The Effect of Self-regulation on Narrative Writing Skill

Erdhita Oktrifianty, Zulela MS, Endry Boeriswati

Universitas Negeri Jakarta, Pemuda Street, East Jakarta, Indonesia

Keywords: Self-regulation, narrative writing skills, narrative text, elementary students

Abstract: The object of the research is on the effect of self-regulation with narrative writing skills. Writing is a learning

product that needs to be done continuously since in elementary school. The fact that not all students are able

to pour out thoughts, feelings, ideas into text, students were not able to determine the theme and develop a

framework for a narrative text. Therefore, the researchers made a survey that which took on the level of a

class V (five) in the state elementary schools in Target Area III, Sub-district Kebon Jeruk, West Jakarta.

Research methods used a quantitative approach with survey method and path analysis techniques. The total

of respondents are 109 students from 3 elementary school namely SDN kebon jeruk 01, SDN kebon jeruk 08

and SDN kebon jeruk 10 using multistagecluster sampling techniques. Research instrument is to write a

narrative text for narrative writing skills variable and questionnaire for self regulation variable. The purpose

of this research is to know how influential the self-regulation with narrative writing skills. Results of the study

showed that there were the influence between self regulation on narrative writing skills is 0,340.

1 INTRODUCTION

As one of the language skills, writing is a learning

product that needs to be carried out continuously

since in elementary school. This is based on the idea

that writing ability in elementary school is a basic

ability as a provision for learning to write at the next

level (Somadayo, 2015). Children's writing skills

developed. This ability comes from randomly

scattered streaks on all pages of paper that show word

limitations and the inability to think of placing letters

in a row. Then it develops along with the

development of language, connects sounds with letter

symbols, spelling discoveries and words, and

arranges them in a line of writing (Slavin, 2008).

Rofi'uddin and Zuhdi stated that until now, the

literacy skills of elementary school graduates was still

far from expectations. Complaints about the ability of

elementary school graduates in terms of literacy

continue to be disseminated. Various research results

support these complaints. The Efforts have been

designed, developed and implemented to improve the

effectiveness of teaching reading and writing.

Another fact was stated by the Ministry of National

Education (Giayana, 2004) which revealed that a

number of data from the (International Association

for the Evaluation of Educational Achievement

(IEA)) survey of the Indonesian children's writing

ability showed that around 50% of sixth grade

elementary school students in the six provinces in the

Primary Education Quality Improvement Project

(PEQIP) could not write the text. One of the causes of

the low reading ability of elementary school students

in Indonesia is that so far the students have more

lessons in memorizing than practice, including

composing (Kharizmi, 2015).

Furthermore Braine & Yorozu (Javed, 2007)

argue that writing skills are more complicated than

other language skills. The research conducted by

Somadayo on elementary school teachers that in the

Indonesian language lesson the most common

problem is the difficulty of writing text, which is

difficult for students to express their ideas in written

form. In detail the problems that are often found are:

(1) the writing ability of children is still relatively low

because they are lazy to write (2) children are lazy to

read so the ability to compose is low, (3) the child's

ability to compose is influenced by reading skills. (4)

students are less skilled in writing essays (Somadayo,

2015). The high level students of elementary school

have not been able to express ideas coherently in good

sentences. Students still find it difficult to express

ideas that are in their mind verbally and have not been

able to use good vocabulary. In addition, they have

not been able to develop the story thoroughly (Zulela,

2013).

144

Oktriﬁanty, E., MS, Z. and Boeriswati, E.

The Effect of Self-regulation on Narrative Writing Skill.

