MINI RESEARCH

MK. INDEPENDENT
LEARNING

EDUCATION S1 PBI FBS

SCORE:
MINI RESEARCH

"Analysis of the Role of Independent Learning Motivation in English

Language Education Students at Medan State University."

DIK 2021 A

Almaidah Amalia Batubara (2213321029)

Dhea Ani Clarissa Sitohang (2213121070)

Ulfa Wahidah (2213321003)

ENGLISH EDUCATION DEPARTMENT OF ENGLISH

LANGUAGE AND LITERATURE FACULTY OF

LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2023
 Table of Contents
CHAPTER I INTRODUCTION.......................................................................................3
1.1 Background.........................................................................................................3
1.2 The Research Problem........................................................................................4
1.3 The Purpose of the Paper....................................................................................5
CHAPTER II REVIEW OF LITERATURE.....................................................................6
CHAPTER III METHODOLOGY....................................................................................9
3.1 Research Design.................................................................................................9
3.2 Population and Sample.......................................................................................9
3.3 Research Instruments........................................................................................10
3.4 Data Collection Process....................................................................................11
CHAPTER IV DATA ANALYSIS AND RESULT.......................................................13
CHAPTER V CLOSING.................................................................................................17
5.1 Conclusion........................................................................................................17
5.2 Suggestion.........................................................................................................17
REFERENCES................................................................................................................18

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 CHAPTER I
INTRODUCTION
1.1 Background
Independent learning is a must in the modern era because it allows individuals to
improve their abilities and knowledge effectively. In this world, people must learn
independently because not all information can be obtained through formal education
(Jaswita, et al., 2020). For example, technology and innovation that continues to
develop requires people to learn independently to keep up with these developments.
Apart from that, independent learning also helps people to improve critical thinking
and analytical skills, as well as increasing the ability to adapt to changes that occur
around them. Therefore, independent learning is a must to prepare oneself to face
the challenges and changes that occur in this world.

Fernández-Toro & Hurd (2014) mentioned independent learning involves various

student roles, such as learners, planners, researchers, collaborators, assessors,
creators, presenters, and reflectors. These roles can increase motivation for
independent learning. As learners, students are responsible for their own learning,
which fosters self-motivation. As planners, students plan their own learning
activities, fostering a sense of responsibility and independence. As researchers,
students engage in the discovery of new knowledge, fostering curiosity and interest.
Collaboration with peers provides motivational support through sharing ideas and
intellectual challenges. As creators, students are encouraged to be creative and
produce their own projects, fostering intrinsic satisfaction. As presenters, students
prepare to present learning results or projects, aiming to showcase the best results to
their audience. Finally, as reflectors, students evaluate their achievements and
learning processes, allowing them to see their progress and improve their strategies,
further increasing motivation.

Higher education in Indonesia, including at Medan State University (UNIMED),

faces the challenge of not only providing academic knowledge to students, but also
developing independent learning skills. Learning independence is one of the
competencies that students must have to compete in the ever-changing world of

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 work and life. English Language Education students at UNIMED are required to
have good independent learning skills because of the nature of this discipline which
requires in-depth understanding and practical application in various contexts.
Independent learning allows students to develop the critical thinking skills,
creativity and initiative needed in their future professions, both as educators and
other professionals.

High motivation is essential since it encourages students to take the initiative in

studying. Motivated students are more likely to actively seek out extra learning
resources, manage their study time well, and strive for a thorough understanding of
the content. Independent learning initiative, on the other hand, demonstrates a
student's ability to take the necessary steps to reach their learning objectives. This
includes the capacity to plan, manage time, and make efficient use of available
resources.

This research aims to analyze the motivation and independent learning initiative of
English Language Education students at UNIMED through a qualitative descriptive
approach. This approach allows researchers to gain an in-depth understanding of
students' experiences, views and perceptions regarding their motivation and
initiative in independent learning. Data will be collected through an open
questionnaire distributed using Google Form, which allows respondents to provide
in-depth and narrative answers.

It is hoped that the findings from this research will provide useful insights for the
development of more effective learning strategies and support student learning
independence at UNIMED. It is also hoped that this research can provide practical
recommendations for lecturers and universities to create a learning environment that
better supports student learning independence.

