SELF-EFFICACY BELIEF AND SELF-REGULATION LEARNING STRATEGY ON WRITING ENGLISH BY UNDERGRADUATE STUDENTS
CHAPTER I
INTRODUCTION
In regard to the report of this present study, the researcher is going to
expose firstly the introduction section in this chapter. This chapter covers some
points namely, background of study, statement of the problem, purpose of the
study, scope and limitation, and definition of key terms. Each section is presented
as below:
1.1 Background of Study
English is one of important international languages to learn because many
people use this language in their communication. To prove that statement, Crystal
(2003, p.5-68) states that English has been used to communicate by approximately
329 million people as the first language (L1), 430 million people as the second
language (L2) and more than 100 countries learn English in total as the foreign
language. In short, communicate in English is the effective way to connect with
everyone in the world.
In Indonesia, English is one of foreign languages that students have to
learn it since junior high school till university level. It is expected that Indonesian
people will be able to use English in their daily communication (Anwar et.al,
2013). Then, Indonesians are required to master English for daily communication
with foreigners in this globalization era.
Ironically, even though the Indonesian students have learnt English from
beginning level, most of them still have difficulties to communicate well in
English. The difficulties in learning English occur when .they lack of vocabulary
1
2
and English grammar (Rojas, 2012). In fact, Indonesian students are expected to
master four language skills in learning English which includes of listening,
reading, speaking, and writing in order to use English communicatively.
From those language skills, writing is generally considered as the most
difficult skill (Javed et al., 2013). So that, writing is language skill that learners
need to pay attention more than other skills. In writing, the learner usually finds
difficult to express the idea in their mind and organizing them into sentences
(Akil, 2013). It means, they should choose suitable words to be arranged into
sentences and determine into right verb. That process is generally difficult for
Indonesian that learns English as foreign language then they must give much
effort to make a good writing.
The ability to write a good writing is particularly important for the
students in academic lives. It is indicated that there are a lot of academic writing
such as journal article and essay that are written in English. One of academic
writing which is taught in university is essay. Essay writing is important skill for
students at university, but most of them often lacks to write an essay (Yates, 2008,
p.1). The structure of essay that is different from other text might be caused
difficulties. It was proved by fact that there are limited numbers of the students
who have high score in writing essay. So that, the difficulties to create good essay
writing becomes biggest challenge for university students.
From that information, the students can perceive their difficulty from
different perspective. For the teachers, it is important to understand students’
perspective of their difficulties in order to improve students’ performance. One
way that can be used by teachers to identify students’ perspective is through the
3
study of students’ belief (Liao & Chiang, 2004). Then, the students’ belief of
writing essay might be used by the teachers who want to consider it in order to
improving their academic performance.
The concept that teachers may use to recognize the students’ belief is
through their self-efficacy belief. Zimmerman (2000, p.82) states that self-efficacy
belief of the students is highly effective role because it emphasizes to motivate the
students in academic performance. It means, if the students have high level of
self-efficacy, they will also have higher motivation in learning.
Zimmerman (2000, p.87) states that self-efficacy belief can motivate
students to use learning strategies. It means, self-efficacy belief of the students
relates to their strategy use. So, the relationship between both of them is
interesting to investigate.
The researcher tries to investigate it in English Department of University
of Muhammadiyah Malang (UMM). Based on the experience when the researcher
was in 5th semester, there were many students who believed that they find
difficulties to create a good essay. The difficulties may be hypothesized from the
self-efficacy belief as Zimmerman’s idea.
Hence, the researcher tries to investigate the relationship between selfefficacy belief and self-regulation learning strategy in writing essay. The selfregulation learning strategy has been chosen because this strategy emphasis on the
self-motivational belief on learning (Schunk, 2005). It means, this strategy might
motivate students to create good writing essay base on their self-efficacy belief.
4
1.2 Statement of the Problem
Following the background of study, the researcher formulates one research
question from the problem exposed in order to shape the focus of this present
study. The research question is:
What is the relationship between students’ self-efficacy belief and selfregulation learning strategy used on writing English essay?
