THE DESCRIPTIVE STUDY OF STUDENTS’ ATTITUDES ON
SELF-DIRECTED LANGUAGE LEARNING STRATEGY IN
ENGLISH RENDEZVOUS AREA OF UPTPB IN IAIN SALATIGA
GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) in
English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) of Salatiga
By:
Muhammad Anis Murtadho
11314128
ENGLISH EDUCATION DEPARTMENT OF
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF
SALATIGA
2018
MOTTO
“Becoming human being as it should be.”
(K. H. Mustofa Bisri)
“If you only do what you can do, you’ll never be better than what you are.”
(-Master Shifu- in Kungfu Panda 3)
DEDICATIONS
This graduating paper is sincerely dedicated to:
1. My beloved father, Mr. Nasirun and my beloved mother, Mrs.
Mukhovatul Maqomambillah, thank you for the endless love, patience,
support, prayer and everything you give tome. May God bless you all,
amiin.
2. My beloved little brothers, Muhammad Fathin Almahdi and
Muhammad Zaki Diaulhaq who always cheer up my days and makes
me aware to be better old brother for you all. Just be awesome dudes!
3. My best friends, all of ICP 2014 members, all of Takan Kidul Big
Family, all of Salafiyah Islamic Boarding School members, all of
Padepokan Alif members, all of Rushd family members, all of the
senior and junior in Salatiga, all of member English Rendezvous, all
of member English Education 2014, all of member KKN Podosoko .
You are awesome guys.
4. Mr. Hanung Triyoko, M. Hum., M. Ed. Who guided me in this process
of graduating paper and gave opportunity to express my hoby on the
wall of English Rendezvous and Zawiya Arabiya.
5. The last, for the comfortable place, Salatiga city, our unforgettable
moments and always been in every street.
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim
In the name of Allah, the Most Gracious and the Most Merciful, the
Lord of the entire universe. Because of Him, the researcher is able to finish
this graduating paper as one of the requirements for Sarjana Pendidikan (S.Pd)
of English Education Department of Teacher Training and Education Faculty
of State Institute for Islamic Studies (IAIN) of Salatiga.
Peace and salutation always be given to our prophet Muhammad SAW
who has guided us from the darkness to the lightness. However, this success
would not be achieved without those support, guidance, advice, help, and
encouragement from individual and institution. It is an appropriate moment
for the researcher to extend the deepest gratitude for:
1. Dr. Rahmat Haryadi, M.Pd. as the Rector of State Institute for Islamic
Studies (IAIN) of Salatiga.
2. Suwardi, M.Pd. as the Dean of Faculty of Teacher Training and
Education, State Institute for Islamic Studies (IAIN) of Saltiga.
3. Noor Malihah. Ph. D. as the Head of English Education Department of
Teacher Training and Education Faculty, State Institute for Islamic
Studies (IAIN) of Salatiga.
4. Dr. Ruwandi S.Pd., M.A. as the counselor who has played an immense
role in my graduating paper. His countless hours of reading
ABSTRACT
Murtadho, Muhammad Anis. 2018. “THE DESCRIPTIVE STUDY OF STUDENTS’ ATTITUDES ON SELF DIRECTED LANGUAGE LEARNING IN ENGLISH RENDEZVOUS AREA OF (LANGUAGE DEVELOPMENT UNIT) UPTPB IN IAIN SALATIGA”. Graduating Paper. English Education Department, Faculty of Teacher Training and Education, State Institute for Islamic Studies of Salatiga. Advisor: Dr. Ruwandi, S. Pd., M.A.
Keywords: Self-directed learning, Language learning, Attitude
The objectives of this research are to describe the students’ attitudes toward self-directed learning facilitated by English Rendezvous area of (Languge Development Unit) UPTPB in IAIN Salatiga and the advantages of self-directed learning facilitated by English Rendezvous area of (Language Development Unit) UPTPB of IAIN Salatiga to students. This research used descriptive qualitative method. The subject of this research was the students facilitated by English Rendezvous area of UPTPB in IAIN Salatiga. The data were collected from the questionnaires that distributed to students and interview. Therefore, the data were analyzed using descriptive method proposed by Suryana (2010: 16). The technique of data analysis involved collecting the data, analyze the data, and interpret the data. The result showed the most of the students are high self-directed learners with good attitude. Also it was showed that the students can take the advantages of self-directed learning facilitated in English Rendezvous area of UPTPB of IAIN Salatiga. It can be conclude that the students are have positive attitude to be higher self-directed learner. They prefer to learn through discussion with their friends that can make them more active and freely to learn.
TABLE OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELORS’ NOTES ... iii
PAGE OF CERTIFICATION ... iv
MOTTO ... v
DEDICATIONS ... vi
ACKNOWLEDGEMENTS ... vii
ABSTRACT ... ix
TABLE OF CONTENTS ... x
LIST OF TABLES ... xiii
CHAPTER I INTRODUCTION A. Background of the Research ... 1
B. Problems of the Research ... 4
C. Objectives of the Research ... 5
D. Significances of the Research ... 5
E. Clarification of the Key Terms ... 6
F. Limitation of the Research ... 9
G. Organization of the Graduating Paper... 9
CHAPTER II THEORITICAL FRAMEWORK
A. Language Learning and Language Acquisition ... 12
B. Language Learning Strategy ... 16
C. Self-directed Learning ... 17
D. Concept of Self-directed Learning ... 19
E. Stages of Self-directed Learning ... 20
F. Characteristic of Self-directed Learning ... 21
G. Benefits of Using Self-directed Learning ... 23
H. Attitude ... 23
I. Profile of UPTPB of IAIN Salatiga ... 24
J. Previous Study ... 26
CHAPTER III RESEARCH METHODOLOGY A. Research Design ... 31
B. Research Setting ... 33
C. Resource the Data ... 34
D. Population and Sample ... 34
E. Technique of Data Collection ... 34
F. Techniques of Data Analysis ... 36
G. Validity of the Data ... 39
CHAPTER IV FINDINGS AND DISCUSSIONS A. Findings ... 41
B. Discussions ... 53
CHAPTER V CLOSURE
A. Conclusions ... 60
B. Recommendations ... 62
REFERENCES
APPENDICES
LIST OF TABLES
Table 3.1 Research Schedule...31
Table 3.2 Data Coding...35
Table 4.1 Open Questionnaire with Coding Result of Students’ Attitude toward
Self-directed Learning Facilitated by English Rendezvous of UPTPB of IAIN
Salatiga...45
Table 4.2 The Advantages of Self-directed Facilitated by English Rendezvous area
of UPTPB of IAIN Salatiga ...49
CHAPTER I
INTRODUCTION
A. Background of the Research
The word ‘learning’ is very familiar for us. It always happens in our
day today life. Even, this process has started at once after our birth by
adapting to the new environment. There are so many definitions of learning.
