CHAPTER I - Merged

A STUDY ON SELF-DIRECTED LEARNING STRATEGY
IN READING COURSE OF FOURTH SEMESTER

STUDENTS AT ENGLISH LANGUAGE STUDY PROGRAM
UNIVERSITAS MARITIM RAJA ALI HAJI
TANJUNGPINANG
Skripsi
Submitted to fulfill some of the requirements to reach degrees

Bachelor of Education (S.Pd)
By
ANGGI SAPUTRA
NIM 170388203064
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULITY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MARITIM RAJA ALI HAJI
TANJUNGPINANG
2023
ACKNOWLEDGEMENTS
With gratitude to the presence of the one and only God, the researcher is
able to complete this thesis skripsi well. The writer is aware that it would not have
been possible to complete this skripsi without the help, support, and motivation
from various parties. Therefore, the researcher wants to express their thanks to:
The supervising professors who have provided guidance, input, and support
during the preparation of this skripsi. Fellow comrades who have provided
support, motivation, and spirit during the preparation of this skripsi. The beloved
family who have provided support, prayers, and spirit during the preparation of
this skripsi. The researcher is aware that this thesis skripsi is far from perfect and
there are still many shortcomings.
Therefore, the researcher greatly appreciates any suggestions and input
from readers to continue developing and perfecting this thesis skripsi. In
conclusion, the researcher expresses thanks to all parties who have helped and
supported researcher in completing this thesis skripsi.
1. Prof. Dr. Agung Dhamar Syakti, S.Pi, DEA, as the Rector of Universitas
Maritim Raja Ali Haji.
2. Assist. Prof. Satria Agust, S.S., M.Pd. as the dean of the Faculty of
Teaching Training and Education of Universitas Maritim Raja Ali Haji.
3. Assist. Prof. Dewi Nopita S.Pd, M.Pd as the head of the English Education
Study Program of Universitas Maritim Raja Ali Haji.
4. The researcher‟s consultant and also as my first advisor Assist. Prof. Gatot
Subroto, S.S., M.Pd. and the second advisors Assist. Prof. Muhammad
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Candra, S.Pd., M.Ed. For their valuable, support, suggestion, time and
kindness during completing this research.
5. To my mother Maria and my father Fazuli, who hold a special place in my
heart. They have been a constant source of support and encouragement,
always interested in my activities and progress without imposing any
undue pressure or obstacles on my academic journey. Thanks to their
unwavering support, I was able to successfully complete my research
skripsi.
6. To my brother Mirandi and Andika for providing support during the
completion of this research skripsi.
7. Activities and progress without imposing any undue pressure or obstacles
on my academic journey. Thanks to their unwavering support, I was able
to successfully complete my research skripsi.
8. To my brother Mirandi and Andika for providing support during the
completion of this research skripsi.
Tanjungpinang, February 10th 2023
The researcher
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TABLE OF CONTENTS
ACKNOWLEDGEMENTS ................................................................................. i
TABLE OF CONTENTS .................................................................................... ii
LIST OF TABLE ................................................................................................ v
LIST OF FIGURE .............................................................................................. v
CHAPTER I ....................................................................................................... 1
INTRODUCTION .............................................................................................. 1
1.1 Background of the Study .......................................................................... 1
1.2 Identification of Problem .......................................................................... 3
1.3 Limiation of Problem ................................................................................ 3
1.4 Research Question .................................................................................... 3
1.5 Purpose of the Study ................................................................................. 3
1.6 Significance of Study................................................................................ 3
1.7 Definition of Key Terms ........................................................................... 4
CHAPTER II ...................................................................................................... 5
LITERATURE REVIEW.................................................................................... 5
2.1 Review of Related Theory ........................................................................ 5
2.1.1 Definition of Self-Directed Learning .................................................. 5
2.1.2 Self-Directed Learning Steps .............................................................. 7
2.1.3 Aspect of Self-Directed Learning ....................................................... 9
2.1.4 Factors Influencing Self-Directed Learning ...................................... 11
2.1.5 Definition of Reading ....................................................................... 13
2.1.6 Type of Reading .............................................................................. 14
iii
2.1.7 The Purpose of Reading ................................................................... 16
2.2 Previous Study........................................................................................ 17
2.3 Conceptual Framework ........................................................................... 20
CHAPTER III ................................................................................................... 22
RESEARCH METHOD .................................................................................... 22
3.1 Research Design ..................................................................................... 22
3.2 Research Setting .................................................................................... 22
3.2.1 Setting of Place ............................................................................... 21
3.2.2 Setting of Time ................................................................................. 22
3.3 Research Participant ............................................................................... 23
3.4 Data Collection Technique ..................................................................... 23
3.5 Technique of Data Analysis ................................................................... 25
CHAPTER IV .................................................................................................. 27
FINDINGS AND DATA DISCUSSION ........................................................... 27
4.1 Data Description ..................................................................................... 27
4.1.1 Questionaire Findings .......................................................................... 27
4.1.2 Interview Findings ............................................................................... 29
4.2 Discussion .............................................................................................. 57
CHAPTER V .................................................................................................... 61
CONCLUSION AND SUGGESTIONS ............................................................ 61
5.1 Conclusion ............................................................................................. 61
5.2 Suggestions ............................................................................................ 61
BIBLIOGRAPHY ............................................................................................. 63
iv
LIST OF TABLE
Table 3.1 Research Schedule ............................................................................. 22
Table 3.2 Student’s Questionnaire ..................................................................... 24
Table 4.1 List of the statements ......................................................................... 27
v
LIST OF FIGURE
Figure 2.1 Conceptual Framework .................................................................... 21
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CHAPTER I
INTRODUCTION
1.1 Bacground of the Study
Learning activities are an integral part of education. Currently, the approach
to learning and teaching has changed, where students are no longer considered as
objects that must be taught. Instead, learners have innate potential or abilities that
can be developed in accordance with their intelligence. Educators are also not the
only source of knowledge, because through information technology, knowledge
can be obtained from various sources. Therefore, the role of learners who used to
be passive in receiving information from teachers needs to be changed to be more
active in the learning process. In order to achieve learning objectives, it is
important to design an optimal strategy so that these objectives can be achieved.
Learning strategy refers to an approach used to organize various aspects in the
implementation of learning activities (Jihad & Haris, 2013). This includes the
management of teaching materials, learning media, equipment, and time
arrangements used in the process. In this case self-directed learning can be one of
the strategies that can be applied by students in achieving learning goals in
reading courses. In this case, self-directed learning can be one of the strategies
that can be applied by students in achieving learning goals in reading courses.
According to Zamnah & Ruswana (2018), Self-directed learning is a learning
model that focuses on readiness to learn independently, which is characterized by
learning initiatives without relying on assistance from others. Such assistance
includes setting learning objectives, identifying learning resources, determining
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learning strategies, and evaluating learning outcomes. Self-directed learning is a
technique where students manage their own learning (Leatemia et al, 2016). Self-
directed learning refers to a student's ability to take initiative and assume
responsibility for their own learning, with or without the assistance of others
encompassing aspects such as awareness, learning strategies, learning activities,
evaluation, and interpersonal skills (Setyawati, 2015). With technological
advancements, self-directed learning has been facilitated by the availability of
online resources, tools, and digital platforms, which allow individuals to access
and create learning materials, communicate and collaborate with others, and
assess and reflect on their own reading learning.
Reading is a crucial skill that enables children to obtain knowledge and
enhance their analytical skills. Essentially, reading plays a major role in a
student's learning capabilities (Yukselir, 2014). Reading as a conscious and
unconscious mental process where the reader uses various strategies to understand
the intended meaning of the author, drawing on both the text and their prior
knowledge (Mikulecky, 2011). In conclusion, reading is a vital skill that plays a
crucial role in a child's learning and development. It is both a conscious and
unconscious mental process that helps the reader understand the author's intended
meaning by using various strategies and drawing on both the text and their prior
knowledge. In the learning process students must prioritize understanding and
developing reading skills as a basis for mastering learning material.
The study of self-directed learning strategy is important in understanding how
individuals can effectively manage their own learning and how educators can
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support and facilitate self-directed learning in various contexts. This research aims
to investigate A Study on Self-Directed Learning strategy in Reading Course of
Fourth Semester Students at English Language Study Program Universitas
Maritim Raja Ali Haji Tanjungpinang.
1.2 Identification of Problem
1. Students do not know about self-directed Learning
2. Students do not use self-directed learning strategies in exstensive reading
course.
1.3 Limitations of Problem
This research will only discuss about the strategy of self-directed learning
used by the fourth semester students of English Language Study Program at
Universitas Maritim Raja Ali Haji Tanjungpinang.
1.4 Research Question
Based on the limitations above, the researcher raises the question; Do the
fourth semester students use self-directed learning strategy in extensive reading
course?
1.5 Purpose of the study
The purpose of this research is, to find out the use of self-directed learning
strategy in extensive reading course by the fourth semester students of English
Language Study Program at Universitas Maritim Raja Ali Haji Tanjungpinang,
1.6 Singnifcance of the study
It is expected that the research will have positive influences on knowledge
advancement. The following are some benefits of this research for the reader:
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1. For Lecturers
Knowing the problems of students in Self-Directed learning. Hopefully it
can be useful for lecturers in determining what learning methods to use.
2. For students
It is hoped that the findings of this study will be able to help students
better understand how to arrange self-directed learning in reading.
1.7 Definition of keyTerms
1. Learning strategy is, a personal approach for efficiently and effectively
utilizing a set of skills to gain knowledge or complete tasks, both in and
outside of the educational setting.
2. Self-directed learning, is a learning strategy where students are required to
arrange their learning independently.
3. Extensive reading is a reading method in which students read various
materials extensively, with the goal of understanding the overall content and
obtaining information and enjoyment from reading.

