The influence of Self-Regulated Strategy Development (SRSD) towards student's writing motivation in first grade of SMKN 1 Sepulu

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Romadhon, Fajar (2018) The influence of Self-Regulated Strategy Development (SRSD) towards student's writing motivation in first grade of SMKN 1 Sepulu. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

Motivation in writing is important to make students’ interest in writing is improved. thus, The teacher in SMK 1 Sepulu provided many home works to make the students become Independent learner. However, the home works that are given to the students in SMK 1 Sepulu have no aims such as it would make do the homework only copying from his or her friend’s works. Refering to those problem, Creating enjoyable and comfortable learning atmosphere is one of the ways to increase the student’s motivation in writing. Here, The use of Self-regulated strategy development (SRSD) is one of appropriate strategy to be implemented in SMKN 1 Sepulu in guiding the students to be an independent learner. The objective of this study was to find out and analyze the influence of self-regulated strategy development towards students’ writing motivation in recount text. the researcher used quasy-experimental method in this study . The researcher conducted the reaserch to first grade students of SMK 1 Sepulu.. The researcher took two classes as the sample: X TKJ 1 as the experimental group and X TKJ II as control group. The instrument of this study were questionaire which consist of pre and post questionaire and interview. the writer used T-test to analyze the data. The result of this study showed that The obtained t0 is 10.02 was higher than t-table as 5% level of significance = 2.00 and. so, the writer can conclude 2.00 < 10.02. therefore, the first hyphothesis (Ha) was accepted and null hypothesis(H0.) was rejected. Additionally, in the data gained by interview with the respondents, they admitted that their motivation was improved by the implementation of self-regulated strategy development. therefor, it can be concluded that self-regulated strategy development is effective to be a strategy in English teaching and learning writing particularly in increasing students’ motivation to write.