DOI: 10.5220/0008995301440150

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 144-150

ISBN: 978-989-758-405-3

Based on observations made by researchers that

60% of students are unable to express ideas are able

to express ideas, thoughts, feelings in the form of

symbols, students are unable and develop a

framework of narrative essays. Students are not fond

of Indonesian writing lessons which results in low

student understanding in developing narrative essays

and not able to use good and correct punctuation and

capital letters in writing narrative essays. Other

difficulties faced by students are about spelling, the

use of punctuation, choosing vocabulary, composing

sentences up to the difficulty of developing story

ideas into written language. In general, the sentences

made by students also contain repeated words so that

they become ineffective sentences. As a result, the

narrative essay produced does not provide a clear

picture of the series of events or cases.

Therefore, improvement in writing skills must be

constantly accustomed to learning to internalize the

writing ability of each student, especially the fifth

grade in this study. This is stated in the basic

Indonesian language competence about writing listed

in theme 7, namely the history of Indonesian

civilization with basic competencies which reads

"Processing and presenting story texts of historical

narratives about the values of the development of the

Islamic kingdom in Indonesia independently in

Indonesian oral and written by choosing and sorting

out the standard vocabulary” (Kemdikbud, 2013).

In developing the writing skills of elementary

school students, it seems that it will be more effective

if it starts with revealing the things they already know

in the form of narrative stories. (Zulela, 2017).

Therefore, researchers focused on the ability to write

narratives in the form of experiential stories as a basis

for developing students writing skills.

The factors that are thought to influence the ability

to write narratives are self regulation. Wolters and

Pintrich stated that self-regulation is an active and

constructive process carried out by students in setting

goals to learn to try, monitor, regulate, control

cognition, motivation, and behavior which are then

directed and driven by goals and adapted to the

context of the environment (Boeriswati, 2012).

Similar things have also been stated in the results

of research from Spitzer and Latifah who found that

self-regulation in learning carried out by someone is

closely related to their academic performance.

academicperformance improvement can be generated

if implementing a planned strategy and then

monitoring performance in learning and evaluating

academic progress(Zumbrunn, Tadlock, Robert;

2011). Pintrich and his colleagues in Kosnin further

said that there are two important aspects of self-

regulation namely motivation and learning strategies.

Motivation is a drive from within that is used by

students to deal with stress and emotions that

sometimes emerge when they try to overcome failure

and to be a good studentwhen they have their own

learning strategies to improve understanding their

understanding, integration, and store new information

in the process learning (Kosnin, 2007).

High self-regulation plays an important role in

writing skills because writing is an intentional and

self-planned activity. In fact, oftentimes students see

writing as a difficult task because it requires extensive

self-regulation and control of attention in managing

writing and experiencing obstacles to the topic of

writing and the processes involved in writing

(Kellogg, 1987; Ransdell & Levy, 1996; Scardamalia

& Bereiter, 1986; Zimmerman & Riesemberg, 1997).

Self-regulation is considered to improve writing

performance in two ways. First, own regulatory

mechanisms, such as planning, monitoring,

evaluation, and revision (Scardamalia & Bereiter,

1985). Second, the use of self-regulation can act as a

trigger agent for change that leads to strategic

adjustment in writing (Scardamalia & Bereiter, 1985;

Zimmerman &Riesemberg, 1997).

Therefore, with the existence of self-regulation is

thought to affect the success of student learning in

writing narratives. Based on the exposure to the

mentioned problems, the author was interested in

conducting a study entitled "The Effect of Self

Regulation on Narrative Writing Ability in Class V

Students".

2 THEORETICAL STUDY

2.1 Narrative Writing Skill

According to John et al. (Wijaya & Suhaji, 2012).

Ability is a person's talent to perform mental or

physical tasks. Ability is a skill possessed by someone

to do a work assignment in order to achieve the

desired goal.

Furthermore, Braine and Yorozu state that writing

is one of the four basic abilities. The students begin

to learn to communicate through written forms

because they begin to interact with others at the

school level (Javed, 2013). With that basis, then the

child can learn to write gradually. Anderson

suggested that the first thing is to free the child to add

words to the notes in whatever way they want, such

as pictures, definitions in the target language,

equivalent terms in their first language, their own

sentences using new words, and so on. Second, they

The Effect of Self-regulation on Narrative Writing Skill

145

have the opportunity to use the language learned in

reading in real context (Herrero, 2007), so that

children can get used to write.