1.3. Purpose of the Study
In line with the formulated research questions, one purpose of the study is
becoming the target of the present study. The purpose of the study is:
To determine if there exists on any significance relationship between
students’ self-efficacy belief and self-regulation learning strategy used on
writing English essay.
1.4 Hypothesis
The following hypotheses are formulated and test at 0.05 level of
significance. Those hypotheses are:
H0 = There is no significant relationship between students’ self-efficacy belief and
self-regulation learning strategy used on writing English essay.
H1= There is significant relationship between students’ self-efficacy belief and
self-regulation learning strategy used on writing English essay.
1.4 Significance of the Study
The researcher has divided the significance of the study into two types,
those are theoretically and practically. The results of the study are expected can
give some advantages for several people who are related to this study.
1. Theoretically
Findings of this study are hopefully expected to give information about
students’ self-efficacy belief and their strategy used in writing English. If the
5
results show that students who have high self-efficacy beliefs are more aware of
the writing strategies, the next step might be to find ways to help the students to
increase their self-efficacy beliefs to have better participation in the process of
language learning. It is also to become more motivated in the process of learning.
2. Practically
The result of the study is expected to give much information about
students’ self-efficacy belief in their writing, especially in writing essay. So that,
the finding of this studies useful for English teachers to choose insufficient and
inappropriate strategy use, which would affect the students.
1.5 Scope and Limitation
In this study, the researcher will focus on relationship between students’
self-efficacy belief of difficulty and learning strategy found in the academic
writing, especially English essay by students of English Department at University
of Muhammadiyah Malang. Those students are local student who are learning
English material and they have completed the writing 3 class. Moreover, the
strategy uses in this study is self- regulation learning strategy.
1.6 Definition of Terms
To avoid misunderstanding the researcher would like to give some
definitions of key terms that have correlated in this study. The researcher hopes
these definitions will help the readers to understand this real study. This definition
suits with statement of problem.
Self-efficacy
: Self-efficacy is role in academic motivation and learning
with special attention to students’ capabilities to
regulate their own learning activities and discuss its
6
susceptibility to instruction and other social-cultural
influences (Zimmerman, 2000, p.82)
Strategy
: Strategy is specific methods of approaching a problem
of task methods of operation for achieving particular
end, planned, designs for controlling and manipulating
certain information (Brown, 2000, p.113)
Self-regulation learning : Self-regulation learning refers to self-belief that enable
learners to transform their mental abilities, such as
verbal aptitude, into an academic performance skill,
such as writing (Zimmerman, 2008, p.166)
This chapter has highlighted some information required to conduct
research. It already covers the discussion of background of study, statement of the
problem, purpose of the study, significance of the study, scope and limitation and
definition of key terms. In order to make it theoretically supported, the following
chapter will discuss on the review of related literature. So that, chapter II will be
reported next.
SELF-EFFICACY BELIEF AND SELF-REGULATION
LEARNING STRATEGY ON WRITING ENGLISH
BY UNDERGRADUATE STUDENTS
THESIS
By:
Nur Octavi Mandasari
201110100311080
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
SELF-EFFICACY BELIEF AND SELF-REGULATION
LEARNING STRATEGY ON WRITING ENGLISH
BY UNDERGRADUATE STUDENTS
THESIS
This thesis is submitted to meet one of the requirements to archive
Sarjana Degree in English Education
By:
Nur Octavi Mandasari
201110100311080
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
This thesis was written by Nur Octavi Mandasari and was approved on
November, 11th, 2015
by:
Advisor II,
Advisor I,
Rina W. Setyaningrum, M.Ed
Bayu H. Wicaksono, M.Ed., Ph.D
ACKNOWLEDGEMENTS
All praises be to Allah SWT, the real researcher’s guide, who amazingly
and mysteriously guides her in the process of making this paper. Place and
solution are upon the greatest Prophet Muhammad SAW who set us to right way.
