and formulate the problem, difficulties in finding literature, difficulties with the standard writing, and have limited budget and time.
Mayoral (2006) cited in Wulandari (2012). Mayoral (2006) conducted a research for 334 respondents. All of them are university students who are doing and not doing skripsi. The result showed that 46.48% students who were doing skripsi so stressful.
Beside that, skripsi authenticity also becomes a popular issue of this topic. Plagiarism is strictly forbidden in any academic writing. If students do plagiarism in their skripsi, their degree will be canceled consequently. This statement is mentioned in Indonesian Republic Act No. 20. Year 2003 about National Standard of Indonesian Education, article 25 clauses 2 which explain that every graduation student who is done the research to achieved the degree in academic, profession, and vocation shows and proven a plagiarism, their degree will be canceled.
Habibah (2012) study provided a lot of plagiarism cases in skripsi writing. The reason why these cases still exist is because the students still felt confused to avoid plagiarism using some paraphrasing technique. She said that “most of students basically understood well about the general concept of plagiarism” (p.1).
Furthermore, she added “... unfortunately they felt confused in using citing,
quoting, paraphrasing, and summarizing (p.1).”
Problem Identification and Limitation
The sustained process in skripsi writing makes students need extra time, cost, and energy. These circumstances prolonged students’ skripsi writing process.
According to Darmono (2002) in Aini and Mahardayani (2011) stated that “In most cases, time allocated for skripsi is one semester (6 months). In fact, there are also several students who need to finish their skripsi more than one semester. (p.65). Time allocation to finish skripsi is different for each student. It means that some students can be on time to finish skripsi writing, while the other students are need longer time to finish skripsi writing.
Skripsi is a subject in PBI UMY which has the greatest value compared to the other subject, that is 6 credits. The researcher is also PBI UMY’s student in semester 8 who is doing skripsi since semester 7. By understanding this problem, in this research the researcher tries to find students who have experienced and passed skripsi writing. This finding of the study might be useful for the students who are in process of finishing skripsi writing.
Based on explanations above, the researcher tries to investigate more about the influencing factors to finish skripsi writing process. In addition, the research limits this research only on the skripsi of six PBI UMY students who have experienced and successfully finished their skripsi.
Research Question
Research Objective
The objective of this study is cultivating more about influencing factors to finish skripsi writing. This research is to investigate the influencing factors such as, the supporting factors and the inhibiting factors of PBI UMY students’ to finish their skripsi writing.
Research Significances
This research is useful for the researcher, students, lecturers, further researchers, and for the academic institution
The researcher. The findings of this skripsi was helpful for the researcher by gaining attention in supporting factors to finish skripsi writing, and by
avoiding in the inhibitting factors to finish skripsi writing.
The students. The findings could enrich the students about the experience of skripsi writing at PBI UMY. Moreover, the students will focus with the
supporting factors and avoid the inhabiting factors to solve their problem to finish skripsi writing.
The lecturers. The findings could encourage the lecturers especially who are also as advisor to support the students to finish skripsi writing in one semester. In addition, this finding mentioned about cooperative supervisor that useful for the lecturer.
Supervisor for English Education Department of University Muhammadiyah Yogyakarta (EED UMY) in Finishing The Skripsi Writing.’
The academic institution. This paper could help the academic institution to reflect the undergraduate degree research regulation by providing some seminar or training related the skripsi writing, methodologies skills, and language
Chapter Two Literature Review
This chapter presents the definition term of skripsi, the rules of skripsi at PBI UMY, the length of skripsi writing time at PBI UMY, writing academic text using second language (L2) or foreign languange and the influencing factors in skripsi writing. Review of some related researches and conceptual framework are also added in this chapter.
Definition of Skripsi
According to Maanesh (2009) as cited in Hamidi, Kasih, and Yusnetti. (2009), “Skripsi is a scientific literature which expose one topic that is appropriate and relevant with the study that university students choose” (p.159). It means that
skripsi exposed one topic of research and is done by students themselves. Students also write what they have done on their research in a scientific format. Liu (2010) stated that skripsi is an important and a significant step in college students’ final academic stage. Liu (2010) also added the purpose of writing an undergraduated thesis (skripsi) for students are to develop students’ comprehensive ability, to improve students’ research experienced with scientific approach and also to raise
students’ awareness of originality.
Skripsi is only for the students in undergraduate level which is set to finish skripsi writing process by conduct a research learning properly. Afia (2013) stated, “In skripsi students only should do the research learning properly in
is that the students only do the technical stages of doing a research based on existing theory. Skripsi is also known as a scientific work paper based on a research which has been recognized and tested its validity by the trusted examiners (Hamidi, et al., 2009). It means that the aim of skripsi writing is to encourage intellectual ability and writing skill for every student.
The term of skripsi used in this research due to the subject’s name of the undergraduate thesis in PBI UMY named as skripsi. Beside that, Indonesian writers also using the term of skripsi because it is a generally accepted term in Indonesia. For enriched the foreign reader, the term of skripsi, academic research paper, undergraduate thesis, and final project are interchangeable as they are refering to the same.
The Rules of Skripsi at PBI UMY
As the researcher mentioned before, skripsi at PBI UMY is set to follow the university policy and government regulation which obligates to have a subject with research activity and is supervised by a lecturer. PBI UMY has its own regulation about skripsi, the regulation as explained in PBI UMY website with the title Buku Panduan Skripsi, listed as below:
Akademik (DPA). Last, skripsi students must have passed a subject “Research Methodology” at least with C score.