According to Schunk (2012:5) “learning is recalling what exists in the mind.
Information acquired with the sense by observing, listening, tasting,
smelling, touching constitutes raw materials rather than ideas”. It means that
learning is remembering the information that the students have already
acquired. It is not new ideas that come up in their minds. They got the
information from observing, listening, tasting, smelling, or touching.
Learning cannot be restricted by the times in few hours, days, months, or
years because learning is a long life experience.
Learning is an act of getting experience, knowledge, skills, and values
by understanding what to do and how to do. We use our eyes, hands, feet,
and our entire body to do activity dealing with learning. Learning brings
about changes in the existing behavior of an individual. It is means that
learning is processing which occupies an important role in moulding the
structure of our personality where can enable individuals to acquire new
behavior.
Felder and Henriques (1995:21) states that learning is the ways in
which an individual characteristically acquire, retains, and retrieves
information are collectively termed the individual’s learning style. It can be
meant that the students have their own preferred ways of learning process to
involve their spirit in attaining the understanding of material.
Crow and Crow (1973) states that learning is defined as “the acquisition of
habits, knowledge and attitudes. It involves new ways of doing things, and it
operates in an individual s’ attempts to overcome obstacles or to adjust to
new situations. It represents progressive changes in behavior, it enables him
to satisfy interests to attain goal”.
Dunn (1979:239) points out that “… when students taught through
methods that complemented their learning characteristics, students at all
levels became increasingly motivated and achieved better academically”. It
means that method and the students’ learning should be matched in order to
achieve good academic result. The teachers often unaware of the way they
teach. They use the same way and the same assessment to all of the students.
Although, in this era educational developments every student has own
understanding capacities and students’ learning styles.
In language learning, especially English learning, students are
expected to be able to master all language skills of English; listening,
speaking, reading and writing. It is based on the goal of teaching English
process. The teacher should consider the method and technique in order to
improve the student’s ability. It is the role of teachers to make the students
successful and feel easy when the students learn English.
Based on this problem, some researchers have developed several
instruments to balance the cognitive, affective and stimulus learning aspect
with self-monitoring (the process whereby learners monitor, evaluate, and
regulate their cognitive learning strategies). It is important to note that being
a self-directed learner is a trait or disposition the teachers want students to
develop, rather than laundry list of observable behaviors the teachers wish
students to exhibit. Research within the fields of adult education (Garrison,
1997), and (Schillereff, 2001) has shown that this strategy is effective not
only for the adult students but also for all learners.
Knowles (1975:18) defines self-directed learning as “… a process in
which individuals take the initiative, with or without the help of others, in
diagnosing their learning needs, formulating learning goals, identifying
human and mental resources for learning, choosing and implementing
appropriate learning strategies, and evaluating learning outcomes”. It can be
meant that students try to train their cognitive skill to know what they need
and what they should do.
English Rendezvous is a language room which was made from the
innovation of Unit Language Development (UPTPB) of IAIN Salatiga that
expected to develop students with language capability. The uniqueness of
this room is designed like a cafeteria with aimed the students can feel relaxed
when they want to express something with their friends using English or
Arabic.
In learning foreign language, especially English learning is still hard
to be mastered all skills like listening, speaking, reading, and speaking for
students. On the other side, the lack of awareness of the students to practice
using English language in daily activities is also becoming the main factor of
hampered of language mastery. It is important for the students to master
English language in order to have good communication between teacher and
students when teaching process and students’ future need.
Therefore, the purpose of the research is to find out the descriptive
study of students’ attitude using self-directed learning in English Rendezvous
room to enhance students’ English ability. The subject of this research is the
students’ activity in English Rendezvous room of UPTPB IAIN Salatiga.
This research is qualitative research study. Those are represented in THE
DESCRIPTIVE STUDY OF STUDENTS’ ATTITUDE ON SELF
DIRECTED LEARNING IN ENGLISH RENDEZVOUS AREA OF
(Language Development Unit) UPTPB IN IAIN SALATIGA.
B. Problem of the Research
From the explanation above there are several problems to discuss, the
researcher concern in the problem below.
1. How are the students’ attitudes toward self-directed learning
facilitated by English Rendezvous area of (Language Development
Unit) UPTPB in IAIN Salatiga?
2. Why does self-directed learning facilitated by English Rendezvous
area of (Language Development Unit) UPTPB in IAIN Salatiga give
advantages to the students?
C. Objectives of the Research
In relation to the research problem already stated the purposes of this
research are:
1. To describe the students’ attitudes toward self-directed learning in
English Rendezvous area of (Language Development Unit) UPTPB in
IAIN Salatiga.
2. To describe the advantages of self-directed learning facilitated by
English Rendezvous area of (Language Development Unit) UPTPB in
IAIN Salatiga to the students.
D. Significance of the Research
The result of the research is formulated to give contributions to
English teaching and learning, they are:
1. Theoretically, the result of this research is expected to enrich the
strategy of teaching and learning English.
2. Practically,
a. For the English lectures
It is expected that the result of this research may be beneficial
for the teacher and gives input for the teacher who has focused
on English teaching process.
b. For the students
The result of this research can help the students especially the
English language learners to enhance their English learning.
Thus, the can understand and improve English better.
c. For the researcher
It is expected that the result of this research can engage the
students in improving their initiative in learning process to
improve English ability. Certainly, this research can beneficial
for the researcher to learn how to enhance English learning
using self-directed learning and to fulfill of requirement for the
degree bachelor.