CHAPTER II
LITERATURE REVIEW
2.1 Review of Related Theory
2.1.1 Definition of Self-Directed Learning
Self-directed learning is an activity carried out by students to improve their
understanding and skills in learning using any method, anytime, anywhere,
independently. Students must engage in self-study so they can learn more and
comprehend their course material more quickly, develop their abilities, and be
better equipped to deal with challenges that come from new situations that are
faced (Tan et.al, 2011). Self-directed learning is a practice that individuals engage
in to solve challenges and enhance their performance (Brockett & Hiemstra,
2018). Self-directed learning is a process in which students take responsibility for
their learning and actively control and carry out their own learning experiences. It
is seen as a goal for students to develop their ability to learn independently to
improve their skills and adapt to new situations. SDL is considered an essential
process and goal for improving performance. Students need to engage in
independent learning to improve their abilities and skills.
Self-directed learning involves taking charge of one's learning process, setting
goals, evaluating learning needs, choosing materials to help with learning, and
monitoring progress towards those goals. It involves the learner being in control
of the purpose, content, method, and location of their learning. These skills are
important in today's complex and unpredictable world and have been identified as
one of the strategies that can be applied in reading courses. Self-directed learning
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is when individuals take control of their own learning, by determining what they
need to learn, setting goals, finding resources, selecting and using appropriate
strategies, and evaluating the results of their learning. Self-directed learning is
very important in the reading course because it gives students the freedom to
choose, pursue, and evaluate reading materials that are appropriate to their
interests and needs. This helps them to make significant connections with the
material they are studying and improves their motivation and learning outcomes.
In addition, self-directed learning also helps students to develop important
independent learning skills in a constantly changing world. Self-directed learning
involves a student being able to independently take charge of their learning,
including being aware of their own learning needs, developing strategies to learn
effectively, actively participating in learning activities, evaluating their progress,
and having strong interpersonal skills. It can be done with or without the help of
others. Through self-directed learning, students will acquire a great deal of new
understanding about the material they are studying, and will also enhance their
overall knowledge and understanding of the subject. Self-directed learning can be
beneficial because it helps students become more responsible for their own
learning, rather than relying on the supervision of teachers or parents (Tripon,
2019).
Based on the definitions above, it can be inferred that self-directed learning is
a learning process that is carried out by individuals independently, without the
assistance or supervision of a teacher or instructor. Individuals have full control
over their learning goals, materials, and methods. This emphasizes the active role
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of the individual in their learning process and provides flexibility in choosing
materials and methods that are suitable to their needs and interests.
2.1.2 Self-Directed Learning Steps
According to Song & Hill (2007), there are three stages to learning about
SDL: planning, implementing, and evaluating;
1. The planning stage, student will setting specific, measurable,
andachievable goals for the learner. This includes identifying the
knowledge or skills they wish to acquire, determining the resources they
will need, and creating a plan for how they will acquire the knowledge or
skills. Additionally, the learner should reflect on their current level of
knowledge and skills, and assess their readiness for learning. The goal of
this stage is for the learner to take ownership of their own learning process,
and be actively engaged in planning and setting goals for their own
development.
2. Implementing stage, students will put their learning plan into action and
work towards achieving their goals.
3. Evaluation stage, students will receive feedback on their progress and
assess the results of their learning process to ensure that they have a
thorough understanding of the material.
According to Saha (2006), there are six stages of self-directed learning that
students can follow:

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1. Preparation: students identify a need for new knowledge or skills, and set
goals for learning.
2. Exploration: students gather information and resources to support their
learning goals.
3. Conceptualization: students organize and make sense of the information
they've gathered.
4. Experimentation: students apply what they've learned through practice or
experimentation.
5. Integration: students incorporate their new knowledge or skills into their
daily lives.
6. Evaluation: students reflect on their learning and assess their progress
towards their goals.
Huda (2013), states self-directed learning involves four stages: planning,
implementing, monitoring, and evaluating.
1. Planning stage refers to the initial phase of the self-directed learning
process in which the learner sets specific learning goals, identifies the
resources and support needed, and develops a plan for achieving those
goals. During this stage, the learner takes responsibility for their own
learning and actively works to identify their own learning needs and
preferences. The goal of this stage is to set the foundation for successful
self-directed learning by clearly defining the learning objectives and
creating a plan to achieve them.