Proposing skripsi topic procedure. There are five steps to apply skripsi in PBI UMY. First, take and fill the form of Skripsi Proposed Topic or Usulan Judul Skripsi (UJS) at PBI office with attachment of transcript of GPA with an approval from academic supervisor or DPA. Selection of Skripsi Proposed Topic or UJS was after the result of plenary at PBI UMY. After the title is approved, PBI staff will publish Skripsi Supervisory Letter or Surat Keterangan Bimbingan Skripsi (SKBS). After the students got SKBS, they are permitted to get an advice from their supervisor as mentioned in SKBS. Students can meet the advisor and students should bring SKBS, UJS, form of skripsi advisory, and a research proposal (if any). If the UJS is rejected, students can apply a new UJS until last time of the semester. However, when the last semester came but the title still rejected students should pay admission fee of skripsi and do key-in again in the next semester.
skripsi fee but not used it for skripsi supervisory until the last period of one semester, the payment then stated expired.
The regulation on skripsi supervisory. Definition of skripsi supervisory process is a process started from getting an SKBS until skripsi revision after skripsi defense. At first, students meet their advisor and bring a copy of SKBS. If they do not bring a copy of SKBS supervisory, the supervisory cannot started yet. Supervisory process is at least 10 times meetings, with at least 3 times meeting for proposal, 6 times meeting for data collection, analyses and data report, and 1 time meeting after skripsi defense. The advisor sets the time-length between meeting of supervisory meeting and collecting the draft of skripsi. The feedback of the draft will be given to the students between 7-10 workdays after students collect to the skripsi to advisor. The advisor can allow to give their students recommendation for having skripsi consultation with language consultant related to the students linguistic problem. The students should bring The Skripsi Supervisory Card or Kartu Bimbingan Skripsi in every meeting with the supervisor. The Skripsi Supervisory Card used to monitor students’ progress based on timeline.
The length of skripsi writing time at PBI UMY. The length of time to finish skripsi reffered to the UMY Academic Policy Book or Buku Panduan Akademik UMY expected to be done in one semester. The regulation of Skripsi at PBI UMY students first batch (2010) started since the eight semester (Semester 8th). While the regulation of Skripsi at PBI UMY students second batch (2011) can started skripsi writing since the seventh semester (Semester 7th).
Writing Academic Text Using Second Language (L2) or Foreign Languange According to Myles (2002) in Giridharan (2012) writing involves
composing, developing, analyzing ideas, implying the ability to rephrase information in the form of narratives or transforming into new texts as in argumentative writing. Moreover, Giridharan (2012) stated that writing in academic contexts requires students to advance their own ideas within a
framework of domain or dicipline knowledge and engage the reader in academic discourse. In addition Elder and Paul (2006) added that “writing is intimate connection between the ability to write well and the ability to think well” (p. 38).
There are various type in academic writing such as skripsi or thesis, disertation journal, and article. PBI UMY skripsi is written in English language. English language is not PBI UMY students’ first language. Almost all of PBI UMY
students’ first language is Bahasa Indonesia. This circumstance gives greater challenges for the students. As proven in Han’s study at 2013, he said that, “it can
be a challenge in writing in L1 (First Language), but for those writing in a foreign language, the challenges are even greater” (p.120). Zimmerman (2000) as cited in
Han (2014) thought that, “the process of thesis writing is more important than the
writing result itself” (p.120) Writing skripsi is a big project and it becomes more
challenging because the language that student used for this research is not students’ first language.
Influencing Factors to Finish Skripsi Writing
According to Dominguesz (2006), individual characteristics can affect students’ success or failure to finish skripsi writing process. Planning, strong
personal attitude, and communication can influence skripsi writing process. A good planning enhances students’ skripsi writing process efficiently. The students
can motivate their selves such as setting time to achieve their goal in skripsi writing process. In this process, students need positive personal attitude. Students need to show their hard work, improve their flexibility, discipline, and confidence level to face hard circumstances. Skripsi is a collaborative project with an expert advisor so that a clear communication with a good interpersonal and listening skill will help the students to finish skripsi writing.
In addition, Dominguesz (2006) divided the influencing factors into two categories, internal and external factors. He stated that internal factors such as goal setting, listening, writing strategy, benchmarking, confidence, flexibility, a positive disposition, discipline, adaptability, resiliency, humor, collaboration and interpersonal skills. Then the external factors also give the same role in finishing skripsi writing. He mentioned there are three external factors that influenced in skripsi finishing process: advisor motivation, family support, and
Dwihandini, Marhaeni, and Suarnajaya (2003) identified three factors that affected undergraduate students’ skripsi writing. First is a psychological factor
such as confidence level in deciding a skripsi title and prior knowledge related to skripsi topic. Second is a socio-cultural factor. The students must have capability to connect and build each sentence into meaningful skripsi writing. They must also understand the culture of department of the university regarding the format of skripsi writing. The last factor is linguistic factor. It is about the grammatical errors that should be decreased by knowing which grammatical items should be deleted, replaced, supplied or reordered.
In summary, the influencing factors to finish skripsi writing are divided in planning, personal attitude, communication, psychological, socio-cultural,
linguistic, internal factors (goal setting, listening, writing strategy, benchmarking, confidence, flexibility, a positive disposition, discipline, adaptability, resiliency, humor, collaboration and interpersonal skills) and external factors (advisor motivation, family support, and supervisor/institutional consideration).
