EFL LEARNERS’ SELF-DIRECTED LEARNING IN BLENDED ACADEMIC WRITING (A Descriptive Study Conducted to the Second Year Students of English Education Program in Galuh University)

Abstract

ABSTRACT Self-directed learning in process of learning writing would contribute to greater effectivity because allows students to open to change and sustain their professional development. The aim of this study was to find out the level of self-directed learning in blended academic writing and to find out the students perceptions about their self-directed learning in blended academic writing. Qualitative research method was used in this research. A total of 35 students participated in this study conducted at the Faculty of Teacher Training and Educational sciencies in English Education Program, Galuh University. The data collected from self-directed learning questionnaire and interview. In the data of questionnaire was analyzed by using percentage computation and mean formula were applied. The result showed that second year students in English Department had relatively high self-directed learning. However, students received the lowest score for the desire for learning dimension, which indicates that students need support to desire for their learning skills. On the other hand, based on the interview the students respond positively about their self-directed learning in blended academic writing. But the students realized that they still lack motivation during self-directed learning process. In conclusion, self-directed learning has given a good impact in students’ language learning process, and self-directed learning through blended learning method help students to more easier and flexible in their learning process. However, students less-motivation to learning self-directed especially in academic writing. This study is lacking of participants because it only investigates 35 students. Thus, the further writers are suggested to investigate many participants in other year, grade or level in university or other higher educations. In addition, for other researcher also suggested to conduct the research concerning the implementation of self-directed learning in listening skill, reading skill and speaking skill.