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The Relationship between Self Directed Learning and Students’ English

Learning Achievement

 Introduction
Self-directed learning (SDL) is similar with the term of ‘autonomous learning’ and
‘independent learning. Those terms are same that describe a process of individual taking
initiative with or without other’s help, in analyzing their learning needs, defining learning
goals, identifying resources, and choose the right strategies. SDL let people learn many things
by themselves from their own experiences independently and from any sources. It is
considered as a skill that affianced by individuals and represents many factors that connected
to students’ responsibility and independence in learning.

 Research Question
 Is there any relationship between Self Directed Learning and students’ English
learning achievement?

 Aim of the research

 The basic aim of this paper is to determine the relationship between Self
Directed Learning and students’ English learning achievement

 Operational Definition

Conceptual variable Operational Definition

SDL (Self-directed learning) How students learn independently or learn
autonomously.
Learning Frequency How often the autonomous learning
activities are carried out within a certain
period of time (eg. A week).
Learning duration How long the autonomous learning
activities are carried out each day.
Learning achievement The value of English subject on each
semester

 Hypothesis
 There is relationship between Self Directed Learning and students’ English
learning achievement
 Null hypothesis:
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There is no relationship between Self Directed Learning and students’ English

learning achievement
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 Literature Review
Learning is the process of acquiring new knowledge, skills, behaviors, values, or
preferences. “Learning is a cycling Process” of converting the experience and
understanding into knowledge (Kolb, 1976, as cited in Adenuga 1989). Learning is also
recognized as a continuous process that commences at birth and continues until death. A
lot of our learning occurs unconsciously or randomly throughout life, from new
experiences, gaining information from our perception, for example: reading a newspaper
or news on the internet, watching a news broadcast, talking with other, and things that are
unexpected. Learning also occurs systematically or consciously which the aim is to gain
the certain information to achieve and intended goal or a certain level of understanding,
for example learning at school. We can conclude that learning can be done at home and at
school as well. .
As cited in Education Scotland that “learning at home is the learning which happens
in the home, outdoors or in the community” (Scottish Parental Involvement Officers
Network, 2018). Learning at home happen through the events including play, leisure
activities, fun events, sports, trips, and other certain experiences. It can also happen
through curriculum related activities including homework, reading and sharing books. This
ultimately led to the terms ‘Autonomous Learning’, ‘Independent Learning’ and ‘Self-
directed Learning’ (SDL). Those terms are same describe as Self-directed learning (SDL),
and this “is a process in which individuals take the initiative, with or without the helps of
others, in diagnosing their learning needs, formulating learning goals, identifying human
material resources for learning, choosing and implementing appropriate learning strategies
and evaluating learning outcomes” (Knowles, 1975, as cited in Adenuga, 1989). SDL let
people learn many things by themselves from their own experiences independently and
from any sources.
The concept of Self-directed Learning (SDL) was first discussed at 1926. The term of
SDL is usually used in the research of Adult learning. But this basically came from the
approach to children, “And for a long time, approaches for adult were subjective
adaptations of those applied to children” (Adenuga, 1989, p.1). The SDL is pointed out
that same with self-study or the students learn by their own without bother anybody
(Candy, 1991, as cited in Silen & Uhlin, 2008). The SDL “is an essential concept in
problem-based learning (PBL), and, in broader sense, student-centred learning” (Silen &
Uhlin, 2008). SDL is also considered as a skill that affianced by individuals. It represents
many factors that connected to students’ responsibility, motivation and independence in
learning, and can be improved through experienced or any training.
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Doyle (2008, as cited in Khiat, 2015) identified the important personal skill students
have to master in gaining information in the context of self learning:
 Finding and Evaluating Quality sources information
 Identifying important information
 Organizing information
 Managing time
 Remember what has been learned
 Using problem-solving system
 Monitoring one’s own learning (meta-cognition)

The students may don’t know their strength and weakness, and does their
learning strategies is effective or not. They usually measure their achievement on the
grade of certain subjects at the end of the semester in their report card grades. The
report card contains the grade of student learning outcomes for one semester or
certain period of time in the form of numbers. And it is often used as a benchmark for
students achievement level.
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 Research Method

This study use non-experimental research method. The definition of non-experimental

research (Kerlinger, 1986, as cited on Johnson and Christensen, 2014):

Nonexperimental research Research in which the independent variable is not

manipulated and there is no random assignment to groups Nonexperimental research
is systematic empirical inquiry in which the scientist does not have direct control of
independent variables because their manifestations have already occurred or because
they are inherently not manipulable. Inferences about relations among variables are
made, without direct intervention, from concomitant variation of independent and
dependent variables.