1.2 The Research Problem

1. What is the most frequent motivation for independent learning among English
Language Education students at Medan State University?
2. Why is this motivation so prevalent in autonomous learning among English
Language Education students at Medan State University?

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1.3 The Purpose of the Paper
This study aims to the purpose of this study is to identify the most frequently
occurring motivations for independent learning among English Education students
at Universitas Negeri Medan and analyze the reasons why these motivations are the
most common in the context of independent learning among English Education
students at Universitas Negeri Medan.

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 CHAPTER II
REVIEW OF LITERATURE
Independent learning plays a pivotal role in modern education, especially in disciplines
like English language education. The motivation for independent learning among
students is crucial for their success in this field. Fernández-Toro and Hurd (2014)
emphasize the multifaceted roles that students assume in independent learning,
including learners, planners, researchers, collaborators, assessors, creators, presenters,
and reflectors.

The role of a learner is fundamental in independent learning, requiring students to take

responsibility for their education by engaging with course materials and seeking
additional resources. This involves setting goals and prioritizing tasks to achieve them,
fostering a sense of ownership and motivation. Planning is another essential role, as
students must effectively plan their learning by setting goals and organizing tasks to
stay focused and cover all necessary material.

In the role of a researcher, students conduct research and gather information to support
their learning, developing critical thinking skills and staying abreast of field
developments. Collaboration is vital, as students work with tutors or peers to engage in
feedback dialogues and share knowledge, refining their skills and gaining new insights.

Assessment plays a crucial role, as students evaluate their progress and performance,
using self-assessment tools to identify areas for improvement and adjust their strategies
accordingly. Creativity is also key, as students generate new knowledge and ideas,
applying what they've learned to real-world situations, fostering problem-solving skills
and creativity.

Reflective practice is essential, as students reflect on their learning experiences,

identifying successful strategies and areas for improvement, refining their learning
processes. Cultural influences can impact students' engagement with independent
learning, with differing conceptions and strategies observed in different cultural
contexts.

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Teachers play a critical role in supporting independent learning, empowering students
with the tools for academic success. Effective classroom management, teaching reform,
and the promotion of autonomous learning are necessary to accommodate students'
changing needs and foster independent learning effectively. English language education
is particularly reliant on independent learning, requiring continuous practice and
engagement for proficiency in various fields.

Protection Motivation Theory (PMT), as elucidated by Rogers (1975) is a prominent

psychological framework employed to analyze information security behaviors and
behavioral intentions. This theory posits that an individual's motivation to engage in a
specific behavior is determined by two primary factors: self-efficacy and response
efficacy. Self-efficacy refers to one's confidence in their ability to perform the behavior,
while response efficacy pertains to the belief that the behavior will effectively mitigate
the threat. PMT has found application in various contexts, including information
systems security research, where it helps understand how individuals are motivated to
adopt and maintain healthy behaviors and lifestyles. For instance, a study on
cybersecurity behavior among active mobile banking users in Indonesia revealed that
perceived knowledge and protection habits significantly influence cybersecurity
behavior, supporting the foundational premises of PMT. Similarly, another study
focusing on social media intervention during the COVID-19 pandemic identified threat
and coping appraisal as predictors of behavioral responses, thereby aligning with the
core tenets of PMT.

Despite its wide applicability, PMT has faced criticism in some studies, particularly
within information systems security research. For example, Rogers (1975, 1983)
emphasized the importance of considering the entire theory, including all its
components, when applying PMT. Future research directions could involve extending
PMT by incorporating perceived knowledge and protection habits to gain a deeper
understanding of consumer behavior toward cybersecurity risk. Furthermore,
researchers could explore the application of PMT in diverse domains, such as health
promotion and fitness, to ascertain how individuals are motivated to embrace healthy
behaviors and sustain a healthy lifestyle.

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In conclusion, Protection Motivation Theory (PMT) stands as a fundamental and widely
used theory in comprehending information security behaviors and behavioral intentions.
While its applications have been manifolding, there exist limitations and criticisms that
necessitate further exploration and refinement. Future studies can enhance the existing
knowledge by extending PMT and exploring its applicability across various domains,
thereby contributing to a more comprehensive understanding of human motivation and
behavior.