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2. Implementing stage, the educator helps the learner develop their skills and
allows them to choose the methods that suit their preferences.
3. Monitoring stage, involves supervision of the learners as they complete
tasks, work on related activities, and remain aware and sensitive during the
learning process.
4. Evaluating stage, the educator compares the learners' results, adjusts and
evaluates them based on previously set goals, and solicits feedback from
the learners about the task completion process.
In this research, the researcher chose the Song and Hill (2007) study as a
reference because according to the researcher, the statements presented by Song
and Hill are simpler and relevant in investigate A Study on Self-Directed Learning
strategy in Reading Course of Fourth Semester Students at English Language
Study Program Universitas Maritim Raja Ali Haji Tanjungpinang.
2.1.3 Aspect of Self-Directed Learning
Gibbons (2002), suggests that self-directed learning activities and programs
are built upon five key components that are integral to self-directed learning.
1. Students control the amount of learning experiences that occur.
Self-directed learning involves a shift in control from the teacher to the
student, with the student taking on more responsibility for their own
learning and decision-making. This can involve choosing their own
activities and forming their own opinions and ideas. It can also involve
taking on more mature roles and responsibilities. In addition to being an

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effective way to learn, self-directed learning can also help students
develop their individual identities and become more self-aware.
2. Skill development.
The effectiveness of internal control depends on students being able to
concentrate and use their skills and abilities. Self-directed learning
involves developing skills and engaging in productive activities. It allows
students to achieve their educational goals, think independently, and plan
and execute their own work. They should also communicate with their
teachers as part of this process. The goal of self-directed learning is to help
students discover their interests and give them the tools they need to be
successful.
3. Transforming oneself to achieve the best performance.
Self-directed learning can be ineffective if students are not given
challenges to overcome. The teacher's role is to first provide challenges for
the student, and then encourage the student to challenge themselves. These
challenges can involve achieving a higher level of performance in a
familiar setting, or trying something new and unfamiliar. Challenging
oneself means taking risks and stepping out of one's comfort zone.
4. Student self-management.
Self-directed learning involves students taking control of their own
learning process and being responsible for seeking out and committing to
their own interests and goals. This requires self-control, confidence,
courage, and determination, as well as the ability to effectively manage

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one's time and resources. In order to overcome obstacles and maintain
productivity, students must also be able to confront challenges and find
solutions. Both self-sourced and performance-based skills are important in
managing oneself in self-directed learning.
5. Self-motivation and self-assessment
Self-motivation and self-assessment are important principles in self-
directed learning. By setting important goals for themselves, organizing
feedback for their work, and achieving success, students learn to inspire
their own efforts and evaluate their own progress. They assess the quality
of their work and the process designed to do it, and strive for the best
possible achievements. In self-directed learning, assessment is an
important aspect of learning and learning how to learn. Students often
begin self-evaluation with the learning they are assigned by the teacher,
which includes a standard description they will aim to achieve.
2.1.4 Factors Influencing Self-Directed Learning
According to Munir (2009), mentioned in the self-directed learning process
that there are several psychological concepts that influence it, namely:
a. Cognitive and Metacognitive Factors
1. Nature of the learning process, where diverse learning materials are
present and effective learning can only occur when individuals construct
and give meaning to their experiences and knowledge.

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2. Goals of the learning process, where learners who have achieved success
through guidance and support over time are able to create meaningful self-
directed learning experiences and represent their knowledge.
3. Construction of knowledge, where learners are capable of integrating new
knowledge with their prior knowledge.
4. Strategic thinking, where successful learners can create and employ
systematic and rational thinking strategies to achieve various goals.
5. Thinking about thinking, where learners who think creatively and critically
have high-level learning strategies that enable them to independently
monitor and select mental operations that are appropriate for them.
6. Context of learning, where learning is influenced by environmental factors
such as technology, arts/culture, and practices within their field of study.
b. Motivational and Effectiveness Factors
1. Motivational and emotional influences on learning, where learners have
learning motivation that is fundamentally influenced by their emotional
state.
2. Intrinsic motivation to learn, which is based on comprehensive personal
development, relevance to individual interests, and personal supervision
and choice. Learners' creativity, high-level thinking abilities, and natural
curiosity all contribute to building motivation in learning.
3. Effects of motivation on effort, without motivation to learn, the ability to
make learning efforts becomes forced, necessitating broader learning
efforts and guidance.

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c. Developmental and Social Factors
1. Developmental influences on learning, where learning encounters various
opportunities and constraints based on individuals' physical, emotional,
intellectual, and social development predetermined beforehand.
2. Social influences on learning, where studies are influenced by
interpersonal relationships, communication with others, and social
interactions. Individual differences, including learning techniques, designs,
and capacities, allow learners to prioritize what is important.
3. Standards and assessment, where a neutral learning environment,
challenging standards, and evaluation contribute to learners' learning
progress, including diagnostic, process, and outcome evaluations, all of
which are fundamental aspects of the learning process.
In general, there are three factors that influence self-directed learning
abilities: cognitive and metacognitive factors, motivational and effectiveness
factors, and developmental and social factors.
2.1.5 Definition of Reading
Reading is a fundamental language ability that helps people comprehend and
gain knowledge. It involves seeking out new information or understanding that a
person did not previously possess. Reading is the process of interpreting and
understanding written text, using prior knowledge and experience to understand
its meaning (Spratt, Pulverness, and William: 2005). Reading is also defined as a
process by which individuals acquire new knowledge or understanding from
written materials, often as part of their academic studies (Grabe, 2009). Learning
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occurs when a person's understanding or perception of something changes from
being unknown to known. This process can involve reading and comprehending
written texts, during which the reader interprets, synthesizes, evaluates, and
selects relevant information.
According to Grabe (2009), reading is a strategic process that requires the
reader to actively engage in various skills and processes, such as anticipating and
selecting key information, organizing and summarizing information in their mind,
monitoring their comprehension, repairing any breakdowns in comprehension,
and aligning their comprehension with their goals. In conclusion, it can be
understood that reading involves using both the eyes and brain to interpret and
understand the meaning conveyed through written symbols by the writer.
2.1.6 Type of Reading
According Tarigan (2015), distinguishes two types of reading: 1) loud
reading and 2) silent reading. For the comprehension skill, silent reading is the
most appropriate, which consists of extensive reading and intensive reading.
1. Extensive reading means, reading broadly. Its object covers as many texts
as possible in the shortest possible time. The demand of extensive reading
activity is to understand the important contents quickly, thus efficient
reading can be carried out. Extensive reading includes survey, quick, and
shallow reading.
2. Intensive reading prioritizes deep and detailed understanding and
comprehension. Intensive reading is divided into content analysis and
language analysis. Content analysis reading includes careful,

