The Effect of Self-Regulated Strategy Development (SRSD) and Learning Anxiety on Writing Competency of the Eighth Grade Students of SMP Negeri 1 Manggis in the Academic Year 2015/2016
Abstract
Penelitian ini bertujuan untuk menguji apakah di antara siswa yang diajarkan dengan menggunakan self-regulated strategy development dan strategi pembelajaran konvensional terdapat (a) perbedaan signifikan pada kompetensi menulis, (b) perbedaan signifikan pada kompetensi menulis siswa dengan kecemasan belajar tinggi, (c) perbedaan signifikan pada kompetensi menulis siswa dengan kecemasan belajar rendah dan (d) efek interaksi antara strategi mengajar dan kecemasan belajar siswa pada kompetensi menulis siswa. Penelitian ini dilakukan pada kelas VIII SMP Negeri 1 Manggis. Penelitian ini menggunakan metode penelitian post-test only control group design. Populasi dari penelitian ini adalah 259 siswa kelas VIII pada tahun akademik 2015/2016. Terdapat kelas yang digunakan sebagai sampel. Setelah menyebarkan kuesioner kecemasan belajar, terdapat 88 siswa yang dikelompokkan menjadi 2 grup, 44 siswa dengan kecemasan belajar tinggi dan 44 siswa dengan kecemasan belajar rendah. Dua puluh dua siswa dengan tingkat kecemasan tinggi dan 22 siswa dengan tingkat kecemasan rendah diajarkan dengan menggunakan self-regulated strategy development, sedangkan sisanya diajarkan dengan menggunakan teknik konvensional. Pada akhir pengajaran, tes kompetensi menulis diberikan pada siswa. Data kemudian dianalisa dengan menggunakan Two Way Anova dan Tukey Test. Hasil dari penelitian ini adalah untuk kelas VIII SMPN 1 Manggis (a) terdapat perbedaan signifikan antara siswa yang diajarkan dengan menggunakan self-regulated strategy development dan siswa yang diajarkan dengan konvensional strategy, (b) Pada siswa dengan kecemasan belajar tinggi, terdapat perbedaan signifikan antara siswa yang diajarkan dengan menggunakan self-regulated strategy development dan siswa yang diajarkan dengan konvensional strategy, (c) Pada siswa dengan kecemasan belajar rendah, terdapat perbedaan signifikan antara siswa yang diajarkan dengan menggunakan self-regulated strategy development dan siswa yang diajarkan dengan konvensional strategy dan (d) tidak ditemukan adanya efek interaksi yang signifikan antara siswa yang diajarkan dengan menggunakan self-regulated strategy development dan siswa yang diajarkan dengan konvensional strategy. Temuan ini diharapkan memberikan kontribusi pada kelas menulis Bahasa Inggris di Indonesia
Kata Kunci : kecemasan belajar, kompetensi menulis, self-regulated strategy development
This study aimed at examining whether or not between students who are taught by SRSD strategy and students who are taught by conventional learning strategy there is (a) a significant difference in students’ writing competency, (b) a significant difference in writing competency on students who have high learning anxiety, (c) a significant difference in writing competency in students who have low learning anxiety and (d) an interaction effect between learning strategy and the students’ learning anxiety on students’ writing competency. This study was conducted to the eighth grade students’ of SMPN 1 Manggis. The study employed post-test only control group design. The population of the study was 259 eighth grade students in academic year 2015/2016. There were 4 classes were used as the samples. After conducting learning anxiety questionnaire, 88 students were categorized into 2 groups, 44 students with high level of learning anxiety and 44 students with low level of learning anxiety. Twenty two students with high level of anxiety and 22 students with low level of learning anxiety were treated with self regulated strategy development while the rest were treated by using conventional strategy. At the end of treatments, writing competency tests were used to collect the intended data. The collected data were analyzed by using Two Way Anova and Tukey Test. The results indicated that for eighth grade students of SMPN 1 Manggis (a) there is a significant difference in students’ writing competency between students who were taught by SRSD strategy and students who were taught by conventional learning strategy, (b) there is a significant difference in students’ writing competency in students with high level of learning anxiety between students who were taught by SRSD strategy and students who were taught by conventional learning strategy (c) there is a significant difference in writing competency in students who have low learning anxiety between those who were taught by using SRSD strategy and those who were taught by using conventional learning strategy and (d) there is no significant interaction between learning strategy and the students’ learning anxiety on students’ writing competency. These findings are expected to have important contribution to EFL writing classroom in Indonesia
keyword : learning anxiety, self-regulated strategy development, writing competency
Kata Kunci : kecemasan belajar, kompetensi menulis, self-regulated strategy development
This study aimed at examining whether or not between students who are taught by SRSD strategy and students who are taught by conventional learning strategy there is (a) a significant difference in students’ writing competency, (b) a significant difference in writing competency on students who have high learning anxiety, (c) a significant difference in writing competency in students who have low learning anxiety and (d) an interaction effect between learning strategy and the students’ learning anxiety on students’ writing competency. This study was conducted to the eighth grade students’ of SMPN 1 Manggis. The study employed post-test only control group design. The population of the study was 259 eighth grade students in academic year 2015/2016. There were 4 classes were used as the samples. After conducting learning anxiety questionnaire, 88 students were categorized into 2 groups, 44 students with high level of learning anxiety and 44 students with low level of learning anxiety. Twenty two students with high level of anxiety and 22 students with low level of learning anxiety were treated with self regulated strategy development while the rest were treated by using conventional strategy. At the end of treatments, writing competency tests were used to collect the intended data. The collected data were analyzed by using Two Way Anova and Tukey Test. The results indicated that for eighth grade students of SMPN 1 Manggis (a) there is a significant difference in students’ writing competency between students who were taught by SRSD strategy and students who were taught by conventional learning strategy, (b) there is a significant difference in students’ writing competency in students with high level of learning anxiety between students who were taught by SRSD strategy and students who were taught by conventional learning strategy (c) there is a significant difference in writing competency in students who have low learning anxiety between those who were taught by using SRSD strategy and those who were taught by using conventional learning strategy and (d) there is no significant interaction between learning strategy and the students’ learning anxiety on students’ writing competency. These findings are expected to have important contribution to EFL writing classroom in Indonesia
keyword : learning anxiety, self-regulated strategy development, writing competency
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