The Personality Motivation Theory (PMT) is a psychological theory that explains how
individuals protect themselves from perceived threats through adaptive behaviors. It can
be applied to understand how students' motivation to engage in self-directed learning is
influenced by their perceptions of threats and their efficacy beliefs. Self-efficacy and
response efficacy are key components that influence behavior in independent learning.
High self-efficacy leads to increased motivation, as students believe they can
successfully engage in self-directed learning tasks. Conversely, positive outcomes from
independent learning increase self-efficacy, boosting motivation.

The independent learning process itself can also influence motivation. As students
experience success, their self-efficacy increases, leading to higher motivation levels.
Additionally, as they see positive outcomes, their belief in the efficacy of independent
learning behaviors also increases, further boosting motivation.

The threat appraisal component of PMT is relevant to independent learning. Students

may perceive various threats to their learning, such as fear of failure or perceived
difficulty of the material. However, if they believe their efforts can mitigate these
threats (response efficacy), they may be more motivated to persist in their independent
learning endeavors.

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 CHAPTER III
METHODOLOGY
3.1 Research Design
This study adopts a qualitative descriptive research design to explore the motivation
and initiative of English Education students at Universitas Negeri Medan
(UNIMED) in independent learning. Qualitative descriptive research is chosen for
its ability to provide a detailed and straightforward account of the phenomenon
under study, allowing for a rich understanding of students' experiences and
perceptions.

Qualitative descriptive research is a methodological approach that aims to provide a

comprehensive summary of a phenomenon in a straightforward and understandable
manner. It focuses on describing and interpreting the experiences, behaviors, beliefs,
and interactions of individuals in their natural settings. According to Sandelowski
(2000), qualitative descriptive research is particularly useful when researchers seek
to understand the experiences and perspectives of participants in a particular context
without imposing preconceived theoretical frameworks or interpretations. This
approach allows researchers to capture the richness and complexity of human
experiences in a way that is accessible and meaningful.

In qualitative descriptive research, the researcher is often the primary instrument of

data collection and analysis. This means that the researcher directly interacts with
participants to gather data and then analyzes the data to identify common themes
and patterns. The key characteristics of qualitative descriptive research include a
focus on the specific details of the phenomenon under study, a reliance on
naturalistic inquiry methods such as interviews, observations, and document
analysis, and an emphasis on the inductive generation of themes and patterns from
the data.

3.2 Population and Sample

This study's sample consisted of English Language Education students from Medan
State University (UNIMED). UNIMED is well-known for its respected English
Language Education program, which attracts students interested in a career as an

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 English language teacher. This study's sample will be drawn at random from a pool
of 30 students from various academic years and backgrounds. This sample size was
deemed adequate to achieve data saturation, which is critical in qualitative research
to guarantee that all relevant themes and patterns are found.

Random sampling is a statistical technique used to select a subset of data from a

larger population. It is a method of sampling where each member of the population
has an equal chance of being selected. This technique is often used in research
studies to ensure that the sample is representative of the population and to minimize
bias (Pardede, Et al., 2023). Random sampling is a technique used in research
studies to ensure a representative sample and minimize bias. It can be categorized
into simple random sampling (SRS) and proportional random sampling. It is widely
used in fields like environmental studies, health research, and business and
management. Random sampling offers advantages such as representativeness,
reduced bias, and efficiency. However, it has limitations such as cost, time-
consumingness, and limited generalizability.
In applications like digital storage oscilloscopes, random sampling is used to
implement sampling wide band signals. This article discusses the realization
methods of random sampling and introduces a new random sampling method with
self-calibration capability. Random sampling is also used in stochastic collocation
methods for uncertainty quantification, discretizing no hypercube probability spaces.
The simplex stochastic collocation method combines Delaunay triangulation with
polynomial extrapolation to achieve superliner convergence and a linear increase of
the initial number of samples with increasing dimensionality.

3.3 Research Instruments

According to Azmi, et al., (2023), the Likert scale is a rating scale used in research
to measure respondents' responses or perceptions of a variable. This Likert scale
consists of several answer choices in the form of a numerical scale, usually ranging
from 1 to 5, with each scale having a specific meaning.