A big number of people contributed in this thesis, and I would like to
express my sincere thanks and appreciation to them all. Particularly, I would like
to express my gratitude to Bayu H. Wicaksono, M.Ed., Ph.D as the first advisor,
whose expertise, understanding, and patience, added considerably to my
experience. I appreciate his vast knowledge and skill in many areas and the
support in every step.
My deepest gratitude is also addressed to Rina W. Setyaningrum, M.Ed as
the second advisor who always patient in correcting the sentences and the
grammar. I should not forget for the advice, suggestion and time, with the
comments and encouragements, the content of this thesis have improved.
My gratitude is also extended to all my lectures of English Department of
University of Muhammadiyah Malang and all the staff office that has transferred
much knowledge to me, for guidance, instruction and help during my study in this
university.
My great gratitude is devoted to my beloved parents, Ikwan and Endang
Susilowati, and also my brothers, Arya and Dicky who always gives me prayer,
support, attention, guidance and encouragement suggestion and motivation,
Least but not less, to all my lovely friends Shelfi, Nova, Fifi and Ika,
especially to the B Class of English’11. Thank you very much for all greater
moments, tease, smile, support, sadness, happiness, and everything that you have
done to me. You all are my best friends.
The researcher really hopes that this study will give contributions to the
educational world, especially for the English development of knowledge in the
future. The researcher also hopes that this study can be able to encourage the
reader to conduct future studies about learning English. Finally the researcher
hopes correction, suggestion and critics from the reader.
Malang, November 2015
The researcher,
Nur Octavi Mandasari
TABLE OF CONTENTS
COVER .........................................................................................................
PAGE OF TITLE .........................................................................................
PAGE OF APPROVAL ................................................................................
EXAMINERS’ APPROVAL ........................................................................
DECLARATION ..........................................................................................
MOTTO AND DEDICATION .....................................................................
ACKNOWLEDGEMENTS ..........................................................................
ABSTRACT ..................................................................................................
TABLE OF CONTENTS ..............................................................................
LIST OF TABLES ........................................................................................
LIST OF FIGURE ........................................................................................
i
ii
iii
iv
v
vi
viii
ix
xii
xiii
CHAPTER I INTRODUCTION
1.1 Background of study .................................................................................
1
1.2 Statement of the problem ..........................................................................
4
1.3 Purpose of the study ..................................................................................
4
1.4 Hypothesis ................................................................................................
4
1.5 Scope and limitation..................................................................................
5
1.6 Significance of the study ...........................................................................
5
1.7 Definition of key terms .............................................................................
6
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 The Understanding of Belief .....................................................................
7
2.2 Self-Efficacy .............................................................................................
8
2.2.1 Judgment of Self-Efficacy ................................................................
9
2.2.2 Sources of Self-Efficacy ..................................................................
10
2.3 Learning Strategy .....................................................................................
12
2.4 Self-Regulation Learning .........................................................................
14
2.5 Self-Regulation Learning Strategy ...........................................................
15
2.6 Writing Skill ............................................................................................
16
2.6.1 Writing Process ...............................................................................
17
2.6.2 Micro Skill and Macro Skill ............................................................
18
2.7 Essay Writing............................................................................................ 19
2.7.1 Features of Good Essay ...................................................................
20
2.7.2 Types of Essay ................................................................................
20
2.8 Related Studies ........................................................................................
21
CHAPTER III RESEACH METHOD
3.1 Research Design ....................................................................................... 23
3.2 Population ................................................................................................. 24
3.3 Sample ...................................................................................................... 24
3.4 Instrument ................................................................................................. 26
3.5 Data Collection ......................................................................................... 28
3.6 Data Analysis ............................................................................................ 28
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ..................................................................................... 30
4.1.1 Description of Data .......................................................................... 30
4.1.2 Finding of Descriptive Statistic......................................................... 31
4.1.3 Finding of Independent Sample T-Test ............................................. 32
4.1.4 Finding of Correlation Analyses ....................................................... 33
4.2 Discussion................................................................................................. 36
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions .............................................................................................. 39
5.2 Suggestions ............................................................................................... 40
REFERENCES ............................................................................................. 42
APPENDICES
Appendix I: Questionnaires of Self-Efficacy and Self-Regulation
Learning Strategy on Writing Essay ....................................