In particular writing is a communication activity

in the form of delivering messages (information) in

writing to other parties using written language as a

tool or medium. Writing is a creative process of

pouring ideas into written language in purpose

(Dalman, 2014). Writing is a creative process because

it is an achievement process to excite one's thoughts,

write like a process of making meaning (Huy, 2015).

Based on the explanation, it can be concluded that

writing is a creative process that occurs in pouring

ideas into a writing as a means of conveying

messages.

Furthermore, Braine and Yorozu argue that

writing skills are more complicated than other

language skills. Basically the ability to write requires

a well-structured way and how to present the

experience in an organized and planned manner.

Kellogg, Olive, & Pilot added that productive writing

skills are considered a cognitive challenge, because

they help to assess language competence,

remembering talents and thinking abilities. This

requires remembering information from long-term

memory. In fact, Nickerson, Perkins, & Smith stated

that productive writing skills require sound ability to

think about things that are understood (Javed, 2013).

Hereinafter, narrative is to retell an event through

words of something that has happened to become a

story. Narratives tell events and leave behind several

events because they come from several significant

perspectives, and may emphasize others. The

conclusion is narratives can form a history (scene of

events, stories about what happened) (Huy, 2015).

Then according to Zulela, narration is the result of

writing that contains stories about events, figures,

settings drawn from student’s experiences, both new

real events (factual) and related to one another

(Zulela, 2017).

So, it can be concluded that the narrative is writing

that tells the event through a description of

information from the character, background,

experience so that it is understood by the reader.

Narrative essays are divided into two, namely

expository narratives and suggestive narratives. The

definition of expository narrative is an essay that

intends to inform a reader of factual and rational

information. Then the essay of suggestive narrative is

an essay based on the imagination of the author in the

form of imagination (Jauhari, 2013). In this case, the

essay that will be tested is about experiences that

include expository type narratives.

Furthermore, according to Hutchinson the aspect

of the narrative consists of plot, character, dialogue,

setting, conflict and climax (Hutchinson, 2005). As

for the characteristics of narrative essays, namely: (1)

Highlighting the elements of action or action, (2)

Strung together in a time sequence, (3) Trying to

answer the question, what happened? And (4) There

is conflict. Narration is built by a storyline.

Understanding the narrative, one of which is

retelling (experience) is the simplest type of text.

Formally, retelling is sequential text that does a little

more than the sequence of events that require

orientation. Telling a story usually has characters

formed at a certain time and place. There are various

ways to teach the narrative writing stage, for example:

(a) character, time, place, (b) who, what, where, when

and so on, and (c) sequence of events (Keraf, 2000).

There are various ways to teach the narrative writing

stage, for example: (a) character, time, place, (b) who,

what, where, when and so on, and (c) sequence of

events (Knapp, Watkins; 2005).

The conclusion is that narratives writing skill is a

skill through a series of complex activities in

expressing the idea of a factual event or a typical

event experienced by the writer that aims to convey

information to the reader with 3 aspects assessed,

namely: (1) Narrative: themes, characters, plot ( 2)

Language: paragraphs, sentences, word choices, EBI

and punctuation, and (3) Text Structure: orientation,

climax, solution.

2.2 Self-Regulation

According to Zimmerman and Bandura stated that

self-regulation is a concept that refers to students

"self-generated ideas, actions and feelings that are

systematically oriented towards achieving

educational goals (Kosnin, 2007). Furthermore, self-

regulation is an important personality process where

people try to exercise control over their minds, their

feelings, their impulses and desires, and show their

achievements (Baumeister, Gailliot, DeWall, Oaten;

2006).

Bandura added, the process of self regulation

occurs when students' directed actions and processes

are directed towards acquiring information or skills.