 Research Design
This study use quantitative correlational research design. “The correlational research
is a type of non-experimental research which the researcher measures two variables and
assesses the statistical relationship/correlation between them with no effort to control
variables” (Price, Jhangiani, and Chiang, 2014). In correlational research, the researcher
studies the relationship between one or more independent and dependent variables, and the
variables are quantitative (Johnson and Christensen, 2014).
This study attempts to identify the relationship between SDL (self-directed learning)
and English learning achievement of second grade students of junior high schools in
Tasikmalaya. In measuring the SDL we take a look at the frequency and duration of students
learning. Then compare the result with students’ English learning achievement which can be
seen from the grades of English subject in each semester.

 Population and sample

The population for this study is all second grade of Junior high school students in
Tasikmalaya. And for the sample, the researcher use simple random sampling technique. We
would choose one school in Tasikmalaya as a representative of the population, and the name
of the school would be determined from the sampling random sampling result. This would be
conducted by making a list of school names first and then using an online random number
generator to create random sample, so each individual (school) has the same chanceof being
selected for the sample.

 Technique of Collecting data

The study uses self-report (questionnaire) and documentary technique to collect the
data. To collect the data from the participants we use self-report instruments or questionnaire.
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A questionnaire is a self-report data-collection instrument which includes many questions and

statements that each participants have to fill out; it is intended to measure many different
kinds of characteristic (Johnson and Christensen, 2014). Questionnaire widely used in
educational research to collect the data about the event which cannot be noticed directly such
inner experience, opinions, values, and interests (Gall, Gall, and Borg, 2003, p.222). The
Questionnaire the we use is a closed questionnaire, and must be filled with a check ().

Documentary analysis or Documentary research according to Scott and Marshall

(2015, as cited on McCulloch, 2004) is defined as “Research that uses personal and official
documents as a source material”. Document is defined as “any written material other than a
record that was not prepared specifically in response to some requests from the investigator”
(Guba and Lincoln, 1981, as cited on Ahmed, 2010). The document has a classification as
stated by Silverman (1993) as cited on (Ahmed, 2010) such: i) files, ii) statistical records, iii)
records of official proceedings and iv) images. In this study, the document we used is in a
form of “public records” (O’Leary, 2014, as cited in Triad, 2016). Documentation needed to
obtain data is from the list of names and grades of English subject each semester. We would
compare the result of the questionnaire with students’ grades.

 Technique of Analyzing Data

In analyzing the data the researcher uses content analysis method. It used to analyze
the documented information from text, images, and other. We also use the analysis method of
quantitative research such measure of frequency and measure of tendency to analyze the
result of questionnaire. To analyze the data we use data analysis software that is SPSS
(Statistical Package for the Social Sciences) as analyzing tool. It can be used to analyze of
variance (ANNOVA), means, correlation, and non-parametric tests.
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 Research schedule

January February March

Determining research
problem, selecting
variables, and writing
Literature review
Questionnaire design
Conducting the
survey (collecting the
data)
Analyzing data
(interpret the result of
the study)
Writing conclusion
Completing study
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REFERENCES

Price, P.C., Jhangiani, R., Chiang, A. (2014). Research methods in Psychology. Canada:
BCcampus
Johnson, R.B., and Christensen,L. (2014). Educational Research: Quantitative, Qualitative,
and Mixed Approaches (fifth edition). USA: SAGE Publication.Inc.
Gall, M.D., Gall, J.P., Borg, W.R. (2003). Educational Research: an Introduction.(seventh
edition). USA: Pierson Education.Inc.
Adenuga, B.O. 1989. Self-directed learning readiness and learning style preferences of adult
learners. (Babatunde O.Adenuga). Iowa State University Capstones.
Silen, C., and Uhlin, L. (2008). Self-directed learning – a learning issue for students and
faculty!. Routledge Taylor & Francis group. Retrieved from:
http://www.informaworld.com
McCulloch, Gary. (2004). Documentary Research in Education, History and the Social
Sciences. London, United Kingdom: Taylor & Francis Ltd.
Khiat, H. (2015). Measuring Self-Directed Learning: A Diagnostic Tool for Adult Learners.
Journal of University Teaching & Learning Practice.
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APPENDIX
Here the example of questionnaire result which also can be used in conducting
our research. Consisted of item (statement), name (term of the item), and definition.
When conducting our research we would like to use the same questionnaire that
consist these questions and must be filled in with checked().