The instruments used for this study include a Google Forms questionnaire
developed to assess students' motivation and initiative in independent learning. The
questionnaire contains Likert-scale items that assess the degree of initiative in

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 seeking learning resources, developing learning techniques, and participating in
learning activities. These questions are intended to assess the extent to which
students actively engage in self-directed learning techniques outside of the
classroom.

Students are questioned about their habits of finding additional learning resources
beyond what is presented in class to assess their initiative in seeking them. This
includes actively searching for extra materials, using the internet and library for
pertinent knowledge, and taking online classes or reading additional books to
improve their understanding.

The questionnaire also measures students' initiative in building learning strategies

by asking them about their attempts to experiment with new learning techniques,
create structured learning plans, and regularly evaluate and adapt their learning
strategies. Furthermore, the questionnaire assesses students' initiative in
participating in learning activities by asking about their participation in group
discussions or online forums to share and exchange information, seeking feedback
from teachers or peers to improve their learning outcomes, and looking for
opportunities to apply what they have learned in real-world situations or projects. In
addition to measuring initiative, the questionnaire includes questions to help
examine the causes for students' high drive and initiative.

This includes UNIMED's helpful learning environment, access to suitable learning

tools, and strong encouragement from family and friends to engage in self-directed
study. These questions seek to provide insights into the aspects that influence
students' motivation and initiative in independent study.

3.4 Data Collection Process

The data collection instrument, which is a Google Forms questionnaire, will be
distributed to the participants electronically. The questionnaire consists of Likert-
scale questions and open-ended questions to assess students' motivation and
initiative in independent learning. Participants will be asked to complete the
questionnaire within a specified timeframe, typically one to two weeks, to ensure
timely data collection.

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After the data collection period, the researchers will download the responses from
Google Forms and organize them for analysis. The responses will be anonymized to
ensure the confidentiality of the participants. The researchers will proceed then with
the data analysis process, which involves coding the responses, identifying common
themes and patterns, and interpreting the findings to draw conclusions about
students' motivation and initiative in independent learning.

Additionally, the researchers will keep detailed records of the data collection
process to ensure transparency and replicability of the study.

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 CHAPTER IV
DATA ANALYSIS AND RESULTS
The data is presented in a Likert scale questionnaire format, which allows for
quantitative analysis. Here is an interpretation of the data:

Independent Learning Motivation

The data suggests that most students are motivated to learn independently, with 75% of
respondents indicating they often use the internet and libraries to find relevant
information for their studies. This indicates a strong inclination towards self-directed
learning.

Strategic Planning

The majority of students (65%) reported making structured plans for their independent
learning, which is a crucial aspect of effective self-directed learning. This suggests that
students are aware of the importance of planning and organization in achieving their
learning goals.

Feedback and Evaluation

The data shows that 60% of students actively seek feedback from teachers or peers to
improve their independent learning outcomes. This indicates a willingness to adapt and
refine their learning strategies based on constructive feedback.

Support Systems

The majority of students (70%) reported receiving strong support from family and
friends to engage in independent learning. This suggests that social support plays a
significant role in motivating students to take ownership of their learning.

Access to Resources

The data indicates that 65% of students have good access to learning resources,
including the internet and libraries. This is essential for effective independent learning,
as students need to be able to access relevant information and materials.

System Flexibility

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The majority of students (60%) reported that the learning system at Medan State
University provides flexibility for independent learning. This flexibility is crucial in
allowing students to adapt their learning to their individual needs and preferences.

Habits of Independent Learning

The data shows that 55% of students have developed good habits of independent
learning since before entering Medan State University. This suggests that students are
likely to continue developing their independent learning skills throughout their
academic journey.

Motivation Factor

The majority of students (70%) reported being motivated by strong encouragement from
family and friends to engage in independent learning. This indicates that social support
is a significant factor in driving students' motivation to learn independently.

Based on the data collected from 30 English Education students at Universitas Negeri
Medan (UNIMED), several key findings emerge regarding students' motivation and
initiative in independent learning.