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understanding, critical, and idea reading, while language analysis reading
consists of language and literary reading. Based on the types of reading
described above, this research focuses on the comprehension type of
reading.
Meanwhile Patel and Praveen (2008), states there are four types of reading,
including Intensive Reading, Extensive Reading, Aloud Reading, and Silent
Reading.
1. Intensive reading is, a method of reading that emphasizes understanding
and learning the idioms and vocabulary taught in the classroom, found in
poems, novels, and other sources. This type of reading involves paying
attention to linguistic and semantic details, as well as the structure and
grammar of the text.
2. Extensive reading is, a form of reading that encourages students to read
for enjoyment and to build general reading skills. This involves reading as
many different types of texts such as journals, newspapers, and magazines
for pleasure, with only a general understanding of the contents required.
3. Aloud reading involves reading out loud with a clear voice, for example,
reading poetry, dialogues, and other types of text.
4. Silent reading is, a type of reading that trains students to read without
speaking, allowing them to concentrate their thoughts and fully
comprehend the text. For example, students may read a text by heart.
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2.1.7 The Purpose of Reading
The primary goal of reading is to gather and acquire information. According
to Tarigan (2015), the objectives of reading are as follows:
1. Reading to obtain details or factual information.
2. Reading to find the main ideas.
3. Reading to understand the sequence or arrangement in the story.
4. Reading to make conclusions.
5. Reading to classify and categorize.
6. Reading to assess and evaluate.
7. Reading to compare or argue.
According to Grabe (2009), the main purposes of reading include: finding
information, gaining a quick understanding, learning, integrating information,
evaluating and critiquing information, using information, and achieving general
comprehension. However, when reading poetry for enjoyment, it is not necessary
to identify the main idea and supporting details, but rather to recognize the words
and their arrangement used by the poet.
According to Rahim (2008), the objectives of reading include, among others,
enjoyment, to improve clear reading, to use specific strategies, to update one's
knowledge on a topic, to relate new information with previously known
information, to obtain information for oral or written reports, to confirm or reject
predictions, to display an experiment or apply information obtained from a text in
various other ways, and to study text structure, to answer specific questions. From
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the statements above reading is, one can obtain the main ideas in a text and
summarize its contents.
2.2 Previuos Study
The study that is related to this research is as follows; The first study was
exposed by Umi Wati (2021) about The Students Difficulties in Reading through
Self-Directed Learning during the pandemic era, This research aims to investigate
the challenges faced by students in self-directed learning during the COVID-19
pandemic in the English Education Department at Universitas Muria Kudus
during the 2020/2021 academic year. The research questions are: (1) What are the
students' learning difficulties in self-directed learning during the pandemic? (2)
What is the state of students in self-directed learning during the pandemic? (3)
What are the students' difficulties in reading through self-directed learning during
the sixth semester of the English Education Department at Universitas Muria
Kudus? This research uses a qualitative approach and a case study design, with a
sample of 51 students from 4 classes. Data was collected using closed-ended
questionnaires. The results of the research showed that the sixth-semester students
in the English Education Department at Universitas Muria Kudus continue to face
challenges in self-directed learning, including difficulties in managing and
evaluating their schedules, a lack of support in terms of connectivity, materials,
equipment, motivation, and resources, and a need for new learning methods to
address the issues faced during the pandemic. In addition to these factors, students
also need motivation for self-directed learning during the COVID-19 pandemic.
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The second study was exposed by Saputri Riski Pria (2021) The
Implementation of Self Directed Learning Strategy Using Moodle E-Learning in
Teaching Reading in Tenth Grade 3 Science of SMAN 1 Pulung Ponorogo.The
purpose of this research is to describe (1) the implementation of the Self-Directed
Learning strategy using the e-learning Moodle platform in the teaching of reading
in Class X 3 IPA at SMAN 1 Pulung Ponorogo, and (2) the students' response to
the use of the Self-Directed Learning Moodle e-learning strategy in reading
instruction in Class X 3 IPA at SMAN 1 Pulung. This research uses a qualitative
approach with a descriptive research design. The findings show that the English
teacher effectively applied the self-directed learning strategy using the Moodle e-
learning platform. The learning process began with the teacher reading and
understanding the material on report texts, followed by the teacher providing
engaging activities such as creating mind maps, providing videos, and facilitating
discussions with classmates. The learning process was enjoyable and students had
a high level of self-discipline and curiosity to learn. From the quizzes on the final
meeting, students achieved good grades after the teacher implemented this
strategy. The teacher found that the implementation of the Self-Directed Learning
strategy using the Moodle e-learning platform in the teaching of reading was
effective because of the students' good grades. (2) The students' response was very
positive. They were very active during discussions. Furthermore, the interviews
and questionnaire results showed that this strategy can improve students' reading
skills. The students were happy to learn, improve their reading skills, and become
more active and creative.

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The third study was exposed by Lailiyatul (2019). The Correlation between
Self-Directed Learning (SDL) Levels and Students’ Engagement (SE) Levels in
English Language Learning in MTsN 02 Sidoarjo. This research focuses on
finding and discovering the correlation between the level of self-directed learning
(SDL) and the level of student engagement (SE) in English language learning.
This research is a quantitative research, specifically a correlational research. Data
is collected using a questionnaire to determine the level of self-directed learning
among students and the level of student engagement in English language learning.
The results of this correlation show that students who have a high level of self-
directed learning will also have a high level of student engagement.
The difference between these 3 previous studies with the title of this research
is that the former three studies focus on different aspects of self-directed learning
and the challenges faced by students during the pandemic. The first study focuses
on the difficulties faced by students in self-directed learning during the COVID-
19 pandemic in the English Education Department at Universitas Muria Kudus.
The second study focuses on the implementation of self-directed learning strategy
using Moodle E-Learning in teaching reading in Class X 3 IPA at SMAN 1
Pulung Ponorogo and students' responses to the strategy. The third study focuses
on the correlation between self-directed learning levels and students' engagement
levels in English language learning. Meanwhile, this research is conducted after
the Pandemic whose focuses on the use of self-directed learning strategy in a
reading course of fourth semester students.

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2.3 Conceptual Framework
This research will be conducted by using questionnaires and interviews. The
purpose of this research is to find out the self-directed learning strategy used by
fourth-semester students in the reading course at the English Language Study
Program at Universitas Maritim Raja Ali Haji Tanjungpinang The conceptual
framework of this research can be illustrated as follows;

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Learning strategy
The strategy of self-directed

learning used by the fourth
semester students.
Questionaire and interview English

Student in Universitas Maritim Raja
Ali Haji Tanjungpinang.
The result of the investigation on

students' self-directed learning
strategies in reading courses.
Figure 2.1 Conceptual Framework

CHAPTER III
RESEARCH METHOD
3.1 Research Design
According to Creswell (2014), research design was a plan that outlined how
data would be collected and analyzed in order to answer specific research
questions. In this study, the research design was qualitative, which meant it
focused on understanding the subjective experiences and perspectives of
individuals or groups in relation to a particular issue or problem. Creswell (2014)
stated that qualitative research was a way to explore and understand the meanings
and interpretations that people gave to social or human problems.
3.2 Research Setting
3.2.1 Setting of Place
This research conducted at Universitas Maritim Raja Ali Haji Tanjungpinang.
3.2.2 Setting of Time
The research was conducted by the researcher in June 2023.
Table 3.1. Research Schedule

The shows the research proces:
No Schedule Jan Feb Mar Apr May Jun Jul Aug Sep
1 Writing
Reserch
Proposal
2 Proposal
Seminar
22
23
3 Research
and Data
Anlysis
4 Skripsi
Guidance
5 Skripsi
Examinations
3.3 Research Participant
The study requires participants to provide the necessary data. Martha &
Kresno (2016), stated that qualitative research did not have a minimum sample
size requirement. In general, qualitative research involved a relatively small
sample size. In fact, in some cases, it involved only one informant. There were at
least two requirements that needed to be met in determining the number of
informants, namely sufficient information obtained and compatibility with
research objectives. In this study, the research participants were the fourth
Semester English Students at Universitas Maritim Raja Ali Haji Tanjungpinang.
They consisted of five students from class K1 and five students from class K2.
3.4 Data Collection Technique
1. Questionnaire
A questionnaire is a technique used in research to gather information or data on
a specific topic. It involves creating a set of questions related to the research
problem and distributing them to a pre-determined group of research subjects. The
purpose of a questionnaire is to gather the necessary information or data needed
for the research study (Sugiyono, 2018). In this research, the researcher used a
24
closed-ended questionnaire using Google Forms. This method was chosen
because it was an efficient way to conduct online surveys and collect answers
quickly. The questionnaire consisted of agree or disagree questions, and the
answers were automatically recorded on the online platform.
Table 3.2 Student’s Questionnaire