E. Clarification of the Key Terms
1. Language learning
Language is medium of communication through vocal, written
or gesture. The function of language is to communicate. Brown
(2000:5) states that the standard definition of language is “a system
arbitratry conventionalized vocal, written, gestural symbols that
enable members of a given community to communicate intelligibly
with one another”.
According to Sapir (1921) states that language is purely
human and non-instinctive method of communication ideas, emotions
and desires by means of voluntarily, produced symbols.
To know more about language, people should do learning
activities. According to Brown (2000:7) defines that “learning is
acquiring or getting of knowledge of a subject or a skill by study,
experience, or instruction”. It means that learning is an attempt to
acquire knowledge or something new in people life by study or
experience that they get alone and it may be instruction that someone
else ask to do. Learning is process of getting knowledge.
Language learning is an integral part of the unity of all
language, especially in foreign language. According to Kramina
(2000:27) states that language learning is a conscious process, is the
product of either formal learning or self-study programme.
According to Brown (200:1) argued that “learning a second
language is a long and complex undertaking”. For some non-native
speakers, English is a second language and a foreign language.
Obviously, learning a second language or foreign language need a
long process. There are so many complex structures to learn. In
Indonesia, English becomes a foreign language. That is why English
is still becoming a problem for some learner because people do not
use in daily conversation. Therefore, there must be effective teaching
and learning process in order to completely master the language.
2. Self-directed learning
According to Knowles (1975) described that self-directed
learning is as “a process in which individuals take the initiative, with
or without the help of other”. It can be meant that self-directed
learning is the students’ way to explore themselves ability to enliven
a sense of creativity and responsibility as the students. So, this
process may give the students an impression that it is a process in
which the students act independently as the students responsible.
Guglielmino (1977) described that self-directed learning as an
increase in knowledge, skill or performance pursued by any
individual for personal reasons employing any means, in any place or
age. On the other hand that self-directed learning can be used for all
active learners, as researched by Garisson (1997) states that this
strategy has shown effective process not only for adult learner but
also for all learner.
“Self-directed learning is an approach where learners are
motivated to assume personal responsibility and collaborative control
of the cognitive (self-monitoring) and contextual (self-management)
processes in contructing and confirming meaningful and worthwhile
learning outcomes” (Garisson, 1997). It can be meant that
self-directed learning can build student’s characteristics of personal
responsibility, self-monitoring, and self-management. As every
student is different, they have their own preferred way of learning
with which they feel comfortable to improve themselves ability.
F. Limitation of the Research
The target of this research is investigating the self-directed learning
strategies in learning English among the students facilitated by (Language
Development Unit) UPTPB in IAIN Salatiga through English Rendezvous
area. It is known that there are so many types of learning strategies. This
research focuses on analyzing the students’ attitude and advantages toward
self-directed learning which using the attitudes indicator based on curriculum
2013, they are responsible, discipline, honesty, respect, confident, persistence
motivate, cooperative, friendly, and caring. Furthermore, the researcher used
an open questionnaire and FGD (Forum Group Discussion) to gather the
data.
G. Organization of the Graduating Paper
In this researcher, the researcher divided into five chapters and each
explains about something differently, according to the topic which is
discussed.
Chapter I is introduction that consists of the background of the
researcher, which mentions the researcher’s reasons why the researcher
chooses the topic as a research topic. Then, the problems of the research, it
explains the problems of the research that are observed by the researcher.
Next is limitation of the research, which mentions the specific problems that
the researcher explains. Afterwards, it includes the objectives of the research
that consists of the aims of the research, and then the clarification of the key
term. Furthermore, the last is the organization of the graduating paper.
Chapter II is the theoretical framework. It presents the review of
related literature of the research such as theoretical foundation which
includes theoretical reviews of language learning, language learning
strategies, and self-directed learning.
Chapter III is the research methodology. It tells about why and how
this study uses qualitative research as the type of the research. It elaborates
the methodology of the research including research design, research setting,
population and sample, technique of data analysis.
Chapter IV is the findings and discussion of the research. It consists
of an analysis of a descriptive study of self-directed learning performed by
students facilitated by UPTPB IAIN Salatiga and Education Faculty of State
Institute for Islamic Studies (IAIN) Salatiga.
Chapter V is closure. It is the last chapter of the research. It ends of
the research, and he researcher states the conclusions and suggestions. For
the attachments, there are references and appendixes.
CHAPTER II
THEORITICAL FRAMEWORK
A. Language Learning and Language Acquisition
Language is the heart of language teaching and learning needs to
constantly reflect on what language is. An understanding of language as
‘open, dynamic, energetic, constantly evolving and personal’ (Shohamy,
2007:5) encompasses the rich complexities of communication. This
expanded view of language also makes educational experience more
engaging for students. As a learner, we should know that language is not a
thing to be studied but a way of seeing, understanding and communicating
about the world and each language user uses his or her language(s)
differently to do this. This understanding of language sees a language not
simply as a body of knowledge to be learnt but as a social practice in which
to practice (Kramsch, 1994). It can be meant that language is something that
people do in their daily lives and something they use to express, create and
interpret meanings and to establish and maintain social and interpersonal
relationships. Therefore, as language learner in understanding of language we
need to know how that language is used to create and represent meaning and
how to communicate with others and to engage with communication of
others. This requires the development of awareness of the nature of language
and its impact on the world (Svalberg, 2007).
In thinking about education, teaching and learning in language
education, it is essential for us the understandings that can implicit or
explicit, influence our responsibility as the learner to improve our learning
and assessment practices. Our understanding of learning Sometimes we have
perception of the study and classroom related activities. Then, we think about
various subject and skill that intended to master in school. But ‘learning’ is
not limited to school. It is always happening in our life. There are so many
definition of learning. Based on the statement of Schunk (2012:5) states that
“learning is recalling what exist in the mind. Information acquired with the
sense by observing, listening, tasting, smelling, or touching constitutes raw
materials rather than ideas”. It can be meant that learning is a process of
remembering the information that the students have already obtained. The
appearing ideas from their mind is from the individuals’ experience. They got
the information through observing, listening, tasting, smelling, or touching. It
cannot be done just in a few hours, days, months or years.
