INVESTIGATING THE STUDENT’S SELF-EFFICACY, SELF-REGULATED LEARNING (SRL) STRATEGIES AND ENGLISH WRITING ACHIEVEMENT (A Correlational Study at Eighth-Grade Students of Salatiga State Junior High School in the Academic Year 2022/2023)

RAHMAWATI, YENY RICHA (2024) INVESTIGATING THE STUDENT’S SELF-EFFICACY, SELF-REGULATED LEARNING (SRL) STRATEGIES AND ENGLISH WRITING ACHIEVEMENT (A Correlational Study at Eighth-Grade Students of Salatiga State Junior High School in the Academic Year 2022/2023). Other thesis, IAIN SALATIGA.

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Abstract

ABSTRACT Yeny Richa Rahmawati. Investigating the Student’s Self-Efficacy, Self- Regulated Learning (SRL) Strategies and English Writing Achievement (A Correlational Study at Eighth-Grade Students of Salatiga State Junior High School in the Academic Year 2022/2023). Salatiga: Postgraduate Program. State Islamic University (UIN) Salatiga, 2024. The purpose of this study is to analyse the correlation and influence of self-efficacy, self-regulated learning (SRL) strategies and English writing achievement among the eighth-grade students at Salatiga State Junior High School in the academic year 2022/2023. This study is designed with a quantitative approach. This study is conducted in SMPN 2 Salatiga, SMPN 7 Salatiga, and SMPN 9 Salatiga. The researcher selects the participants using a simple random sampling technique. This research included a total of 151 participants of eighth- grade students. The data for this study is gathered through questionnaires of English writing self-efficacy (QEWSE), questionnaires of English writing self- regulated learning strategies (QEWSRLS) and English writing test. The questionnaires are distributed online using Google Forms and the English writing test is conducted offline. The data is then calculated using SPSS 22.0 for Windows. Then, it analyses using correlational, regression and multiple regression analysis to find out the correlation and influence between the variables. The finding of results reveals that (1) there is a very strong correlation and significant influence between self-efficacy and English writing achievement with a correlation coefficient value of (rcount) 0.941. The study find that self-efficacy has a considerable influence on English writing achievement, with the regression coefficient (R) 0.828 and R square (0.886) or the influencer is in the level of 88.6%, (2) there is a very strong correlation and significant influence between self-regulated learning strategies and English writing achievement with a correlation coefficient value of (rcount) 0.913. The study finds that self-efficacy has considerable influence on English writing achievement, with the regression coefficient (R) 1.767 and R square (0.834) or the influencer is in the level of 83.4%, (3) there is a very strong correlation between self-efficacy and self- regulated learning with a correlation coefficient value of (rcount) 0.913, (4) the findings also show that self-efficacy and self-regulated learning strategies simultaneously influence English writing achievement with tvalue of self-efficacy (12.411) and self-regulated learning strategies (7.639). The calculated F value is 833.204 > F table 2.60 and R square (0.918) or the influence is 91.8%. The results also show other factors or uncontrolled variables influence students' English writing achievement. Teachers are suggested to encourage and reinforce students to improve their writing achievement by increasing their self-efficacy and applying their self-regulated learning strategies effectively. Keywords: self-efficacy, self-regulated learning (SRL) strategies, English writing achievement

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