ANSWER OPTIONS
No STATEMENT
Agree Disagree
1 I feel that learning with the Self-Directed
Learning Strategy enhances my reading
abilities.
2 The use of the Self-Directed Learning
Strategy is beneficial for reading skills.
3 The use of the Self-Directed Learning
Strategy in the Extensive Reading course
makes me bored.
4 I feel that learning with the Self-Directed
Learning Strategy helps me in understanding
the material, especially in reading.
5 Self-Directed Learning Strategy did not
improve my reading skills.
6 Self-Directed Learning Strategy makes it
difficult for me to understanding the reading
text.
7 Learning with Self Directed Learning
Strategy makes me feel pressured.
8 I feel that learning by Self-Directed
Learning Strategy enhances my learning
motivation.
9 I believe that self-directed learning is an
25
effective way to acquire new knowledge and

skills.
10 The Implementation of Self Directed
learning Strategy by lecturers makes
learning process fun.
(Adapted from Saputri, 2021)
2. Interview
An interview was a conversation between an interviewer and an interviewee in
which the interviewer asked questions to gather information. Interviews could be
conducted in person or by phone, and there were four types: one-on-one, group,
phone, and email (Creswell, 2014).
The researcher uses a one-on-one interview method in this study. This type of
interview involves the interviewer speaking with an individual to gather in-depth
information about their personal experiences and knowledge of specific events.
The purpose of this approach is to obtain detailed information directly from the
interviewee (Ryan et al., 2009). The researcher interviews the respondents at
Universitas Maritim Raja Ali Haji Tanjungpinang by asking whether the fourth-
semester students use self-directed learning strategy in the extensive reading
course in their own sentences with the telephone. The researcher will provide an
online interview.
3.5 Technique of Data Analysis
In this research, the method of data analysis used will follow the steps
outlined by Miles and Huberman as cited by (Sugiyono, 2018). This method
consists of three stages: data reduction, data display, and drawing conclusions.
These stages are commonly used in qualitative research.

26
1. Data Reduction
Data reduction refers to the process of selecting and simplifying data, searching
for patterns and themes, and ignoring unnecessary information (Miles, Huberman
and Saldana, 2014). In these steps researcher focused on the strategy of self-
directed learning use by the fourth semester student of english langguage sutdy
program at Universitas Maritim Raja Ali Haji Tanjungpinang.
2. Data Display
The data display phase involves presenting a brief summary of the data using
the original text, which is presented in the form of graphs, matrices, and charts
(Miles, Huberman & Salbana, 2014). In the second step, the researcher presents
the data by simplifying it using the original text in its original form.
3. Drawning Conclusion
The final stage of analyzing data involved drawing conclusions based on all the
collected data. These conclusions were meant to address the research questions
posed at the start of the study and provided a clear summary of the main points
that had been discovered.

CHAPTER IV
FINDINGS AND DATA DISCUSSION
4.1 Data Description
4.1.1 Questionaire Findings
Related to the research question, this chapter presents the result of the
research about self-directed learning strategies of fourth semester students in
extensive reading course.
The data was gathered from respondents who completed a questionnaire
regarding "the use of self-directed learning strategies in an extensive reading
course. The participants were the fourth-semester students of the English
Language Study Program at Universitas Maritim Raja Ali Haji Tanjungpinang,
After collecting the data, an analysis was conducted focusing on the self-directed
learning strategies. According to usman (2011) categorized statements into two
types: yes and no. The student's responses to the questionnaire statements are as
follows:
Table 4.1 List of the statements
Std Std Std Std Std Std Std Std Std Std
NO STATEMENT 1 2 3 4 5 6 7 8 9 10
A D A D A D A D A D A D A D A D A D A D
I feel that learning with the Self-
1 Directed Learning Strategy √ √ √ √ √ √ √ √ √ √
enhances my reading abilities.
The use of the Self-Directed
2 Learning Strategy is beneficial for √ √ √ √ √ √ √ √ √ √
reading skills.
The use of the Self-Directed
3 Learning Strategy in the Extensive √ √ √ √ √ √ √ √ √ √
Reading course makes me bored.
I feel that learning with the Self-
Directed Learning Strategy helps
4 √ √ √ √ √ √ √ √ √ √
me in understanding the material,
especially in reading.
Self-Directed Learning Strategy did √ √
5 √ √ √ √ √ √ √ √
not improve my reading skills.
27
28
Self Directed Learning Strategy

6 makes it difficult for me to √ √ √ √ √ √ √ √ √ √
understanding the reading text.
Learning with Self Directed
7 Learning Strategy makes me feel √ √ √ √ √ √ √ √ √ √
pressured.
I feel that learning by Self-Directed
8 Learning Strategy enhances my √ √ √ √ √ √ √ √ √ √
learning motivation.
I believe that self-directed learning
9 is an effective way to acquire new √ √ √ √ √ √ √ √ √ √
knowledge and skills
The Implementation of Self
Directed learning Strategy by
10 √ √ √ √ √ √ √ √ √ √
lecturers makes learning process
fun.
Based on the responses from the questionnaire, it can be observed that out of
10 students as respondents, most students felt that learning with the self-directed
learning Strategy improved their reading skills. They also believe that the use of
this strategy is beneficial to improve reading skills, help in understanding the
material, and increase learning motivation.
In relation to the Extensive Reading course, most students (9 out of 10) do
not find the use of the self-directed learning strategy boring. Additionally, the
strategy is not perceived as making it difficult to understand the reading text by
any of the students.
Regarding the impact of the self-directed learning strategy on the students'
experience, none of the respondents feel pressured by this approach. Furthermore,
all students believe that self-directed learning is an effective way to acquire new
knowledge and skills.
The implementation of the self-directed learning strategy by lecturers is
viewed positively by all students, as they find the learning process fun when this
approach is used.
29
4.1.2 Interview Findings
This research aims to investigate A Study on Self-Directed Learning strategy
in Reading Course of Fourth Semester Students at English Language Study
Program Universitas Maritim Raja Ali Haji Tanjungpinang. This has been
accomplished by analyzing ten interview statements.
a. Participant` Respondent One
The response of the student can be analyzed based on statements 1 to 10 as
follows;
1. Researcher question : I feel that learning with the Self-Directed Learning
Strategy enhances my reading abilities. Do you agree or disagree with this
statement, and provide a reason?
Students response : I answer agree because, in my opinion, self-
directed learning can make me think more openly. For example, when i
read and come across a word that i don't understand, it will encourage me
to find out the meaning of that word. In conclusion, self-directed learning
can improve my reading skills.
2. Researcher question : The use of the Self-Directed Learning Strategy is
beneficial for reading skills. Do you agree or disagree with this statement,
and provide a reason?
Students response : I answered agree because in my opinion, self-
directed learning can increase knowledge in reading, as i explained
earlier in question number one. When I read and encounter a word that i
30
don't understand, and then i search and find the meaning of that word, it
expands my knowledge.
3. Researcher question : The use of the Self-Directed Learning Strategy in the
Extensive Reading course makes me bored. Do you agree or disagree with
this statement, and provide a reason?
Students response : I answer disagree because i prefer to learn
independently. Learning independently makes me more focused.
Strategy helps me in understanding the material, especially in reading. Do
you agree or disagree with this statement, and provide a reason?
Students response : I answer agree because, i feel that self-directed
learning helps me understand the material better. With self-directed
learning, i can review what I read and it helps me understand the material
faster.
5. Researcher question : Self-Directed Learning Strategy did not improve my
reading skills. Do you agree or disagree with this statement, and provide
a reason?
Students response : I answer disagree because, self-directed
learning strategy enhance my reading abilities.
6. Researcher question : Self Directed Learning Strategy makes it difficult for
me to understanding the reading text. Do you agree or disagree with this