45
Appendix II : Table Score of Questionnaires Items of Self-Efficacy
Belief and Self-Regulation Learning Strategy on Writing
English Essay of 7th Semester Students................................... 47
Appendix III : Table Score of Questionnaires Items of Self-Efficacy
Belief and Self-Regulation Learning Strategy on Writing
English Essay of 9th Semester Students................................... 49
Appendix IV: Table Mean of Self-Efficacy Belief and Self-Regulation
Learning Strategy on Writing Essay of 7th Semester
Students ................................................................................. 51
Appendix V : Table Mean of Self-Efficacy Belief and Self-Regulation
Learning Strategy on Writing Essay of 9th Semester
Students ................................................................................. 52
Appendix VI : Table Students’ Self-Efficacy of Their Capabilities in Writing
English from Different Perspective of 7th and 9th Semester
Students ................................................................................. 53
Appendix VII : Table Process of Self-Regulation Learning Strategy on Writing
Essay of 7th and 9th Semester Students ................................... 55
Appendix VIII: Finding of Independent T-Test between 7th and 9th
Semester Students .................................................................. 57
Appendix IX : The Example of Questionnaires Sheets .................................... 59
REFERENCES
Aidinlou, N. A. (2014). The Relationship of Self-efficacy Beliefs, Writing
Strategies, and the Correct Use of Conjunctions in Irian EFL Learners.
International Journal of Applied Linguistics & English Literature, 3(4).
Akil, A. (2013). Developing Writing Skill for Grade X Students at SMA Alhariaat
Kalukubula Through Process Oriented Approach. Bahasantodea, 1(1), 2435.
Anwar, A., Tavriyanti, L., & Tanjung, F. (2013). An Analysis on the Students'
Ability of in Writing Narrative Text at Grade IX of SMPN Gunung
Talang.
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Inroduction to
Research Education. USA: Thomson Wadsworth.
Bailey, S. (2006). Academic writing. In. London: Routledge.
Boer, H. d., Bergstra, A. S. D., & Kostonus, D. D. N. M. (2013). Effective
Strategies for Self-regulated Learning: Gion.
Brockett, R. G. (2006). Self-Directed Learning and the Paradox of choice. In H.
B. Long & L. Madsen (Eds.), International Journal of Self-Directed
Learning (Vol. 3, pp. 27-33). California: International Society for SelfDirected Learning.
Brown, H. D. (2000). Principles of Language Learning and Teaching. New York:
Longman.
Brown, H. D. (2004). Language Assessment, Principle and Classroom Practice.
New York:: Longman.
Cohen, A. D. (2011). Second Language Learner Strategies. In E. Hinkel (Ed.),
Handbook of research in second language teaching and learning (Vol. II,
pp. 681-689). Abingdon, England: Routledge.
Creswell, J. W. (2002). Research Design (second edition): SAGE Publications,
Inc.
Crystal, D. (2003). English as a Global Language.
University Press.
New York: Cambridge
Field, A. (2009). Discovering Statistics Using SPSS. London: SAGE Publications
Ltd.
Harmer, J. (2007). How to Teach English. Essex, UK: Pearson Educational
Limited.
Honeck, A. Y. (2013). Assessing Percieved Writing Self-Efficacy Beliefs in the
Community College Environment. Hemline University.
Hunter, C. (2009). Planning and Writing University Assignments. New Zealand:
The Student Learning Centre.
Javed, M., Juan, W. X., & Nazli, S. (2013). A Study of Students’ Assessment in
Writing Skills of the English Language International Journal of
Instruction, 6(2).