Supporting factors. The influencing factors can be the supporting factors and the inhibiting factors. The influencing factors that can be supporting factors were mentioned by Shariff., N.M., Ramli, K.I., Ahmad, R., (2015) explained that the most contributing factors to support skripsi writing process is the capability of research skills. Research skills were including thingking skills, research
revealed that, it is important to read some literature, even past or current literature in every semester, having a helpful advisor and “have an easy access to and good
communication with their supervisor”(Shariff, et all., 2015. P.261), have weekly
discussion with supervisors, having strong desire to finish skripsi writing. Those steps are in line with Dominguesz (2006) who stated that “a
research is an engaging and tough experience that requires academic skill, stamina, persistence and focus” (p.24). The positive impact of internal and
external factors experience such as goal setting, listening, writing strategy, benchmarking, confidence, flexibility, a positive disposition, discipline, adaptability, resiliency, humor, collaboration, interpersonal skills advisor motivation, family support, and supervisor/institutional consideration will influence and support the students to finish skripsi writing.
The number of internal and external factors above can help and support students by providing some training to enrich students’ interpersonal skills,
resiliency, listening skills and goal setting. Students need the support and the motivation in writing skripsi from family and supervisors. Dominguez (2006) added “most importantly, faculty must mentor each other on techniques that
successfully motivate, support, empower students.” It means that, supports from, students, family, supervisors, and faculty will help the students to finish skripsi writing.
make time-table, make a clear target about when the time to consult with the advisor is, when the time to find any references is, when the time to collect and analyze the data is, and when the time to finish your skripsi is. The third one, take any advantage from using network Connection. This time, skripsi writing is easier by the access of internet. By using internet, the students will be easier to find any literatures, to connect the target respondent, and to communicate with the advisor.
Other influencing factor is to be proactive. In other words, the advisor has an obligation to advise student’s skripsi. It does not mean that the advisor will help everything about student’s skripsi. Be active students, have self-regulation and have self-efficacy to do the research. Then, be flexible. In finishing skripsi, there is a high uncertainty value. It is possible if in a sudden everything that has done should be replaced. In a sudden the advisor can cancel appointment. Or, in a sudden the students have to change the title or content. Be generous, and don not give up easily. Next, be honest, avoid cheating or plagiarism in skripsi writing.
In summary, the supporting factors to finish skripsi writing are having a strong capability of research skills, having a good relation with supervisor, having a high motivation, and having the support from family, supervisors, and faculty. The last is having a best preparation such as make time-table, take any advantage from using network connection, be proactive, be an active students, be flexible, be honest, and allocating money.
from Sariyanto, Supardi and Husain (2013) provide four most factors causing factors of difficulties of skripsi writing in English Education Study Program.
First, the students are lack of capability in basic knowledge of thesis main components factors. Some of the students get difficulties in analyzing the data, explaining in detail about the result, understanding the content of literature, collecting the data, determining technique of selecting sample, providing background of research, deciding research design, and identifying research problem.
Second, the students find difficulties in a process of consultation. The students’ difficulties also come from their capability to work in team with their
advisor to get a positive feedback. The students may get difficulties in allocating their time to discuss their skripsi with their advisor because the students were busy. Otherwise, the students get difficulties to meet the advisor, because the advisor is busy. The students get difficulties to apply and understanding the advisors feedback. Hence, the students get difficulties to discuss skripsi with the advisor
Then, the students are lack of motivation due to psychological factor. Psychological factor is as one of the crucial aspect in process of finishing skripsi writing. Students felt difficulties to write their skripsi because they felt
Furthermore, students are lack of time and priority due to economical factor. Economical factor distracted students’ concentration. Students get
difficulties because cannot manage the time between working and writing. Students get difficulties due to spend more time to work rather than write. Students get difficulties due to the first priority is working. Students get
difficulties due to the reasons of making money is more important than writing. In line with finding in a study from Ngozi (2013) about Variables
Attributed to Delay in Thesis Completion, there are four main factors that delayed thesis completion such as having a difficulties in supervision schedule, lack of students’ interest, and predisposition towards research work, students limited skill
in conducting a research and not having the availability of research support (resources).
In addition, Subekti (2005) found the internal factors and the external factors causing anxiety in doing skripsi. The internal factors are lack of interest, lack of confidence, lack of self-motivate and unmanageable time. Moreover, the external factor are caused by bad relation between the supervisor and supervisee, limited theory or references, lack of money, too much pressure, and less support from friends and family.
In summary, the inhibiting factors to finish skripsi are students lack of capability in basic knowledge of thesis main components factors, students difficulties in a process of consultation, lack of motivation and interest due to psychological factor, lack of time and priority due to economical factor,
predisposition towards research work, students limited skill in conduct a research and not having the availability of research support, students high dependency needs, low levels of persistence, locus of control, inability to plan ahead, procrastination, and perfectionism.
Review of Related Study
There are some previous studies related to this research. In this section, the researcher reviews three studies related with this research. The review of three related research is explained below:
The first research entitled students’ problem in writing a research proposal (a case study of the fifth semester students of English Education Department, State Institute for Islamic Studeies Sunan Ampel Surabaya) was conducted by Yusuf (2013). The purpose of this research was to investigate students’ problem and possible causes in writing skripsi proposal. The method of
subject named research method, and the time learning was limited and did not run maximally. The second problem is in literature review. In this phase, students were lazy to read and practice in writing the research proposal, the lecturer never taught and gave unclear explanation and never practice in the class. The last problem was in composing a good introduction. Students felt hard in making a good sentence, students seldom joined the class, and the lecturer gave unclear material in teaching the subject before.