31
Students response : I answer disagree because, in my opinion, self-
directed learning strategy are not difficult, especially in this era of
technological advancements that make it easier for me to access
information.
7. Researcher question : Learning with Self Directed Learning Strategy
makes me feel pressured. Do you agree or disagree with this statement,
Students response : I answer disagree because, i am the type of
person who prefers to learn independently.
8. Researcher question : I feel that learning by Self-Directed Learning
Strategy enhances my learning motivation. Do you agree or disagree with
Students response : I answer agree because, when i learn
independently and come across unfamiliar words, it arouses my curiosity
to find out. That is what motivates me in self-directed learning.
9. Researcher question : I believe that self-directed learning is an effective
way to acquire new knowledge and skills. Do you agree or disagree with
Students response : I answer agree because, self-directed learning
allows me the freedom to choose what I want to learn, which expands my
knowledge.
32
10. Researcher question : The Implementation of Self Directed learning
Strategy by lecturers makes learning process fun. Do you agree or
disagree with this statement, and provide a reason?
Students response : I answer agree because, i feel happy when i
can design my own learning style as i want.
b. Participant` Respondent Two
Students response : I answer agree because, in my opinion, self-
learning allows me to study freely according to my comfort, making it
easier for me to understand the material and improve my reading skills.
Students response : I answer agree because, self-directed learning,
enables me to acquire new knowledge that i couldn't get from classroom
learning.
3. Researcher question : The use of the Self-Directed Learning Strategy in
the Extensive Reading course makes me bored. Do you agree or disagree
with this statement, and provide a reason?

33
Students response : I answered disagree because, when i study
independently, i can choose the learning methods that make me
comfortable.
Students response : I answer agree because, self-directed learning
make me feel more focused in understanding the material, especially when
i need a calm atmosphere to understand the reading, which makes me feel
more comfortable.
reading skills. Do you agree or disagree with this statement, and provide a
reason?
Student respondent : I answer disagree because in my opinion,
self-directed learning enhances my reading abilities
Students response : I answer disagree because, as i mentioned in
response number four, self-directed learning helps me focus better on
understanding the material.

34
Students response : I answer disagree because, self-directed
learning allows me to create the learning environment that i prefer.
\Students response : I answer agree because, when i come across
new words or concepts while reading, i feel motivated to learn more about
them.
this statement, aend provide a reason?
Students response : I answer agree because, when learning
independently, there are no limitations on the topics we can study. So we
are free to learn about anything that expands our knowledge.
Students response : I answer agree because, i enjoyed with this
learning strategy.
c. Participant` Respondent Three

35
Studenst response : I answer agree because, by using self-directed
learning strategy, i am able to determine how my learning process should
be. I can tailor my learning according to my needs. This allows me to be
more focused on reading. With the implementation of this strategy i feel an
improvement in my reading ability.
2. Researcher questions : The use of the Self-Directed Learning Strategy is
Students response : I answer agree because, the self-directed
learning strategy provides an opportunity for me to develop reading skills
independently. I can choose reading materials that align with my interests
and skill level. Additionally i can manage my own time and preferred
learning methods. Therefore the use of self-directed learning strategy
allows me to focus on developing reading skills.
Students response : I answer disagree because the use of the Self-
Directed Learning strategy in the Extensive Reading course should
actually prevent boredom. In the self-directed learning strategy, i have the

36
freedom to choose interesting and relevant reading materials based on my
personal interests. By selecting topics that are interesting to me, the
reading process becomes more enjoyable and avoids feelings of boredom.
4. Researcher questions : I feel that learning with the Self-Directed Learning
Students response : I answer agree because in the self-directed
learning strategy, I can manage my time and use the techniques that are
most comfortable for me in understanding the material. The self-directed
learning strategy as a whole helps improve my understanding in reading.
reason?
Students response : I answer disagree because, learning with self-
directed learning strategy, i felt an improvement in my reading ability.
Students response : I answer disagree because, learning by self-
directed learning strategy gives me the freedom to determine what kind of
learning style is effective according to me.

37
Students response : I answer agree because, although the self-
directed learning strategy offers freedom and independence in learning,
sometimes I also feel pressured when I get an assignment from the lecturer
because I don't understand the explanation given.
Students response : I answer agree because, when I obtain
unsatisfactory results in reading learning, I will strive to improve my
reading ability by implementing self-directed learning strategy. That
serves as motivation for me.
Students response : I answer agree because, learning by self-
directed learning strategy allows me to freely search, sort and analyze
information from available sources on the internet. Because of this i can
gain new knowledge without relying entirely on the material provided by
the lecturer.
38
Students response : I answer agreed because, i feel happy when i
have the freedom to choose my preferred learning environment.
d. Participant` Respondent Four
Students response : I answer agree because, i think there is an
improvement in my reading ability after applying the self- directed
learning strategy.
Students response : I answer agree because, by implementing the
self-directed learning strategy, i can develop my reading skills
independently and improve my understanding of the texts I read.
Students response : I answer agree because sometimes i also feel
bored with self-directed learning.

39
Students response : I answer agree because i have more time to
focus on understanding the material i read. I can use the most effective
methods for me to comprehend and retain information.
reason?
Students response : I answer disagree because i believe there has
been an improvement, albeit not significant, in my reading ability. Self-
Directed Learning Strategy makes it difficult for me to understanding the
reading text.
Student respondent : I answer disagree because there is freedom in
learning with self-directed learning strategy to choose the learning
methods that suit my learning style. Therefore, I find it easier to
understand reading texts.

40
Students response : I answer disagree because, in an self-directed
learning strategy there is freedom as to what kind of learning process we
want so that there is no pressure that I feel.
Students response : I answer disagree because I felt no motivation
when learning independently.
Students response : I answer agree because, I have experienced
that self-directed learning can improve my thinking skills.
learning strategy is quite fun.
e. Participant` Respondent Five

41
learning strategy can make me more focused in reviewing the material
which sometimes the explanation from the lecturer is too complicated, and
I can also find new innovations that I did not know before.
Students response : I answer agree because, I think self-directed
learning strategy are useful, with self-directed learning strategy, I can
repeat the material and better understand the learning material that I got
before.
Students response : I answer disagree because i don't think the
implementation of self-directed learning strategy makes me bored at all. I
can be more free to determine what kind of learning style can make me
become more focused and confident.
Students response : I answer agree because, with the
implementation of the self-directed learning strategy, i felt that my

42
comprehension in reading was better and the review of the material was
more quickly understood.
reason?
Students response : I answer disagree because with the self-
directed learning strategy I felt there was an improvement in my reading
ability.
6. Researcher question : Self-Directed Learning Strategy makes it difficult for
Students response : I answer disagree because, in my opinion, self-
directed learning strategy can make me more focused in reviewing the
material.
7. Researcher question : Learning with Self-Directed Learning Strategy
Students response : I answer disagree because, the self-directed
learning strategy did not make me feel pressured at all.

43
Students response : I answer agree because, learning with self-
directed learning strategy makes me more motivated to train my reading
speed and fluency.
Students response : I answer agree because, when learning by self-
directed learning strategy, i am free to look for references from various
sources that make my knowledge increase.
Students response : I answer agree because, i think it is quite fun
when i am free to decide what kind of learning style i want.
f. Participant` Respondent Six
self-directed learning strategy, i have the freedom to determine how I
learn. I can customize the learning according to my own needs. This
allows me to concentrate more in the reading learning process, so I feel an
improvement in my reading ability.