According to Kingsley & Garry (1957) “learning is the process by
which behavior (in the border sense) is originated or changes through
practice or training”. It can be meant that learning is a process which
occupies an important role in moulding the structure of our personality
behavior. It can develop our socially accepted behaviors and also it can give
an equal chance of building negative side of human behavior. Learning
actually is necessity in our daily life as communication to other people. That
is why language and learning becoming important component in this
discussion. Language is a tool for communication, that is why language
learning becoming the most fundamental.
Therefore, linguists distinguish between language learning and
language acquisition. Language learning requires mastery of a skill as much
acquisition of knowledge. In other words, it is not enough for the learners to
know word meanings and structural rules. They need to be able to apply this
knowledge quickly, even automatically, to express themselves smoothly,
read competently, and comprehend spoken English rapidly. To build these
skills, practice is necessary. As Omaggio Hardley (2001) and Brown & Lee
(2015) stated that important concept related to language learning is
automaticity. In language learning, feelings play a major role in language
study and need to be taken seriously in planning a successful language
learning campaign. As Ehrman, Leaver, and Oxford (2003:319) put it, “it is
at least as important to manage feelings as it is to use more cognitive
strategies, since negatives feelings reduce the effectiveness of most
(language) learning activities. Appropriate self-efficacy promotes persistence
in the face of difficulty”. Learners who have a strong desire to learn and who
feel good about their progress are far more likely to continue working hard in
the long term. One reason feelings play such important role in language
learning is that learning a foreign language well involves a great deal effort
over a long period of time. Students who feel good about their learning are
particularly have strong willing to encouragement in learning process. Most
language students usually are afraid of making mistake when learning
language, especially in grammar mistakes. Scarcella and Oxford (1992)
points out, “students are often unrealistic in what they believe they can and
should accomplish in a given period of time, so their self-esteem suffers”.
However, in language learning, the students should push themselves to
improve their ability in language mastery. They should takes repeated
practice to learn to learn to perform any skill smoothly and automatically,
and language learning is no exception. They should make sense to structure
learning in a way that gives students the maximum sense of progress and
encourages them not to abandon the effort halfway. As Brown (1991) points
out: “the emotions are the foundation on which all your learning strategies,
techniques, and gimmicks will stand or fall… without that emotional
foundations, you are fighting an uphill battle at best”.
While language acquisition is the manner of learning a language by
immersion. It provides the students with the practical knowledge of the
language. Besides, Krashen (1987) theorized that “acquisition requires
meaningful interaction in the target language - natural communication - In
which speakers are concerned not with the form of their utterances but with
the messages they are conveying and understanding”. It can be meant that
process of learning in this case is natural and learned system. It is similar to
the process children undergo when they acquire their first language. It
requires meaningful interaction in the target language - natural
communication – in which speakers are concentrated not in the form of their
utterances, but in the communicative act.
According to Scutz (2012) stated that language acquisition refers to the
natural assimilation, involving intuition and subconscious learning. It is the
product of real interactions between people in environments of the target
language and culture, where the learner is an active player. It is same to the
way children learn their native tongue, a process that produces functional
skill in the spoken language without theoretical knowledge. It develops
familiarity with the phonetic characteristics of the language as well as its
structure and vocabulary, and is responsible for oral understanding, the
capability for creative communication and for the identification of cultural
values. However, language learning and language acquisition are efficient for
attaining functional skill in a foreign language not only in childhood.
B. Language Learning Strategy
Rubin (1975) described a very broad definition of learning strategies s
“the techniques or devices which a learner may use to acquire knowledge”. It
can meant that learning strategies can contribute to stimulate the learners’
ability in learning process, even can be directly.
According to Oxford (1990) states that learning as “specific actions
taken by the learner to make learning easier, faster, more enjoyable, more
self-directed, more effective, and more transferable to new situations”. In
other words, language learning strategies is very important to stimulate the
students learning process to make them more understanding, enjoyable,
effective, and like in education. Based on his definition, language strategy are
specific actions, behaviors, steps or techniques that learners to help the result
of their learning inputting, comprehending, and outputting the target
language. Oxford (1990) also proposed that language learning strategies
could be divided into two categories: direct strategies and indirect strategies.
Direct strategies include memory strategies, cognitive strategies, and
compensation strategies, while indirect strategies include metacognitive
strategies, affective strategies, and social strategies. She believed that
applying appropriate language learning strategies on learning process could
help learners obtain self-confidence and improved proficiency, and which
would lead to high motivation in language learning.
C. Self-Directed Learning
Self-directed learning is an important issue that can support the
growth of creativity of learners need in learning process. This strategy
becomes a consistent way at the moment while adapted to the existing
technological and cultural context. Dunn (1979:239) points out that “…when
students taught through methods that complemented their learning
characteristics, students at all levels became increasingly motivated and
achieved better academically”.
Knowles (1975:18) describes self-directed learning as “a process in
which individuals take the initiative without the help of others in diagnosing
their learning needs, formulating goals, identifying human and material
resources, and evaluating learning outcomes”. It can be meant that this
strategy is purposed to teach the individual management with
self-monitoring. The individuals will estimate what they need to improve their
ability and evaluate the result of learning process.
Guglielmino (1977) described that self-directed learning as an
increase in knowledge, skill or performance pursued by any individual for
personal reasons employing any means, in any place or age”. It means that
this strategy is usefulness for the active learner who wants to explore the
material deeper. On the other hand that self-directed learning can involve the
individual learners becoming empowered to take increasingly more
responsibility as the learner for various decisions for improving the learner
ability.
According to Brockett & Hiemstra (1991) stated that “self-directed
learning process of learning, stressing the ability of individuals to plan and
manage their own learning, and a way of organizing instruction that allows
for greater learner control”. It assumes that humans grow in capacity and
need to be self-directed. They can learn from their experiences and make it
the resource for learning to evaluate their process. “Self-directed learning is a
central concept in the study and practice of adult education. While it has a
rich history and is central to the field, the concept, nevertheless, carries
considerable confusion and misunderstanding (Brockett & Hiemstra, 1991;
Candy, 1991). Until recently, the overriding theme of self-directed learning
has been the external management of the learning process in educational life.