The second research entitled, Identifying problems in students’ final projects based on scientific writing guidelines by Ernawati (2010). This research aimed to analyze student’s difficulties and abilities in writing their final projects
(skripsi) at English Department in Bina Nusantara University. This research was a preliminary study to support an appropriate student’s guideline in writing their
skripsi. This research used qualitative methods to analyze four thesis and one paper based on APA style under supervisor instruction. This research identified some problems such as the writing ability both in English and Indonesian
language should be improved, lack of clarity and lack of relevancy in expressing their ideas properly. This research was suggested for lecturers and students by socializing the writing guidelines for them, providing them with critical thinking skills, cooperation with library to guide them in some information about literacy skills, and language center to improve their writing skills.
The last research entitled the analysis of the factors affecting
undergraduate students’ difficulties in writing thesis in the English Department of
(2013) was aimed to find out the most major factors affected undergraduate students skripsi writing. This research used descriptive qualitative method by using survey to find out students opinion toward factors of difficulties in writing thesis for undergraduate students. There were 50 respondents with the criteria, students who were taking the last semester or doing their skripsi. The data were collected by giving the questionnaire and conducted the interview. The result of this research presented the most indicator in psychological factors was self-esteem of the students itself. The most indicators in socio-cultural factors were in the communicative competence. Further, the most indicators in linguistic factors were in domain and extent error analysis.
In summary, from the related research above, the most influencing factors which is mean can be as supported or inhibited students to finish skripsi writing is psychological (self-esteem of the students itself), socio-cultural (the
communicative competence), and linguistic (domain and extent error analysis). While, the supporting factors are both lecturers and students understood the writing guidelines, the institution provide and support students some skills such as critical thinking skills and literacy skills, also language center. Then, the
inhibiting factor to finish skripi is students having difficulties because students did not understand the subject named research methodology, because the lecturer seldom attended the research methodology class.
Conceptual Framework
skripsi writing. The influencing factors to finish skripsi writing can be as the supporting factors and the inhibiting factors . According to Dwihandini et.al (2013) study, stated that there are three the most influencing factors which is mean can be as supported or inhibited students to finish skripsi writing. That were psychological factors (self-esteem of the students itself), socio-cultural factors (the communicative competence and academic cultural), and linguistic (domain and extent error analysis).
Chapter Three Methodology
This chapter presents the methodology that researcher used in these
research. The first part presents research design that was used in this research. The second part presents the research setting and participants that were chosen for this research. Furthermore, this section also discusses data collection method and explains the reason why the researcher chose the method. The last part of the chapter presents the data analysis.
Research Design
The aim of this research was to get information about the influencing factors of PBI UMY students to finish their skripsi writing. This study was designed to use descriptive qualitative. A descriptive qualitative method as
mentioned by Arikunto (2006) was suitable with the characteristics of the research which is conducted intensively, detailed, and in depth toward institution or certain phenomena. This statement is in line with Ary (2002) in Yusuf (2013) who explains that “a descriptive qualitative research obtained a lot of information concerning the current phenomena”.(p.23)
Research Setting and Participant
Setting. This research was started from November 2015 until August 2016. This research was conducted in Pendidikan Bahasa Inggris Universitas Muhammadiyah Yogyakarta (PBI UMY). The reason why the researcher chose PBI UMY as research setting was because a research with the same topic in this setting has never been conducted previously. The experience from graduated students of PBI UMY was precious moments that gave brief information about the influencing factors for PBI UMY students to finish skripsi writing.
Participants. The researcher purposively selected six graduated students of PBI UMY as the participants. According to Cresswell (2003) purposive
sampling will be the best help for the researcher to understand the phenomena and to answer the research question. The reason why the researcher chose six PBI UMY students who had graduated was because they had successfully passed skripsi writing process to achieve their degree. There were 98 students graduated from PBI UMY as the population. Meanwhile, the six participants were
purposively selected by the researcher. This research chose six samples as the representative of three categories.
The shortest time of writing skripsi were participant 6 (185 days) and participant 2 (236 days), both of them finished skripsi and graduated in only one semester. The average time of writing skripsi were participant 5 (267 days) and participant 4 (343 days), both of them finished skripsi and graduated in two semester. The longest time of writing skripsi were participant 1 (458 days) and participant 3 (669 days), both of them finished skripsi and graduated in more than two semester.
The participants also had willingness to talk and share their experiences in their skripsi writing process for this study. The participants who were graduated from PBI UMY were assumed to have rich information and experience which were suitable for this research. Furthermore, the participants were accessible for the researcher and make this research could be completed more easily.
Research Instrument
This research used descriptive qualitative method as research instrument. Descriptive qualitative was conducted by the researcher because this method helped the researcher to describe the result more comprehensively regarding to the influencing factors for PBI UMY students to finish skripsi writing.
Instrument was a tool that is used to collect the data. According to Arikunto (2000), “instrument in the collecting the data is to make it more
systematic and easier” (p.134). The researcher directed the questions by
guidelines will increase the effectiveness during the interview. The researcher recorded the interview by using mobile phone, and took a note to write down some important keywords based on respondents’s answer.
Data Collection Method
According to Sandelowski (2000), “data collection in qualitative usually
uses semi-structured interview to obtain a broad range of information about events” (p.338). Besides that, Creswell (2012) adds that the ideal condition for
participant to interview is by finding the participants who do not hesitate to speak, to articulate, and who can share idea comfortably.