44
Students response : I answer agree because, I think the self-
directed learning strategy provides benefits for me by providing
opportunities for me to manage my own learning process through
initiative, independence, self-regulation, self-exploration, and freedom of
learning, with the aim of achieving maximum learning results.
Students response : I answer disagree because, i think that in an
self-directed learning strategy i can determine when is the right time to
study so as to avoid boredom.
Students response : I answer agree because, learning
independently makes me more able to concentrate what's more in reading.
I feel more comfortable if with a quiet situation.
reason?
45
Students response : I answer disagree because, I think one of the
ways to improve reading skills is by implementing self-directed learning
strategy..
Students response : I answer disagree because, i think the
implementation of self-directed learning strategy is not difficult, especially
now that there are various learning resources that we can access
ourselves from the internet.
Students response : I answer disagree because, the self- directed
learning strategy does not make me depressed.
Students response : I answer agree because, I feel motivated to
improve my reading skills.

46
Students response : I answer agree because when learning
independently the learning topics we learn have no limitations so we are
free to learn about what makes our knowledge insight increase.
Students response : I answer agree because, I have no problem
with the implementation of self-directed learning strategy.
g. Participant` Respondent Seven
that sometimes the explanation from the lecturer is too complicated, and I
can also find new innovations that I did not know before.
Students response : I answer agree because, i think self-directed
learning strategy are useful, with self-directed learning strategies I can
repeat material and better understand the learning material that I got
before.
47
Students response : I answer disagree because, in my opinion the
implementation of self-directed learning strategy does not make me bored
at all. I can more freely determine what kind of learning style that can
make me become more focused and confident.
implementation of self-directed learning strategy I feel that my
understanding in reading is more accurate and the review of material is
reason?
Students response : I answer disagree because, with the self-
directed learning strategy I feel there is an improvement in my reading
ability.

48
learning strategy can make me more focused in reviewing the material.
Students response : I answer disagree becaus, the self-directed
learning strategy does not make me feel pressured at all.
Students response : I answer disagree because, there is no
particular motivation when i study independently.
Students response : I answer agree because when learning with
self-directed learning strategy I am free to look for references from
various sources that make my knowledge increase.
when in learning I am free to determine what kind of learning style I want.

49
h. Participant` Respondent Eight
Students response : I answer agree because, i think there has been
an improvement in my reading ability.
self-directed learning strategy, i can develop my reading skills
independently and improve my understanding of the text I read.
Students response : I answer disagree because, i think I can avoid
boredom by choosing the best time to study.
Students response : I answer agree because, i have more time to
focus on understanding the material I read. I can use the method that is
most effective for me to understand and remember information.

50
reason?
Students response : I answer disagree because, i think there is an
improvement that I feel even though it is not significant in my reading
ability.
Students response : I answer disagree because, there is freedom
with the self-directed learning strategy to choose learning methods that
suit my learning style. Thus, it is easier for me to understand the reading
text.
Students response : I answer disagree because, by self-directed
learning strategy there is freedom as to what kind of learning process we
want, so that there is no pressure that i feel.

51
Students response : I answer disagree because, i feel no motivation
when learning independently.
Students response : I answer agree because, when I study
independently, there are no limits to the learning resources that I can
access because of that, I get a lot of new knowledge.
learning strategy is quite fun in my opinion.
i. Participant` Respondent Nine
Students response : I answer agree because the self-directed
that sometimes the explanation from the lecturer is too complicated, and I
can also find new innovations that I did not know before.
52
Students response : I answer agree because I think self-directed
learning strategy are useful, with self-directed learning strategy I can
repeat material and better understand the learning material that I got
before.
3. Researcher question : The use of the Self-Directed Learning Strategy in
the Extensive Reading course makes me bored. Do you agree or disagree
Students response : I answer agree because, there are times when I
also feel bored learning independently.
implementation of self-directed learning strategy i feel that my
understanding of reading is more accurate and the review of material is
reason?
53
Students response : I answer disagree because, with self-directed
learning strategy i feel there is an improvement in my reading ability.
learning strategy can make me more focused in reviewing the material.
learning strategy does not make me feel pressured at all.
Students response : I answer agree because, learning by self-
directed learning strategy makes me more motivated to practice my
reading speed and fluency.

54
directed learning strategy i am free to look for references from various
sources, it makes my knowledge increase.
Strategy by lecturers makes learning process fun. Do you agree or disagree
Students response : I anwer agree because, i think it is quite fun
when in learning I am free to determine what kind of learning style i want.
j. Participant` Respondent Ten
Students response : I answer agree because, i think this self-
directed learning strategy is convenient to be applied to reading learning
because, i can repeat the material that has previously been learned and I
can also focus more on understanding the material, sometimes I don't
understand the explanation from the lecturer. I am the type of person who
likes independent learning

55
Students response : I answer agree because, when I keep repeating
reading the material, it makes it easier for me to understand the learning
material.
Students response : I answer disagree because, i prefer to learn
independently this learning strategy does not make me bored.
Students response : I answer agree because, i think the self-
directed learning strategy makes me understand the material faster. I am
more comfortable learning independently.
reason?
Students response : I answer disagree because, i feel that my
reading ability has improved with the implementation of self-directed
learning strategy.

56
Students response : I answer disagree because, that i think the
implementation of self-directed learning strategy is not difficult because I
like to learn independently.
Students response : I answer disagree because, the implementation
of self-directed learning strategy does not make me feel pressured.
Students response : I answer agree because learning by self-
directed learning, we learn a lot of new things that make us become
motivated because of curiosity to learn more new things.
directed learning strategy i am free in finding references from various
sources. It makes my knowledge increase.