In this conception, the learner exercises a great deal of independence in
deciding what is worthwhile to learn and how to approach the learning task,
regardless of entering competencies and contextual contingencies.
Gibbons (2002) stated that “SDL is any increase in knowledge, skill,
accomplishment, or personal development that an individual selects and
brings about by his or her own efforts using any method in any circumstances
at any time”. It can be meant that self-directed learning is needed to give the
improvement of the learner skills, knowledge, accomplishment or personal
development. It can be used to collaborate the ability development with
character development and prepare to face the future of learners’ life. It is
important to note that the learner should know what is the way they learning,
how they can adapt with this globalization, and how they can take the
initiative to define learning outcomes as both personally meaningful and
socially worthwhile.
D. Concept of Self-Directed Learning
Self-directed learning is often considered the ultimate goal of
education (Brookfield, 1986; Mezirow, 1985). The human race needs
self-directed learning for survival. This basic human potential, knowing how to
learn is a necessity for living in the 21st century (Knowles, 1975).
directed learning, in various form, has been evident throughout history and is
closely related to the concept of andragogy and its assumptions about adult
learners (Knowles, 1980, 1984):
a. Self-concept: the learners’ self-concept or belief about
themselves as learners develops on a continuum with learners
possessing various degrees of self-direction. Previous success in
learning improves learners’ general self-concept and capacity for
direction. Learners have a psychological need to be
self-directing but may consciously choose to be more dependent in
areas where they lack previous experience or knowledge.
b. Experience: learners accumulate life experiences that are rich
foundation and resource for new learning for themselves and
others. Experiences must be valued as it is related to personal
identity.
c. Readiness to learn: learners are ready to learn as they accept and
learn to adapt to new roles of, such as a different job or
parenthood, or wish to escape from present roles.
d. Orientation of learning: as learners mature, they prefer
problem-centered learning than they can immediately apply to
relevant situations to increase their competency and help them
live more effectively.
e. Motivation: adults are motivated to greater extent by internal
factors such as self-esteem, job satisfaction, and quality of life
than by external motivators such as promotions and higher
salaries.
E. Stages of Self-Directed Learning
According to Gibbons (2002) states that there are various phases in
SDL and these phases start as a low degree of self-direction to the highest
degree of SDL. The phases include the following stages of degrees of
movement toward SDL, as follows:
1. Incidental Self-Directed Learning
The occasional introduction of SDL activities into courses or
programs that are otherwise teacher-directed.
2. Teaching Students to Think Independently
The programs that emphasize the personal pursuit of meaning through
exploration, inquiry, problem solving and creative activity.
3. Self-Managed Learning
The programs presented through learner guides that students complete
independently.
4. Self-Planed Learning
The programs in which students pursue course outcomes through
activities they design themselves.
5. Self-Directed Learning
The programs in which students pursue course outcomes through
activity they design themselves.
F. Characteristics of Self-Directed Learning
Grow (1991) developed some characteristic of self-directed learner as
follows:
a. Dependent students (learners of Low Self-direction)
The individuals with low self-directed learning score have
characteristic of students who comfort a structured or traditional
learning process such as the role of teachers in traditional classrooms.
For these students, learning is teacher-centered.
b. Interested student (learners of moderate self-direction)
In this case, student have motivation and confidence. They
also have a willingness to do the assignment
c. Involved students (learners of Intermediate Self-Direction)
The individuals who is intermediate self-directed learners
have characteristic that are successful in independent situations, but
are not fully able to identify learning needs, planning and
implementation of learning plans.
d. High Self-Directed Learner
The individuals who is high self-directed learner have
characteristic students who can identify their learning needs and able
to implement the learning plans. They also become students who are
initiative, independence, responsibility for his or her own learning
and view problems as challenges, not obstacles, and enjoy learning
and having tendency to be goal-oriented.
G. Benefits of Using Self-Directed Learning
Based on Garrison’s (1997) statement that the literature on
self-directed learning affirms that self-self-directed learners can indicate a greater
awareness of the responsibility as a learner. From using this strategy the
learner can make learning more meaningful and monitoring themselves. The
learners will have a sense of curiosity and willingness to try new things, view
problems as challenges, desire change, and enjoy learner (Taylor, 1995).
According to Taylor (1995), he also finds self-directed learners to be
motivated and persistent, independent, self-disciplined, self-confident and
goal-oriented.
It can be meant that self-directed learners allows learners to be more
effective learners, social beings, and creative learner. Self-directed learning
researchers have challenged the assumption that giving some learning
responsibility back to learners in many instances is more beneficial than
other approaches. Morrow (1993) observed that with proper planning and
implementation, self-directed learning can encourage students to develop
their own rules and leadership patterns.
H. Attitude
“Attitude is a mental of neutral state of readiness, organized through
experience, exerting a direct or dynamic influence upon the individual’s
response to all objects and situations with which it is related” (Gordon
allport, 1935) as quoted by (Oskamp & Schultz, 2005:8). It can be meant that
attitude concerns about the concept of individual in readiness to response and
motivation to influence the self. Otherwise, Kemendikbud has regulated to
categorize the attitude divided into two as written in curriculum 2013, the
first is spiritual attitude which is contained about the establishing students to
be religious and devotional. The second is social attitude which is contained
about the establishing students to be independent, democratic, and
responsible. Regarding the understanding above, according to Kemendikbud
in curriculum 2013 there are ten indicator to assess the attitude, as follows:
1. Responsible
2. Discipline
3. Honesty
4. Respect
5. Confident
6. Persistence
7. Motivate
8. Cooperative
9. Friendly
10.Caring
I. UPTPB IAIN Salatiga
UPTPB IAIN Salatiga is Technical Development Unit of Language
Service which concentrated to develop networking and language skills of all
elements of the students. Therefore, UPTPB creates a language area for
improving language skills in the university, especially for the students. One
of the regulation in this area is requiring the student to use English or Arabic
in every activities in this room. This room was designed like a cafe with a
colorful painting in order to make joyful learning the students. The area’s
name is “English Rendezvous and Zawiya Arabiya”.