The interview in the research was one-on-one interview. The interview was conducted on June 2016. The interview was started by asking the
respondents’ permissions. After getting the permissions, the researcher made
appointment with the respondents. During the interview, the researcher asked several questions relating to the research questions by using interview guidelines as the direction. The interview was conducted in Bahasa Indonesia in order to get more detail, natural, and in-depth information because the researcher and the participants’ first language is Bahasa Indonesia.
The length of interview time for all the six respondents were 2 hours 8 minutes 50 seconds (by adding each participants’ time recorded, 21 minutes 30 seconds, 17 minutes 25 seconds, 33 minutes 37 seconds, 22 minutes 35 seconds, 15 minutes 48 seconds, and 18 minutes 2 seconds). However, the second
Data Analysis
In this part, the researcher analyzed the data after conducting the interview. The purpose of this part was to find the answers of the research
question. In analyzing the data, the researcher started by transcribing the result of recorded interview after interviewing six respondents by using recorder.
Furthermore, after transcribing the interview, the researcher did member checking in order to achieve validity. In member checking, the researcher showed the transcript results for the respondent to cross-check. The six respondents agreed with the trancriptions and the results were in line with their answer.
For the next steps, after doing a member checking, the researcher tried to code the data. This step was in line with a statement from Sandelowski (2000) that “the researcher systematically applies a pre-existing set of codes to the data”
(p.338). In line with Cresswell (2012) composes a systematic design in analysis process of collecting and undertaking qualitative data in three stages, open coding, axial coding, and selective coding.
In this research, there were three steps of coding, firstly, the researcher did an open coding, secondly the researcher did an axial coding, and the last researcher did a selective coding. In open coding, the researcher tried to find out abstract concepts, raising the conceptual level of the data by doing some
‘fracturing’ or labelling on pieces of data (Punch, 2009). Open coding was the
first level of conceptual analysis with the qualitative data. Then, axial coding was the second step to analyse the data. In axial coding, the researcher tried to
Chapter Four Finding and Discussion
This chapter shows the result of the interview to answer the research question. The interview investigated the influencing factors which include
supporting factors and inhibiting factors. The researcher divided the interview into two categories, those categories were: 1) The supporting factors to finish skripsi writing which include psychological (self-esteem of the students itself), socio-cultural (the communicative competence and academic socio-cultural), and linguistic (domain and extent error analysis); 2) The inhibiting socio-cultural factors to finish skripsi writing which includes psychological, socio-cultural and linguistic. Each category was discussed by presenting the quotes from one-on-one interview, and then the quotes interpretation was also presented.
The Supporting Psychological Factors to Finish Skripsi Writing
According to Jhon Watson Psychological theory in 1913, psychology is the scientific study about behaviour in humans and animals. The supporting psychological factors in this research highlighted the students’ positive behaviour
to finish skripsi writing.
Setting graduation target. Some of the participants argued that they focus on their graduation target so that they can finish their skripsi easier. They set a target than they motivate themselves to accomplish their skripsi writing. The first participant said that “I focused on my graduation target in February”
pushed myself to finish skripsi writing quickly (Participant 2, 2016). In line with the answer, the third participants said that “Skripsi is the main priority than others. I set my targets and I made the timeline” (Participant 3, 2016). It is supported by
the forth participants who stated the importance of skripsi than other activity.
Don’t let the other activity ruined the skripsi activity ...we have to fight
the laziness, we set target such as writing target in order to get accepted from the supervisor as fast as we can. ... Make a deadline by myself, follow and strict to the deadline so that we can focus for the graduation target. (Participant 4, 2016)
Last, the fifth participant also stated that
From the beginning I set the target in my mind to graduate as fast as I can, so I also have to finish skripsi writing as fast as I can. My target is I can graduate in June. ... I am not working yet at that time, so skripsi becomes my priority (Participant 5, 2016)
characteristics can affect students’ success or failure to finish skripsi writing
process. Planning and strong personal attitude can influence skripsi writing process. A good planning enhances students’ skripsi writing process efficiently.
Having a strong desire to finish skripsi writing is deemed as one of the factors that motivate the students to work hard (Shariff, et. All., 2015).
Timeline-based working. There are two participants answered that they work based on timeline to write skripsi as one of the supporting psychological factors. The participant said that “One that makes me fast is do not delay to revise
skripsi. I am fast in editing because not all of the supervisor can check fast” (Participant 2, 2016). The third participant also gave the same answer about do not delay, He stated that spare the time to write, do not delay to write, it will help finish skripsi writing earlier (Participant 3, 2016).
The statements from two participants above showed that they work based on timeline to finish skripsi writing was identified as the supporting psychological factors. Those statements was linear with Tatan (2015) study who states the finished skripsi due to the students do not delay to start the skripsi writing. It means that, to finish skripsi writing, students should do the skripsi based on timeline and do not delay in finishing skripsi writing.
the third participant, gave the same statement about the high level of discipline and had strong mental to encounter their stress level in skripsi writings’ problem.
The first participant said that “...so I really strict to run through graduating
in February and I want to end the sufferings ‘when will you graduate’ question”
(Participant 1, 2016). Then, another participant also gives the same respon. “How
capable we can manage our time, how capable we can manage our stress, how capable we manage our self, so far if we can manage our self than there is no problem” (Participant 2, 2016). The other participants also added
I still allocate my time to hang out to avoid the stress, if stress comes I cannot write my skripsi, because it is different between finishing the skripsi writing and finishing the other task, the difficulty is different (Participant 4, 2016).