57
when the lecturer gives us the opportunity to do the assignment
independently, we are free to express the ideas we think. From the
statement above, it turns out that the fourth semester students of english
education have implemented self-directed learning strategies in the
extensive reading course, this can be seen from the statement, I feel that
learning with the Self-Directed Learning Strategy enhances my reading
abilities.
Student respondent : I answer agree because, i think this self-
directed learning strategy is convenient to be applied to reading learning
because, i can repeat the material that has previously been learned and I
can also focus more on understanding the material, sometimes I don't
understand the explanation from the lecturer. I am the type of person who
likes independent learning
It can be concluded that the self-directed learning strategy is
perceived positively by the students.
4.2 Discussion
This research aims to investigate the use of self-directed learning strategy in
ekstensive reading course. Based on the data description, it can be concluded the
fourth semester students have implemented self-directed learning strategy in
extensive reading course. Based on the findings in the first statement, it can be
observed that out of ten students as participants, all of them agreed with the
statement that learning with self-directed learning strategy improved their reading
58
ability. This has similarities with the research by Huda and Sulistyaningrum,
(2022) namely, there is a significant difference between the average english
reading comprehension ability of university students before and after
implementing self-directed learning. These results show that in general, students
english reading comprehension skills have improved significantly.
Continuing to the next statement, out of ten participants, all of them agreed
the statement, the use of self-directed learning strategy is beneficial to improve
reading ability, help in understanding the material, and increase learning
motivation. According to Oishi (2020), in her research stated that the
implementation of self-directed learning strategy has benefits for students in the
learning process. Some of these benefits include the ability of learners to learn
according to their desires, expectations, and motivation. In addition, learners can
better understand important topics, thus increasing the effectiveness of the
learning process. Learners can also plan and evaluate their own learning
outcomes. This encourages learners to be more active in learning, which in turn
results in deeper learning.
The next statement, the use of self-directed learning strategy in extensive
reading course is boring. Of the ten participants there was one participant who had
a different answer, namely response participant 9, he stated that he agreed with the
statement. Because according to him, there are times when I also feel bored
learning independently while the other nine participants did not consider the use
of self-directed learning strategies boring. According to Ramadhan, (2018) in his
research stated, that the results showed that the use of self-directed learning
59
strategy can increase students' involvement in the learning process. This is evident
in the first stage of the self-directed learning strategy, where learners are given the
freedom to choose or participate in determining learning objectives. After the
learning objectives are set, the next step is for learners to plan and implement the
plan, and evaluate their own abilities.
In addition, ten participants agreed that the Self-Directed Learning Strategy
helped in understanding the reading material. This is in accordance with
Mudjiman (2007) states, self-directed learning is an active learning activity that is
driven by the intention or motive to acquire certain competencies to solve a
problem, and builds on the knowledge or competencies that a person has.
The next statement, learning with self-directed learning strategy is stressful.
Of the ten participants, there was one participant who had a different answer,
namely response participant 3. He answered agree because according to him,
although the self-directed learning strategy offers freedom and independence in
learning, sometimes he also feels pressured when he gets an assignment from the
lecturer because he does not understand the explanation given. While the other
nine participants disagreed, because they felt no pressure with this approach.
Huriah (2018) stated, that self-directed learning has advantages and
disadvantages. On the positive side, this approach allows students to learn
according to their own style, emphasizes wider learning resources beyond the
teacher, participants have the opportunity to develop their knowledge skills,
abilities comprehensively, and fosters tremendous opportunities for students to
hone their environmental awareness. However, self-learning also has

60
disadvantages. First, it may cause less capable students to become more
incapable. Also, for students who lack motivation, it can be challenging to
develop their skills. Finally, some learners may need guidance from others to
choose suitable materials for their learning.
In the next statement, ten participants agreed that self-directed learning is an
effective way to acquire new knowledge and skills. This is in accordance with
Gibbons (2002) states, that defines self-directed learning as an effort made by a
student to improve their knowledge, skills, and achievements in relation to self-
development orientation, where individuals use various methods in various
situations and take relatively independent actions.
The next statement the implementation of self-directed learning strategy by
the lecturer makes the learning process enjoyable. All ten participants stated that
they agree with this statement.
According to Setyawati (2015), self-directed learning refers to the ability of
students to take initiative and responsibility for their own learning process, either
with or without the help of others. This concept covers several aspects, including
self-awareness, learning strategies, learning activities, evaluation, and skills to
interact with others.
Finally, the research results have answered the research problem. Regarding
the research question, it shows that the self-directed learning strategy has been
implemented by the fourth-semester students, although there are still some
shortcomings in the implementation, but this strategy is still perceived positively
by the students.
CHAPTER V
CONCLUSION AND SUGGESTIONS
5.1 Conclusion
This research aims to investigate the use of self-directed learning strategies in
ekstensive reading course. The research results indicate that the fourth-semester
students have implemented self-directed learning strategy in extensive reading
course. All of this was done in an effort to better understand previously learned
material and acquire new knowledge.
The research findings show that the use of self-directed learning strategies,
improves students' reading skills. In addition, this strategy is also useful in
understanding the material, increasing learning motivation, and increasing learner
involvement in the learning process. The implementation of self-directed learning
strategy also helps in understanding the reading material. While some found the
use of self-directed learning strategy boring or stressful, other participants
generally found it effective and enjoyable. The implementation of self-directed
learning strategy was also considered an effective way to acquire new knowledge
and skills. The implementation of self-directed learning strategy by lecturers
makes the learning process fun.
5.2 Suggestions
The researcher makes the following suggestions for students, lecturers, and future
researchers.
1. For the Students
By implementing self-directed learning strategies, it is hoped that students
61
62
can make the most of the convenience of accessing information on the internet to
assist their learning
2. For the Lecturers
Lecturers must find the right method to assist students in their self-directed
learning process so that this strategy can be implemented effectively..
3. Further Research.
This study is only limited to investigating the use of self-directed learning
strategies in extensive reading learning. Therefore, future researchers are expected
to present more detailed and in-depth information regarding self-directed learning
strategies.
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A STUDY ON SELF-DIRECTED LEARNING STRATEGY

IN READING COURSE OF FOURTH SEMESTER

Submitted to fulfill some of the requirements to reach degrees

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

there are still many shortcomings.

Therefore, the researcher greatly appreciates any suggestions and input

from readers to continue developing and perfecting this thesis skripsi. In

supported researcher in completing this thesis skripsi.

Maritim Raja Ali Haji.

Teaching Training and Education of Universitas Maritim Raja Ali Haji.

Study Program of Universitas Maritim Raja Ali Haji.

kindness during completing this research.

5. To my mother Maria and my father Fazuli, who hold a special place in my

heart. They have been a constant source of support and encouragement,

always interested in my activities and progress without imposing any

undue pressure or obstacles on my academic journey. Thanks to their

unwavering support, I was able to successfully complete my research

6. To my brother Mirandi and Andika for providing support during the

completion of this research skripsi.

7. Activities and progress without imposing any undue pressure or obstacles

on my academic journey. Thanks to their unwavering support, I was able

to successfully complete my research skripsi.

8. To my brother Mirandi and Andika for providing support during the

completion of this research skripsi.

Tanjungpinang, February 10th 2023

TABLE OF CONTENTS .................................................................................... ii

LIST OF TABLE ................................................................................................ v

LIST OF FIGURE .............................................................................................. v

1.1 Background of the Study .......................................................................... 1

1.2 Identification of Problem .......................................................................... 3

1.3 Limiation of Problem ................................................................................ 3

1.4 Research Question .................................................................................... 3

1.5 Purpose of the Study ................................................................................. 3

1.6 Significance of Study................................................................................ 3

1.7 Definition of Key Terms ........................................................................... 4

2.1 Review of Related Theory ........................................................................ 5

2.1.1 Definition of Self-Directed Learning .................................................. 5

2.1.2 Self-Directed Learning Steps .............................................................. 7

2.1.3 Aspect of Self-Directed Learning ....................................................... 9

2.1.4 Factors Influencing Self-Directed Learning ...................................... 11

2.1.5 Definition of Reading ....................................................................... 13

2.1.6 Type of Reading .............................................................................. 14

2.2 Previous Study........................................................................................ 17

2.3 Conceptual Framework ........................................................................... 20

CHAPTER III ................................................................................................... 22

RESEARCH METHOD .................................................................................... 22

3.1 Research Design ..................................................................................... 22

3.2 Research Setting .................................................................................... 22

3.2.1 Setting of Place ............................................................................... 21

3.2.2 Setting of Time ................................................................................. 22

3.3 Research Participant ............................................................................... 23

3.4 Data Collection Technique ..................................................................... 23

3.5 Technique of Data Analysis ................................................................... 25

FINDINGS AND DATA DISCUSSION ........................................................... 27

4.1 Data Description ..................................................................................... 27

4.1.1 Questionaire Findings .......................................................................... 27

4.1.2 Interview Findings ............................................................................... 29

4.2 Discussion .............................................................................................. 57