Liao, P. S., & Chiang, M. Y. (2004). How college Students' Beliefs about English
Learning Relate to Their Strategy Use. 93, 137-154.
Orey, M. (2010). Emerging Perspectives on Learning, Teaching, and Technology.
Switzerland: Jacobs Foundation.
Oxford, R. (2011). Teaching and Researhing Language Learning Strategies.
USA: Longman.
Pajares, F. (2003). Self-Efficacy Beliefs, Motivation, and Achievement in
Writing: A Review of the Literature. Reading & Writing Quarterly(19),
139-158.
Perutz, V. (2010). A Helpful Guide to Essy Writing. London: Student Service.
Rojas, Y. J. M. (2012). Authentic Tasks to Enhance Descriptive Paragraph
Writing In A1 Students at University. Universidad de La Sabana, Chia.
Schunk, D. H. (2005). Self-Regulated learning: The educational legacy of Paul R.
Pintrich. Educational Psychologist, 40, 85-94.
Schwitzgebel, E. (2015). "Belief" (Publication. Retrieved June 11, 2015, from
Stanford
Encyclopedia
of
Philosophy:
http://plato.stanford.edu/entries/belief/
Sugiyono. (2008). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung:
Alfabeta.
Tobing, I. R. A. (2013). The Relationship of Reading Strategies and Self-Efficacy
with the Reading Comprehension of High School Students in Indonesia.
University of Kansas, US.
Yates, R. (2008). How to Improve Your Academic Writing. Colchester, UK:
Learning and Teaching Unit.
Wallen, N. E., & Frankel, J. R. (2011). Educational Research. London: LEA.
Zhang, Y., & Guo, H. (2013). A Study of English Writing and Domain-Specific
Motivation and Self-Efficacy of Chinese EFL learners. Pan-Pacific
Association of Applied Linguistics 16(2), 103-123.
Zimmerman, B. J. (2000). Self-Efficiacy : An Essential Motivate to learn.
Educational Psychology, 25, 82-91.
Zimmerman,
B.
J.
(2008).
Investigating
Self-Regulation
and
Motivation:Historical Background, Methodological Developments, and
Future Prospects. American Educational Research Journal, 1, 166 –183.
Zimmerman, B. J., & Cleary, T. J. (2006). Adolescents' Development of Personal
Agency : The Role of Self-Efficacy Beliefs and Self-Regulatory Skill. In
F. Pajares & T.Urdan (Eds.), Self-efficacy beliefs of adolescents (Vol. 4569). Greenwich, CT: Information Age Publishing.
Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encouranging Self-Regulated
Learning. US: MERC publications.
INTRODUCTION
In regard to the report of this present study, the researcher is going to
expose firstly the introduction section in this chapter. This chapter covers some
points namely, background of study, statement of the problem, purpose of the
study, scope and limitation, and definition of key terms. Each section is presented
as below:
1.1 Background of Study
English is one of important international languages to learn because many
people use this language in their communication. To prove that statement, Crystal
(2003, p.5-68) states that English has been used to communicate by approximately
329 million people as the first language (L1), 430 million people as the second
language (L2) and more than 100 countries learn English in total as the foreign
language. In short, communicate in English is the effective way to connect with
everyone in the world.
In Indonesia, English is one of foreign languages that students have to
learn it since junior high school till university level. It is expected that Indonesian
people will be able to use English in their daily communication (Anwar et.al,
2013). Then, Indonesians are required to master English for daily communication
with foreigners in this globalization era.
Ironically, even though the Indonesian students have learnt English from
beginning level, most of them still have difficulties to communicate well in
English. The difficulties in learning English occur when .they lack of vocabulary
1
2
and English grammar (Rojas, 2012). In fact, Indonesian students are expected to
master four language skills in learning English which includes of listening,
reading, speaking, and writing in order to use English communicatively.
