The Effect of Learning Model and Self Regulated Learning towards Students’ English Writing Skill

Abstract

This research aimed to find out the effect of learning model and self-regulated learning toward English writing skill. It was an experimental study by using treatment by level 2 x 2 design. The population was the first year students with the sample was 32 students. The data were collected through the questionnaire of self-regulated learning and the test of English writing skill. The data were analyzed by two way ANOVA and Tukey test. The result of the data analysis showed that (1) the students’ English writing skill who were taught by using hybrid learning was higher than the writing skill students’ score who were taught by using face-to-face learning; (2) there was an interaction effect between hybrid learning model and self-regulated learning toward English writing skill; (3) the students’ English writing skill who were taught by using hybrid learning was higher than the writing skill students’ score who were taught by using face-to-face learning for group of students who have higher self-regulated learning; (4) the students’ English writing skill who were taught by using face-to-face learning was higher than the writing skill students’ score who were taught by using hybrid learning for group of students who have low self-regulated learning.