Then the same ideas come from the other participants said that “I run to
accomplish my target in June, so I should have the capability to manage my time effectively, in discipline” (Participant 5, 2016). The last participant added,
One reason for me, I want to finish my skripsi as fast as I can, I want to do another job, because in my opinion, skripsi takes too much time. There are a lot of jobs that I passed because I am still doing my skripsi (Participant 6, 2016).
the problem and the high pressure. The capability of the students with a strong beliefs and discipline to encounter the pressure in a certain time needs a high level of time management skills. It is in line with Poser (2003) study who states a good skills of time managements will improve the students’ academic level and
personal performance such as students’ capability to finish their skripsi writing. In addition, Gortner, Lahmers and Zulaut (2010) in Poser (2003) note that, “... better
time management skills can improve your grades, help you keep stress in
checking, and help you be competitive in the career you undertake following your university education” (p.1). The better time management skills will also influence
the students to finish skripsi writing faster.
The student’s activeness. There were two participants who have said about the student’s activeness to meet the supervisor diligently. The students
activeness means that the students should has intiative looking for their
supervisor. The participant said“it was based on ourselves. If we want to finish skripsi earlier, so we should meet and communicate with the supervisor
diligently” (Participant 4, 2016).
The one who should be active is the students themselves, the supervisor will not ask you how your skripsi progress is; if you want to have a consultation then contact your supervisor, if you do not want to have a consultation, just do not contact your supervisor (Participant 6, 2010).
expert advisor therefore a clear communication along with a good interpersonal and listening skill will help the students’ to finish skripsi writing. Afia (2012) also adds that the students should be proactive one. In other words, the supervisor has an obligation to advise the skripsi. It does not mean that the supervisor will help everything about the skripsi. By being active students, the students should have own self-regulation and own self-efficacy to finish skripsi writing.
The Supporting Socio-Cultural Factors to Finish Skripsi Writing
Positive relationship with the supervisor. There are four participants answered that they had a positive relationship with the supervisor and there was only one participant who changed the supervisor. The students said that their supervisor were very helpful, so the good collaboration was achieved. The students felt comfortable to consult with their supervisor.
The communication with the supervisor was good, there was no problem. I got a lot of helps from my supervisor, when we had set the consultation time, my supervisor was always on time. I never waited for her in a long time, before two weeks I already got my feedback” (Participant 1, 2016).
The first participant also said that the supervisor looked for her by WhatsApp® messenger because the first participant never consulted the skripsi in a long time.
clear at the beginning, how many times a week to consult, I make the schedule three times a week to consult, if after three days the supervisor asked me in group, that was about an active communication with the supervisor (Participant 2, 2016).
My new supervisor helped me a lot. ... Then I could finish it only in three weeks. So if I met the right supervisor, in October one year ago I could graduate. So in my suggestion, find the supervisor that we can close each other, the supervisor that we can communicate effectively. So the
supporting factors is meeting the right supervisor in order to achieve a good team work, do not choose the wrong supervisor (Participant 3, 2016).
The fifth participant added “the point is communication between me and my
supervisor, Alhamdulillah I met the supervisor that I could communicate and I felt comfortable working together with the supervisor” (Participant 5, 2016).
and Browne, M (2001) in Shariff (2015) who finds that, “it is essential to have positive relationship between students and supervisor because the quality of the interaction and personal quality of the supervisor are important factors of the completion” (p.257).
The supports from family and friends. There are two participants that answered the support from family and friends are very important as the supporting factors to finish skripsi writing. The participant said
Beside that a role of family also important, I was never be pushed by them to finish in fast, but I myself just try to realize that I have to finish my skripsi. ... In my opinion, friends are important, at that time I made a friendship with the people who have the same target, so they can
understand and do not accompany me to hang out; and then, we can share about our skripsi after we had consultation (Participant 2, 2016)
The other participant added “they were support me, moreover when my parents
call by phone it was makes me motivated to finish my skripsi faster” (Participant 3, 2016). The other participant also stated about the support from friends can motivate the students to finish skripsi writing
I should find the diligent friends when I do my skripsi, if our friends said that tomorrow they will have a skripsi defense, so it influences and motivates me to finish my skripsi (Participant 4, 2016).
educational development. Therefore the students in finishing skripsi writing need a positive support from the family as the supporting factors to finish skripsi writing.
While, the support from friends are linear with the study from Soeroso (2008) in Hamidi et.al (2013), states that the socio-cultural is a very influencing factors to finish skripsi writing, the students should meet the right circumstances to avoid the bad influence from their environment or friends to finish skripsi writing. Astuti, T. P., and Hartati, S. (2013) also explains the influence from the right friends that are always there and give the space to feel free sharing a lot of trouble especially for sharing the problem to finish skripsi writing.
The Supporting Linguistic Factors to Finish Skripsi Writing
The high level of students’ grammar mastery. Only the sixth participant
answered about not finding any difficulties in grammar so it made the participant easier to write. The sixth participants was not only mastering the grammar but also was categories as one of the participant with the shortest time of skripsi writing. That becomes the supporting factors to finish skripsi writing. He said “about grammar, there was not any difficulty so that did not cause any problem
for me to write” (Participant 6, 2016).
difficulties to finish skripsi writing, especially for English Second Language (ESL) students that write skripsi in English, as their second language.
In conclusion, the supporting factors to finish skripsi writing divided into three categories, psychological factors (set a target, work based on timeline, good self-management, and the students’ activeness), socio-cultural factors (positive relationship with the supervisor and the supports from family and friends) and linguistic factors (the students high grammar mastery). The supporting factors findings frequently comes from the responses of the shortest time of skripsi writing respondent. Those findings as the supporting factors that mentioned above also as the influencing factors to finish skripsi writing.