From those language skills, writing is generally considered as the most
difficult skill (Javed et al., 2013). So that, writing is language skill that learners
need to pay attention more than other skills. In writing, the learner usually finds
difficult to express the idea in their mind and organizing them into sentences
(Akil, 2013). It means, they should choose suitable words to be arranged into
sentences and determine into right verb. That process is generally difficult for
Indonesian that learns English as foreign language then they must give much
effort to make a good writing.
The ability to write a good writing is particularly important for the
students in academic lives. It is indicated that there are a lot of academic writing
such as journal article and essay that are written in English. One of academic
writing which is taught in university is essay. Essay writing is important skill for
students at university, but most of them often lacks to write an essay (Yates, 2008,
p.1). The structure of essay that is different from other text might be caused
difficulties. It was proved by fact that there are limited numbers of the students
who have high score in writing essay. So that, the difficulties to create good essay
writing becomes biggest challenge for university students.
From that information, the students can perceive their difficulty from
different perspective. For the teachers, it is important to understand students’
perspective of their difficulties in order to improve students’ performance. One
way that can be used by teachers to identify students’ perspective is through the
3
study of students’ belief (Liao & Chiang, 2004). Then, the students’ belief of
writing essay might be used by the teachers who want to consider it in order to
improving their academic performance.
The concept that teachers may use to recognize the students’ belief is
through their self-efficacy belief. Zimmerman (2000, p.82) states that self-efficacy
belief of the students is highly effective role because it emphasizes to motivate the
students in academic performance. It means, if the students have high level of
self-efficacy, they will also have higher motivation in learning.
Zimmerman (2000, p.87) states that self-efficacy belief can motivate
students to use learning strategies. It means, self-efficacy belief of the students
relates to their strategy use. So, the relationship between both of them is
interesting to investigate.
The researcher tries to investigate it in English Department of University
of Muhammadiyah Malang (UMM). Based on the experience when the researcher
was in 5th semester, there were many students who believed that they find
difficulties to create a good essay. The difficulties may be hypothesized from the
self-efficacy belief as Zimmerman’s idea.
Hence, the researcher tries to investigate the relationship between selfefficacy belief and self-regulation learning strategy in writing essay. The selfregulation learning strategy has been chosen because this strategy emphasis on the
self-motivational belief on learning (Schunk, 2005). It means, this strategy might
motivate students to create good writing essay base on their self-efficacy belief.
4
1.2 Statement of the Problem
Following the background of study, the researcher formulates one research
question from the problem exposed in order to shape the focus of this present
study. The research question is:
What is the relationship between students’ self-efficacy belief and selfregulation learning strategy used on writing English essay?
1.3. Purpose of the Study
In line with the formulated research questions, one purpose of the study is
becoming the target of the present study. The purpose of the study is:
To determine if there exists on any significance relationship between
students’ self-efficacy belief and self-regulation learning strategy used on
writing English essay.
1.4 Hypothesis
The following hypotheses are formulated and test at 0.05 level of
significance. Those hypotheses are:
H0 = There is no significant relationship between students’ self-efficacy belief and
self-regulation learning strategy used on writing English essay.
H1= There is significant relationship between students’ self-efficacy belief and
self-regulation learning strategy used on writing English essay.
1.4 Significance of the Study
The researcher has divided the significance of the study into two types,
those are theoretically and practically. The results of the study are expected can
give some advantages for several people who are related to this study.
1. Theoretically
Findings of this study are hopefully expected to give information about
students’ self-efficacy belief and their strategy used in writing English. If the
5
results show that students who have high self-efficacy beliefs are more aware of
the writing strategies, the next step might be to find ways to help the students to
increase their self-efficacy beliefs to have better participation in the process of
language learning. It is also to become more motivated in the process of learning.
2. Practically
The result of the study is expected to give much information about
students’ self-efficacy belief in their writing, especially in writing essay. So that,
the finding of this studies useful for English teachers to choose insufficient and
inappropriate strategy use, which would affect the students.