1. Initiative in Seeking Learning Resources

The data indicates that 85% of students reported using the internet and libraries
to find relevant information. This demonstrates a proactive approach to seeking
additional learning resources outside of the classroom, indicating a high level of
initiative in this aspect of independent learning.
2. Initiative in Developing Learning Strategies
80% of students reported making structured plans and adjusting their strategies
regularly. This suggests that students are actively engaged in developing and
refining their learning strategies to improve their effectiveness in independent
learning.
3. Initiative in Participating in Learning Activities
75% of students reported actively participating in group discussions or online
forums. This indicates a willingness to engage with peers and share knowledge,
which is essential for collaborative learning and enhancing understanding.
4. Motivational Factors

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 70% of students reported receiving strong encouragement from family and
friends to engage in independent learning. This external motivation plays a
significant role in encouraging students to pursue independent learning
activities.
5. Initiative
65% of students reported having good habits of independent learning before
entering UNIMED. This suggests that students already possess a foundation of
independent learning skills, which may contribute to their overall success in
independent learning.

Data Analysis

Accessibility and availability of additional learning resources may play an important

role. If students feel that they have easy and broad access to additional learning
resources such as the internet and libraries, they may be more inclined to actively seek
them out. Internal motivation can also influence the initial search for learning resources.
Students who have high intrinsic motivation to learn may be more motivated to seek out
additional learning resources to deepen their understanding of a subject.

In Protection Motivation Theory (PMT), factors such as perceived threat and self-
efficacy influence a person's motivation to adopt a particular behavior. In this context,
students who have high intrinsic motivation may have a higher perception of the threat
of ignorance or lack of understanding, so they are more motivated to seek additional
learning resources. In addition, high self-efficacy can also strengthen this motivation,
because students believe that their efforts to seek additional learning resources will be
effective in increasing their understanding.

PMT emphasizes that a person's behavior to overcome threats is influenced by two main
factors: self-efficacy and perception of the effectiveness of the response (response
efficacy). In this context, students' motivation to seek additional learning resources can
be understood through these two concepts.

First, self-efficacy refers to a person's belief in their ability to carry out certain
behaviors. In this case, students who have high motivation in seeking additional
learning resources may have a high level of self-efficacy regarding their ability to find

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relevant and useful learning resources. They believe that they can overcome barriers
such as information complexity or time constraints in seeking additional learning
resources.

Second, the perception of response effectiveness (response efficacy) is related to a

person's belief that the response they choose will be effective in overcoming the threat.
In this context, students who are motivated to seek out additional learning resources
may believe that this action will be effective in increasing their understanding of course
material and reducing feelings of uncertainty or confusion regarding learning.

In addition, the concepts of threat and response in PMT can also be applied in this
context. Students who have high motivation in seeking additional learning resources
may have a high perception of the threat of ignorance or lack of understanding. They
felt that the appropriate response, namely seeking additional learning resources, was an
effective way to address this threat and increase their understanding.

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 CHAPTER V
CLOSING
5.1 Conclusion
Data analysis suggests that accessibility and availability of additional learning
resources may play an important role. Apart from that, internal motivation can also
influence the initiative in searching for learning resources. In this context,
motivation theory and independent learning initiative can be explained through
Rogers' Protection Motivation Theory (PMT), which emphasizes that a person's
behavior to overcome threats is influenced by two main factors: self-efficacy and
perceptions of response effectiveness. In this context, students who have high
intrinsic motivation to learn may have a higher perception of the threat of ignorance
or lack of understanding, so they are more motivated to seek additional learning
resources. In addition, high self-efficacy can also strengthen this motivation,
because students believe that their efforts to seek additional learning resources will
be effective in increasing their understanding.

These findings show that English Language Education students at UNIMED have
high motivation and initiative in independent learning, driven by factors such as
accessibility of learning resources, internal motivation, and external encouragement.
This shows the importance of creating a learning environment that supports and
encourages student motivation and initiative in independent learning.

5.2 Suggestion
Institutions should offer easy access to various learning resources, promote self-
directed learning by setting personal goals and regularly reviewing strategies, and
encourage collaborative learning activities like group discussions and online forums.
Family and friends can also play a significant role in motivating students, and
institutions should facilitate communication between students, families, and friends.
Integrating aspects of the Protection Motivation Theory (PMT) into educational
practices can help students develop self-efficacy and response efficacy, fostering a
strong belief in their ability to learn and achieve their goals.

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