The Inhibiting Psychological Factors to Finish Skripsi Writing
Poor Self-Management. There were four participants that answered about the inhibiting psychological factors to finish skripsi writing related to their bad habits. The first participant was moody and did not focus only to finish skripsi writing, said that:
Since the eight semesters, I had another activity. I started working in many times and my focus got distraction, so I chose the ones that after I did that activity than I got payment, that was more interesting for me (Participant 1, 2016).
The first participant has also a unique learning style showed by the statement, “I
The other responses from the rest of participants also said about the studets were moody, perfectionist, unfocused, slow, lazy as well as easy to get distracted to finish skripsi writing. The answers were set as follows:
The ones that can inhibit are by ourselves, such as lazy, delaying or
procrastination, feeling afraid to revise the skripsi. I defined that I am semi perfectionist so if I did not felt maximize with what I had done, like If I did not read my works until five times I would never bring my works to my supervisor. In fact, we need to revise as fast as we can. So that it can be inhibiting, not be a supporting (Participant 2, 2016).
The following responses came from the forth participant “in my opinion I am
moody and sometimes I feel so lazy, that is the greatest enemy, lazy” (Participant 4, 2016). The fifth participant also added
I easily got distracted because I installed games that can inhibit me in hours. Generally, I can finish my revision only for two days, but I need four days to finish my revision (Participant 5, 2016).
No Target Setting. There were two participants who answered if the graduation target was not set therefore the participant did not push themselves to finish the skripsi writing. It will be the inhibiting factors to finish skripsi writing.
My proposal defense was before fasting, than my friends run for the target in October, but I was not in a hurry like them so I was slowly and lazy at that time because my coding had not finished yet, I only pleased my friends in a hurry (Participant 1, 2016).
Another participant said “If my motivation became low and be so lazy than my graduation target I was set, I could not graduate whenever I want, that was the inhibiting” (Participant 5, 2016).
Those statements were supported by Wong (2010) who affirms that lack of plans for and after graduation is the inhibiting factors to finish skripsi writing. He also adds that without a clear target want to be achieved, the students may not be realized to continue their life to have another experience, therefore the students delay to finish skripsi writing (Wong, 2010).
The distraction especially for worker students. There were two participants that were also worker students, they gave the answers the difficulty in their time management.
touch it in a couple of months, that is the reason why my skripsi takes too long time... I find any difficulty to manage my time and find the suitable places (Participant 1, 2016).
If we had a lot of full time works from the organization and the other projects, it possibly can be the inhibiting, moreover for the workers who have lack of capability to maintain their time. Especially, for worker who also like delaying to do something or procrastinating (Participant 2, 2016).
According to Putri (2006) as cited in Dudija (2011) a student that is also as a worker has limited time to finish skripsi writing than a non-worker student. The worker student needs a good time management to achieve the target to finish skripsi writing. These conditions are linear with the statement from the first and the second participants about the lack of capability in time management for a worker student as the inhibiting factors to finish skripsi writing.
De-motivation. There were two participants that mentioned about de-motivation, and lack of capability to maintain the anxiety and stress level. That becomes one of the inhibiting factors to finish skripsi writing.
So I felt bad and I stopped to write my skripsi until two months. ... I felt de-motivated because I could not graduate in June. Moreover I and some of my friends wrote skripsi in a rush to achieve the finished target in June. There were also my friends who felt de-motivated because they saw some friends were failed in skripsi defense, it caused some anxiety toward the failed in defense. Some of my friends were canceled the defense at that time (Participant 6, 2016).
These circumstances also found in Myers (1999) as cited in Ngozi et. all (2013) explained frustration and de-motivated is the reasons “that could make the students lose the initial enthusiasm he or she had for the project” (p.7). Feeling de
-motivated, frustrated, stress, lack of capability to maintain the stress and the anxiety as the biggest barriers to finish skripsi writing (Ngozi. et all., 2013)
The Inhibiting Socio-Cultural Factors to Finish Skripsi Writing Problem with the uncooperative supervisor. There were four
participants that mentioned about their problem with the uncooperative supervisor such as bad communication or hardly to meet in a having consultation with the super busy or moody supervisor. That can be categorized into the inhibiting factors to finish skripsi writing.
set the time to consult. That is beyond our expectation, and can be the inhibiting ones. (Participant 2, 2016)
My supervisor is hard to meet, my supervisor also do not read my skripsi in a long time, but the skripsi of my junior or my friends were read by my supervisor without need a long time. My supervisor also ever said that she want to focus for the skripsi of Mr. X, until Mr. X graduated, my
supervisor want to focus for the skripsi of Mr.Y, then I realized that my skripsi did not seem as the priority like the skripsi of the others. Even if my supervisor did not read my skripsi I still write until finishing chapter five to achieve my target, because of time limit. I said to my supervisor that I want to apply my skripsi defense but I got denied again. Finally, my supervisor recommended me to meet the chief of PBI because we had different perception, and I also gave up with my supervisor. (Participant 3, 2016)
The supervisor is the hardest one. If I was on fire to write skripsi than the supervisor was hard to meet, moody, and gave the feedback in a very long time. (Participant 4, 2016)
My supervisor is very busy and very mobile so that was hard to meet. If by any chance we can meet, it have only five to ten minutes for consultation. (Participant 6, 2016)
student-supervisor is as major inhibiting factors to finish skripsi writing. Wallace (2003) as cited in Ngozi, et.al (2013) also adds that unclear motives and purposes at the consultation time between the supervisor and the students are defined as the inhibiting factors to finish skripsi writing. In addition, Glatthorn (1998) as cited in Wong (2010) identify three points that make the inhibiting factors to finish the skripsi writing related to the supervisor are, lack of prompt feedback, conflicting and inconsistent feedback, and unhelpful advises.