1.5 Scope and Limitation
In this study, the researcher will focus on relationship between students’
self-efficacy belief of difficulty and learning strategy found in the academic
writing, especially English essay by students of English Department at University
of Muhammadiyah Malang. Those students are local student who are learning
English material and they have completed the writing 3 class. Moreover, the
strategy uses in this study is self- regulation learning strategy.
1.6 Definition of Terms
To avoid misunderstanding the researcher would like to give some
definitions of key terms that have correlated in this study. The researcher hopes
these definitions will help the readers to understand this real study. This definition
suits with statement of problem.
Self-efficacy
: Self-efficacy is role in academic motivation and learning
with special attention to students’ capabilities to
regulate their own learning activities and discuss its
6
susceptibility to instruction and other social-cultural
influences (Zimmerman, 2000, p.82)
Strategy
: Strategy is specific methods of approaching a problem
of task methods of operation for achieving particular
end, planned, designs for controlling and manipulating
certain information (Brown, 2000, p.113)
Self-regulation learning : Self-regulation learning refers to self-belief that enable
learners to transform their mental abilities, such as
verbal aptitude, into an academic performance skill,
such as writing (Zimmerman, 2008, p.166)
This chapter has highlighted some information required to conduct
research. It already covers the discussion of background of study, statement of the
problem, purpose of the study, significance of the study, scope and limitation and
definition of key terms. In order to make it theoretically supported, the following
chapter will discuss on the review of related literature. So that, chapter II will be
reported next.
SELF-EFFICACY BELIEF AND SELF-REGULATION
LEARNING STRATEGY ON WRITING ENGLISH
BY UNDERGRADUATE STUDENTS
THESIS
By:
Nur Octavi Mandasari
201110100311080
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
SELF-EFFICACY BELIEF AND SELF-REGULATION
LEARNING STRATEGY ON WRITING ENGLISH
BY UNDERGRADUATE STUDENTS
THESIS
This thesis is submitted to meet one of the requirements to archive
Sarjana Degree in English Education
By:
Nur Octavi Mandasari
201110100311080
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
This thesis was written by Nur Octavi Mandasari and was approved on
November, 11th, 2015
by:
Advisor II,
Advisor I,
Rina W. Setyaningrum, M.Ed
Bayu H. Wicaksono, M.Ed., Ph.D
ACKNOWLEDGEMENTS
All praises be to Allah SWT, the real researcher’s guide, who amazingly
and mysteriously guides her in the process of making this paper. Place and
solution are upon the greatest Prophet Muhammad SAW who set us to right way.
A big number of people contributed in this thesis, and I would like to
express my sincere thanks and appreciation to them all. Particularly, I would like
to express my gratitude to Bayu H. Wicaksono, M.Ed., Ph.D as the first advisor,
whose expertise, understanding, and patience, added considerably to my
experience. I appreciate his vast knowledge and skill in many areas and the
support in every step.
My deepest gratitude is also addressed to Rina W. Setyaningrum, M.Ed as
the second advisor who always patient in correcting the sentences and the
grammar. I should not forget for the advice, suggestion and time, with the
comments and encouragements, the content of this thesis have improved.
My gratitude is also extended to all my lectures of English Department of
University of Muhammadiyah Malang and all the staff office that has transferred
much knowledge to me, for guidance, instruction and help during my study in this
university.
My great gratitude is devoted to my beloved parents, Ikwan and Endang
Susilowati, and also my brothers, Arya and Dicky who always gives me prayer,
support, attention, guidance and encouragement suggestion and motivation,
Least but not less, to all my lovely friends Shelfi, Nova, Fifi and Ika,
especially to the B Class of English’11. Thank you very much for all greater
moments, tease, smile, support, sadness, happiness, and everything that you have
done to me. You all are my best friends.
The researcher really hopes that this study will give contributions to the
educational world, especially for the English development of knowledge in the
future. The researcher also hopes that this study can be able to encourage the
reader to conduct future studies about learning English. Finally the researcher
hopes correction, suggestion and critics from the reader.