UPTPB’s Vision
Becoming a trustworthy technical implementing unit which serves
IAIN Salatiga, academic community and general public in the utilization,
learning and preservation of foreign, national, and local languages for the
friendship and cooperation of all people in all nations, religions and cultures
for the implementation.
UPTPB Mission
1. Being the main driving force of all efforts to develop international
relationships in order to achieve the vision and mission of IAIN
Salatiga.
2. Establish a skilled academy community of foreign languages as an
ambassador of Indonesian Islam.
3. To preserve the wealth of national and regional languages as the
identiy of Indonesian.
4. Managing and developing professional language teaching and
learning activities based on dynamic community through innovative
methods, technologies and learning activities.
5. Establish friendships among local, national and world communities
for prosperity and peace.
6. Enliven language research for the sake of language itself and
academic progress.
7. Provide all the needs for the academic community to engage in
international activities.
8. Cooperate with all interested parties in the development of teaching
and learning activities in language and human peace.
English Rendezvous Area
English Rendezvous is a language area for improving language skills
in the university, especially for the students. The area’s name is “English
Rendezvous and Zawiya Arabiya”. One of the regulation in this area is
requiring the student to use English or Arabic in every activities in this room.
This room was designed like a cafe with a colorful painting in order to make
joyful learning the students. The purpose of this area is to facilitate the
students in improving their English capability. Therefore, the students must
be active. So the activeness of them can lead them in good learning process,
such as by discussing with other friends and make some study club.
J. Previous Study
In this chapter, the researcher presents the information about previous
study that were related with this research. Related research showed that
students differ in self-directed learning. Bordonaro (2006) had done research
about self-directed language learner ESL students in an American college
library. The aim of this study is improving their English skills. The ESL
students in this study engaged in language learning activities in the library in
all four language skill areas: speaking, listening, reading, and writing. The
research was categorized as descriptive qualitative research. The techniques
used to collect the data were observation, documentation, and interview. The
finding of the research was the ESL students in American college library
were solicited through word-of-mouth, by email, and through personal
contact. This expository study suggests that the library may serve a fruitful
venue for the further study of language learning issues.
Similar to Garrison (1997) reported research about self-directed
learning for adult education. The research was about self-directed learning
toward comprehensive theoretical model. The proposed model in this
research integrated self-management contextual control, self-monitoring
(cognitive responsibility, and motivational (entering and task) dimensions to
reflect a meaningful and worthwhile approach to self-directed learning. The
research showed that the cognitive and motivational dimensions of
self-directed learning is identified as a requiring further research.
The next research was about self-directed language learning. Wang
(2012) aimed his research to identify the self-directed language learning of
ESL learners in China through watching English television drama. This paper
discussed a method of intensive English language learning beyond the
classroom. The finding of the research was a self-directed learning pedagogy
has been developed and discussed, which seems to have signposted an
effective and economic way of ESL learners to improve linguistic,
sociolinguistic and pragmatic competence beyond the language classroom.
The previous research reported that ESL students in an American
college library showed up the effectiveness using self-directed learning in the
library while ESL students in China through watching English television
drama. Ayyildiz and Tarhan (2015) had done research for Turkey senior high
school students to see development of self-directed learning skills scale and
to investigate the development a valid and reliable scale for assessing high
school students’ self-directed learning skills. The instrument that used to
gather the data is Guglielmino’s SDLRS instrument to determine the relation
between readiness for self-directed learning and performance in a
professional context. The findings in this study indicated that the SDLSS
provided valid and reliable scores for the examination of high school
students’ self-directed learning skills. This scale was also found to be
practical tool for teachers to use because the administration of this scale does
not require long periods of time and it is not difficult to interpret the results.
However, the result of this research revealed that there were correlations
between the items, factor analysis could be conducted and nine factors were
obtained.
Similar to Linder (2013) has done research on her dissertation to
identify an analysis of self-directed learning of first year, first-generation
college students. The aim of this study was to examine the reflective essays
of first year, first generation college students for evidence of self-directed
learning at the conclusion of their first semester at the university. The
researcher here used a phenomenological qualitative method and a content
analysis rating rubric used to identify and code evidence related to four
themes: self-awareness, decoding and pattern fit. Autonomy/responsibility,
and academic success. The finding in this research was indicated that
first-year, first generation college students have the capacity to take ownership of
their learning in ways exemplified by self-directed learners. Then, study
findings also emphasized the importance of a support system that includes
coursework designed to facilitate understanding of individual learner
characteristics, emphasize strategies to maximize learner efforts that lead to
successful outcomes, and empower students to become more self-directed.
The last previous research was conducted in Senior High School
Singosari, Malang, Indonesia. Humaira & Hurriyah (2017) has done research
about students’ perspectives towards self-directed learning out of classroom.
The objectives of their research were to investigate the students’ view s
which became a valuable resource to understand the students’ perspectives
toward self-directed learning. This study was qualitative analysis research
where the data were collected through questionnaire and interviews. The
finding in this study showed that students have difficulties in choosing
appropriate strategies for learning, doing self-assessment, and conducting
self-reflection. The students still need to be the real self-directed learners in
order to successfully master the English language.
From those previous research, the researcher believes that this
research is different from those research, dealing with the objective, theme,
and subjects. Moreover, this research only focuses on the students’
characteristic of self-directed learning and how the students take advantages
of self-directed learning and the facilities provided by UPTPB of IAIN
Salatiga to improve English skills students. The subject of this research is the
students’ who have learning activity in English Rendezvous room of UPTPB
IAIN Salatiga. Thus, it is clear that this research is different from those
previous research.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This research was conducted to get the description about the students’
performed on self-directed learning which facilitated by UPTPB IAIN
Salatiga. This research is categorized a descriptive qualitative research. As
Williams (2007:66) theorized that “descriptive research approach is a basic
research method that examines the situation, as it exists in its current state”.
In other words, the result of this descriptive research is description of the data
at moment. That is why this research called descriptive because it describes
what the students’ performed on self-directed learning which facilitated by
(Language Development Unit) UPTPB in IAIN Salatiga.