Bad influence from friends. There were two statements below that mentioned about the bad influence from friends who could be the inhibiting factors to finish skripsi writing.
For the typical students who always need friends to finish skripsi writing, when we meet the lazy friends, who can affect and can inhibit, we can be the same, we became so lazy. (Participant 2, 2016)
Friends or environment is the influence, if we have a roommate which is so lazy we can imitate that friend to become so lazy too. (Participant 4, 2016)
The different perceptions between supervisor and students. There were two participants that argued about the different perceptions between the
supervisor and the examiner toward the content of the skripsi made the students confused which one the students should follow.
The proposal I made included too much questions that should not include, I used qualitative and there was a lot of questions that did not answer my research questions. That was the opinion from the proposal examiner. I revised it and followed the proposal examiner instruction. After I finished revising it, I came back to consult with my supervisor. Then my supervisor asked me to bring my skripsi back like before. So the examiner asked me to change while the supervisor asked me to include that. So the perception is different, and I was confused which one that I should follow (Participant 3, 2016)
In addition, the other participant also mentioned bellow
The different perceptions between the supervisor and the proposal examiner toward the APA writing format were also mentioned from two participants
It was an inhibiting when there was a different perception between the supervisor and the proposal examiner about the APA writing format (Participant 2, 2016)
The different perception on the APA writing format between the
supervisor and the examiner made me confused which one that I should follow. (Participant 4, 2016)
According to Martadiputra (2014) in his study states that one of factors that influence the quality of skripsi is a point of views between a supervisor, an examiner, and a lecturer of research methodology in the classroom. Unfortunately, the different point of views among of them will make the students confused, which the correct that must be followed. The students also feel so stressful, and that becomes the inhibiting factors to finish skripsi writing.
The Inhibiting Linguistic Factors to Finish Skripsi Writing
Lack of grammar mastery. The third participant found some difficulties in writing due to lack of grammar and vocabulary mastery
The fourth participant who talked about lack of vocabulary and grammar mastery said that
Sometimes I felt that I was lack of vocabulary, my grammar level was also bad not as good as my friends. I needed an extra attention of the grammar and to enrich the vocabulary first. (Participant 4, 2016)
The role of grammar as an important linguistic aspect which can affect writing competence has been exposed by Fatemi’s (2008) study. He states that the students grammatical errors in writing as the lingustic and psycholinguistic
reasons are identified as the inhibiting factors for the students who were finishing their writing. The importance of grammar mastery is also found in the study of Nuemann (2014) who says “the grammatical ability is widely accepted as a key
component of second language (L2) ability in general and L2 writing ability in particular” (p.83). Lack of grammar and vocabulary for PBI UMY students are
identified as the inhibiting lingustic factors to finish skripsi writing.
In summary, the inhibiting factors to finish skripsi writing were divided into three categories, psychological factors (poor self management, not set a target, the distraction especially for worker students, de-motivation), socio-cultural factors (problems with the uncooperative supervisor, bad influenced from friends, the different perceptions) and linguistic factors (lack of grammar
Chapter Five
Conclusions and Recommendations
As the last chapter, this chapter presents the summary of this research in conclusions. The recommendation is also added in this chapter, the
recommendation for the people related to the discussion of this research. Conclusions
This research entitled the influencing factors for PBI UMY students to finish skripsi writing. There were 98 PBI UMY students who had finished writing skripsi, consisting of 44 students from batch 2010 and the rest of 54 students from batch 2011. The students with the shortest time of skripsi writing finished was only in 181 days or 6 months. On the contrary, the students with the longest time of skripsi writing finished skripsi was in 825 days or 27 months.
This research investigated deeper about the supporting and the inhibiting factors, both are the influencing factors for PBI UMY students to finish skripsi writing. This research has never been conducted before in PBI UMY field. A study about this topics is very important to be conducted. This research was designed as descriptive qualitative. There were six participants interviewed to collect the data. The researcher conducted this research since November 2015 until August 2016.
factors. According to Dwihandini et.al (2013) study, he states that there are three the most influencing factors which means can be as supported or inhibited students to finish skripsi writing. That were psychological factors (self-esteem of the students itself), socio-cultural factors (the communicative competence and academic cultural), and linguistic (domain and extent error analysis).
Therefore, the researcher classified the results into two factors to finish skripsi writing. They were the supporting factors which included psychological, socio-cultural, linguistic and as addition the prior knowledge. Then, the inhibiting factors which also included psychological, socio-cultural, and linguistic.
There were four factors identified into the supporting psychological factors to finish skripsi writing. The first was the students’ target setting. The second was the students’ timeline-based working. The third was the students’ good self-management. The last one was the students’ activeness. Then, there were two factors as the supporting socio-cultural factors to finish skripsi writing. The factors were positive relationship with the supervisor and the supports from family and friends. Moreover, there was only one factor for the supporting linguistic factors to finish skripsi writing. The factor was the high level of students’ grammar mastery.
uncooperative supervisor, bad influence from friends and the different perceptions between the supervisor and the examiner. Then, for the inhibiting linguistic factors to finish skripsi wri