Malang, November 2015
The researcher,
Nur Octavi Mandasari
TABLE OF CONTENTS
COVER .........................................................................................................
PAGE OF TITLE .........................................................................................
PAGE OF APPROVAL ................................................................................
EXAMINERS’ APPROVAL ........................................................................
DECLARATION ..........................................................................................
MOTTO AND DEDICATION .....................................................................
ACKNOWLEDGEMENTS ..........................................................................
ABSTRACT ..................................................................................................
TABLE OF CONTENTS ..............................................................................
LIST OF TABLES ........................................................................................
LIST OF FIGURE ........................................................................................
i
ii
iii
iv
v
vi
viii
ix
xii
xiii
CHAPTER I INTRODUCTION
1.1 Background of study .................................................................................
1
1.2 Statement of the problem ..........................................................................
4
1.3 Purpose of the study ..................................................................................
4
1.4 Hypothesis ................................................................................................
4
1.5 Scope and limitation..................................................................................
5
1.6 Significance of the study ...........................................................................
5
1.7 Definition of key terms .............................................................................
6
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 The Understanding of Belief .....................................................................
7
2.2 Self-Efficacy .............................................................................................
8
2.2.1 Judgment of Self-Efficacy ................................................................
9
2.2.2 Sources of Self-Efficacy ..................................................................
10
2.3 Learning Strategy .....................................................................................
12
2.4 Self-Regulation Learning .........................................................................
14
2.5 Self-Regulation Learning Strategy ...........................................................
15
2.6 Writing Skill ............................................................................................
16
2.6.1 Writing Process ...............................................................................
17
2.6.2 Micro Skill and Macro Skill ............................................................
18
2.7 Essay Writing............................................................................................ 19
2.7.1 Features of Good Essay ...................................................................
20
2.7.2 Types of Essay ................................................................................
20
2.8 Related Studies ........................................................................................
21
CHAPTER III RESEACH METHOD
3.1 Research Design ....................................................................................... 23
3.2 Population ................................................................................................. 24
3.3 Sample ...................................................................................................... 24
3.4 Instrument ................................................................................................. 26
3.5 Data Collection ......................................................................................... 28
3.6 Data Analysis ............................................................................................ 28
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ..................................................................................... 30
4.1.1 Description of Data .......................................................................... 30
4.1.2 Finding of Descriptive Statistic......................................................... 31
4.1.3 Finding of Independent Sample T-Test ............................................. 32
4.1.4 Finding of Correlation Analyses ....................................................... 33
4.2 Discussion................................................................................................. 36
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions .............................................................................................. 39
5.2 Suggestions ............................................................................................... 40
REFERENCES ............................................................................................. 42
APPENDICES
Appendix I: Questionnaires of Self-Efficacy and Self-Regulation
Learning Strategy on Writing Essay ....................................
45
Appendix II : Table Score of Questionnaires Items of Self-Efficacy
Belief and Self-Regulation Learning Strategy on Writing
English Essay of 7th Semester Students................................... 47
Appendix III : Table Score of Questionnaires Items of Self-Efficacy
Belief and Self-Regulation Learning Strategy on Writing
English Essay of 9th Semester Students................................... 49
Appendix IV: Table Mean of Self-Efficacy Belief and Self-Regulation
Learning Strategy on Writing Essay of 7th Semester
Students ................................................................................. 51
Appendix V : Table Mean of Self-Efficacy Belief and Self-Regulation
Learning Strategy on Writing Essay of 9th Semester
Students ................................................................................. 52
Appendix VI : Table Students’ Self-Efficacy of Their Capabilities in Writing
English from Different Perspective of 7th and 9th Semester
Students ................................................................................. 53
Appendix VII : Table Process of Self-Regulation Learning Strategy on Writing
Essay of 7th and 9th Semester Students ................................... 55
Appendix VIII: Finding of Independent T-Test between 7th and 9th
Semester Students .................................................................. 57
Appendix IX : The Example of Questionnaires Sheets .................................... 59
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