Heighm and Crocker (2009: 70) identified descriptive research that
“the researcher presents a detailed, contextualized picture of a particular case
or phenomenon. The research purpose is simply to gain a deep understanding
of the case or phenomenon itself, not to generalize this cases or context”. In
this research, the researcher uses descriptive method to describe the students’
performed on self-directed learning which facilitated by (Language
Development Unit) UPTPB in IAIN Salatiga. The data in this research is
raw. To make the data understandable, the researcher provides the data in the
organized form. After the researcher collecting the data, the researcher uses
visualization such as graph or table to distribute the data and describe it.
Based on Knupfer and McLellan (1996) state that “the descriptive
research can be either quantitative or qualitative. In this research used
qualitative research method. According to William (2007:67) theorized that
“qualitative research method is the social phenomenon being investigated
from the participant’s viewpoint”. It can be meant that the data research is
gathered from the participant. Then, the researcher explains the data to
answer the problems of the research. In this research, the researcher used
individual interview with participant who facilitated by UPTPB through
English Rendezvous area. The researcher also used questionnaire to complete
the data. The questionnaire used is the open-close questionnaire which the
respondents able to choose alternative answered provided and explaining
why they choose it. Documentation also took for completing the data.
According to Mack et al (2005:1) states that “Qualitative research is
especially effective in obtaining culturally specific information about the
values, opinions, behaviors, and social contexts of particular populations”. In
other words that qualitative research is used to get information from
particular population. The data is obtained to find the social context and
specific people.
B. Research Setting
1. Research Location
In this research, the researcher takes place in English
Rendezvous area which facilitated by (Language Development Unit)
UPTPB in IAIN Salatiga, located in campus III IAIN Salatiga. This
area was built for supporting the learners’ to improve their English
ability. This room has a regulation to speak English or Arabic when
you are in that room. Therefore, this room is compatible to students in
improving their English ability. They can practice anytime whenever
they want to do which aware of the needs of English skills.
2. Research Schedule
The sequences of data collection and the data analysis are as
follows:
Table 3.1
Research Schedule
No Activity Date
1 Observation August 25th, 2018
2 Giving the questionnaire to the
students in English Rendezvous area
September 4th, 2018
3 FGD (Forum Group Discussion) September 5th, 2018
C. Resource of the Data
According to Moelong (1995:112) theorized that the main source of
the data in qualitative research is word and the actions, and other things are
as the additional data like documents and many others.
In this research, the researcher takes the data is from the resource
through the direct observation and it can be words and the actions during
observation. There are two sources of main data:
1) Event
The observing events which were conducted in this research is the
students’ language learning activity in English Rendezvous area of
(Language Development Unit) UPTPB in IAIN Salatiga.
2) Informant
In the descriptive qualitative research, the informants are often called
as a respondent. It can be meant the people who give the information
for the research. The informant in this research is the students’
participated who facilitated by (Language Development Unit) UPTPB
through English Rendezvous area.
D. Technique of data Collection
Based on the aim of this study, the technique of collecting data in this
research used questionnaire and interview.
1) Open Questionnaire
According to Siniscalco and Auriat (2005:3) theorized that
“questionnaire is a survey instrument used to collect data from
individuals about themselves, or about a social unit as a household or
a school. A questionnaire is said to be standardized when each
respondent is to be exposed to the same questions and the same
system of coding responses”. It can be meant that questionnaire is a
method of collecting data by using some questions made by the
researcher. The questions for each respondent are the same by the
mean to see the clear distinct between respondents. In this research,
the researcher used the open questionnaire. The purpose of the open
questionnaire in this research was to obtain the data information about
the self-directed learning performed by students’ facilitated by
UPTPB in IAIN Salatiga.
2) Interview
According to Moleong (2009:186) theorized that interview is
a conversation that is accompanied by certain goal. It can be meant
also that interview is exchanged the ideas and information by two
person or more. Ideas and information are attained through questions
and answer, then the meanings of a specific topic are answered.
Sutopo (2002: 59) theorized that interview in the descriptive
qualitative research is generally done by giving the opened questions
which purposed to gain deep information and it is done by using the
unstructured formally things in order to get the views of the subject
observed about many things that bring advantages for gaining the
detailed information.
E. Technique of Data Analysis
To analyze the data, the researcher used a descriptive method in this
research. According to Suryana (2010:16) theorized that “descriptive method
begins from collecting the data, analyze the data, and interpret the data”.
Therefore, the researcher collected the data from making the FGD with the
participants and the open questionnaires which had filled by the respondents.
So, the researcher categorized and analyze the data in purposed to obtain the
answer of this research questions. According to Aitken et al. (2003:95)
defined that “typically, data are collected as qualitative or quantitative
responses, which are coded into a specified set of classifications according to
given rules. The data coding could be in several forms: paper questionnaire;
scanned form…”. It can be meant that in to make easier to get the data from
questionnaire, the researcher made a table code to each answer of the
questionnaire and column to explain the chosen alternative answer. Then, the
researcher would call some participant who had filled interested answered of
the questionnaire to be interviewed by the researcher. Therefore, from this
method the researcher can get the needed data easily.
Table 3.2
Data Codes
In addition, to synthesize the data collecting from various sources in
to a cohesive description of what the researcher had been observed and
discovered, the researcher used three major components based on Miles and
No Alternative Answer Codes
1 Strongly Agree 4
2 Agree 3
3 Disagree 2
4 Strongly Disagree 1
Huberman (1984) as quoted by Sugiyono (2010: 337). They are data
reduction, data presentation, and conclusion, as follows:
1) Data Reduction
According to Sugiyono (2010: 338) theorized that data
reduction means summarizing, selecting the important ones, focusing
on stated topic, and deleting unnecessary plan. Thus, the reducing of
the data will not clearly give pictures of what a researcher really
discovers but also simplify the following searches.
Therefore, the process of data reduction in this certain
research was conducted through separating unnecessary data from
questionnaire, documentation and interview. To categorizing the data,
the researcher took to structure the finding presentation.
2) Data Presentation
In this research, because the researcher used qualitative
research, the researcher used data presentation to support the
comprehension discussed. Data presentation is arranged in the form
essays, chart flowcharts, categorization, etc. By data presentation, the
researcher consider what he should do, could analyze based on his
understanding. The researcher get some data about this research of
self-directed learner from students who facilitated by UPTPB through
English Rendezvous area, which explained descriptively in the form
of essay and interview. Moreover, the characteristic of self-directed
learner would be presented using percentage and table.
3) Conclusion
The last step after data presentation is concluding all of what
has been investigated the research. It is describing the meaning of the
data in fact. The conclusions of this qualitative research is based on
the reduction in finding out the answer of investigation. The
probability of some changes is developed when there are valid and
consistent evidence. Data collection is also very important here where
is followed in order to make the research strongly believe and
accurate.
F. Validity of the Data
In this research, the researcher use triangulation in order to check the
validity of the data. According to Moleong (2009: 330) theorized that
“triangulation is a technique which is applied to check the validity of the data
by employing the element outside the data”. It can be meant that the element
outside the data has a function as a comparison to the data. Based on Denzin
(1978) as cited by Moeloeng (2009:330), he defined that triangulation as a
technique to check the validity of the data through source triangulation and
theoretical triangulation, investigator triangulation and theoretical
triangulation. Therefore, theoretical triangulation is used by the researcher in
this research. According to Patton (1987: 327) as cited by Moeloeng (2009:
331) defined that the validity of the data can be checked through one or more
theories which called as rival explanation. The researcher enables to
strengthen the result of the data by using theoretical triangulation in order to
comparing the data to submitted theories.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the researcher presented the research finding as the answer to
the research question stated in the first chapter. The first section discusses the
Students’ attitude toward self-directed learning facilitated by English Rendezvous
area of (Language Development Unit) UPTPB in IAIN Salatiga. The second section
discusses the advantages students take self-directed learning and the facilities
provided by English Rendezvous area of UPTPB IAIN Salatiga.
A. Research Findings
1. Finding of the Students’ Attitude toward Self-Directed Learning
Facilitated by English Rendezvous Area of UPTPB of IAIN Salatiga
To obtain the data, the questionnaire was used to describe the
students’ attitude toward self-directed learning in English Rendezvous area of
UPTPB in IAIN Salatiga. The open questionnaire based on ten indicator
which mentioned on the chapter two were used to capture the students’
attitude indicator. They are responsibility, honesty, caring, respect, friendly,
commitment, disciplines, considerate, motivation, and persistence.
Based upon the findings of the research, the researcher is going to
explain the research result.
a. The researcher found that self-directed learning can improve students’
responsibility not only for the concerning students but also for others.
This is because self-directed learning can indicate a greater awareness
of the responsibility as a learner. Furthermore, they can make learning
more meaningful and monitoring their learning target. This idea was
supported by R-1. He stated that “self-directed learning make us to be
honest and responsible about anything that we do”. The other
statement also was stated from R-3. He stated “being self-directed
learner is like an autonomy student. It make us freedom but there are
rules and limitation to be more responsible.
b. Then, for the honesty of the students. It had been seen that
self-directed learning can improve the students’ honesty. This is because
the characteristic of students’ honesty is one of the important parts
that students must have. This idea was supported by R-1 saying
“…honesty and responsibility are the character that students must
have to encourage the students to do self-directed learning”. It
indicated that from the honesty, it can support to build the other
character. So, the learning process can occur properly arranged. It
also has been practiced in English Rendezvous room by giving the
little canteen as facility. From this canteen, the students are trained to
be honest because there is no shopkeeper in the canteen. To buy, the
students just put the money and take the change money themselves
with appropriate the price list.
c. Caring, it has been known that self-directed learning also can support
the students to have a good character by caring to others. It is because
the students often do the discussion and sharing about anything with
their friends. By doing that, the awareness of the students to care will
appear because they will help each other. This idea was supported by
R-5 saying “…because in English Rendezvous area, we can free to
study. We can discuss about something that we do not understand yet
with our friends, so we can supply the knowledge each other.
Automatically the awareness to care each other appears itself”. It
indicates that to appear the awareness in caring is from the activeness
of the students by learning together.
d. As learners mature, the students must respect to the teachers and
others. As based on the research self-directed learning can improve
the awareness of the students to be more respect to the teachers in
campus and native. This is because the activeness of the students in
communication to the teachers or native make them to know the way
to respect consciously. As supported statement from R-5. She stated
that “because there is native teacher in English Rendezvous room, the
students will be more interested in improving their language ability
and know the way to respect them”.
e. Afterwards, self-directed learning can improve the friendly of
students, especially in learning process. It is not caused from students
only but also from the conduciveness room which can encourage the
students to create a friendly atmosphere. This statement was
supported by R-1 saying “in English rendezvous area, we often make
some group discussion with other students, and it is very different
with the learning process in the class with the teacher instruction”. It
indicated that the students prefer to be independent students than get
the learning process in the class. This is because for some sometimes
is being afraid to ask the teacher when they do not understand about
the material, but when they make independent study with their
friends, they will no doubt to ask. So, the friendly atmosphere can be
created by the students itself. It related with R-4 statement. He stated
that “we can share knowledge and experience. So anything what
we’ve shared can be more benefit also to others”. Moreover, there are
many positive things that can be expressed to get a friendly
atmosphere, such as discussion and sharing as the students mentioned
before. As the statement from R-1 stated that “with discussing and the
good facilities, socializing will be going to be well”.
f. For commitment of the students, it is seen that self-directed can
improve the commitment of the students in achieving the learning
target. This is because the commitment that made by students is for
themselves. They are aware that to achieve the learning goal must
make the commitment to themselves. As the statement that was stated
by R-5. She stated that “…the high awareness of the students in
learning, make the students have good commitment in achieving the
learning target, especially in learning English”. It has a synergy with
the regulation in English Rendezvous area which must the visitor to
use English or Arabic in communication when entered that room.
Indirectly, the system created the good atmosphere which encourage
the students or teacher to speak English or Arabic better. For example
the statement from R-9. She stated that “…because when entered this
language room, the atmosphere in this room make us to speak English
better, so this system encourage us to improve the language ability”.
g. Then, in disciplines indicator indicated that self-directed learning also
improve the disciplines of students to achieve learning target or others
students mature. This is because from self-directed learning, the