Independent students can plan, set their learning

goals, organize, self-monitor and evaluate themselves

during knowledge acquisition. This process makes

them become self-aware and knowledgeable in their

approach to learning. Learning and achievement are

best understood when we recognize the interaction

between affective and cognitive processes. Self-

regulation also includes meta-cognitive skills, namely

ICELS 2019 - International Conference on Education, Language, and Society

146

understanding one's cognitive skills, including

memory, attention and problem solving (Boekaerts

and Corno, 2005).

Furthermore, Boeriswati said that the self-

regulation model in the form of a cycle with three

stages, namely planning, implementation, and

evaluation. The three stages of the process are the

same as self regulating learning. The planning phase

will affect performance or the implementation stage,

which in turn will affect the self-reaction phase. The

self-regulation cycle stops when the process of self-

reflection is able to influence the planning process as

long as someone tries to gain the next knowledge

(Boeriswati, 2012). Zimmerman & Pons explicitly

emphasizes that from some researchers it appears "the

use of self regulatory processes and quality and

quantity has shown a high correlation with academic

achievement and with standardized test scores (Zarei,

2012).

The details presented by Schunk & Zimmerman

the differences in characteristics of students who have

high and low regulations, as follows:

Table 1: Differences in characteristics of low-regulated and

highly regulated students

Self-

Regulation

Aspect

Group

Low self-

regulation

High self-regulation

Onward

thinking

•

Goals not

specific

orientation

•

Performance

goals

•

Low self-

efficacy

•

Not

interested

•

Specific goals

•

Mastery goals

orientation

•

Self-efficacy

•

High intrinsic

interest

Performanc

e of

volitional

control

•

Un-focus

planning

•

Self-

handicappin

g strategy

•

Self-

monitoring

to result

•

Performance focus

•

Self

instruction/imager

•

Monitoring to

process

Self

reflection

•

No self-

evaluate

•

Attribution

ability

•

Negative

self-reaction

•

Un-adaptive

•

Self-evaluate

•

Attribution

strategy

•

Positive self-

reaction

•

Adaptive

(Susetyo,Kumara;

2012).

Based on the above explanation that self

regulation is an action in acquiring ability through a

process of thinking, positive behavior and directing

emotions / feelings by intervening on their own

weaknesses and strengths in learning to achieve the

desired target with 3 stages, namely: (1) forward

thinking stage, (2) stage of performance and (3) stage

of reflection.

3 RESEARCH METHODOLOGY

This study uses a quantitative approach, survey

methods and path analysis techniques to determine

the effect of self regulation (X) on the ability to write

narratives (Y). The target population in this study

were fourth grade students in the State Elementary

School III, Kebon Jeruk sub-district, West Jakarta.

There were 533 students. The study sample was taken

by multistage cluster sampling technique with

sampling from the population of class V (five)

Elementary Schools in Fostered Region III,

KebonJeruk sub-district, West Jakarta which

consisted of 10 schools. After that, 3 schools were

taken for randomly selected samples consisting of

Kebon Jeruk 01 Elementary School with 35 students,

Kebon Jeruk 08 Elementary School with 38 students

and Kebon Jeruk 10 Elementary School with 36

students. So the total sample that had been studied is

109 students.

The data collection techniques used in this study

were tests and questionnaires, namely: questionnaires

and narrative writing tests. Questionnaires are used to

obtain self-regulation data and narrative writing tests

are used to obtain data on the ability to write narrative

texts. Self-regulation questionnaires were compiled

in 22 statements and tests the ability to write

narratives in the form of narrative text writing tests.

4 DISCUSSION AND RESULT

To find out the effect of independent variables on the

dependent variable, correlation analysis is first

performed to determine the magnitude of the

relationship between variables. After that, path

The Effect of Self-regulation on Narrative Writing Skill

147

analysis was carried out to determine the effect of the

Self Regulation variable (X) on writing skill (Y)

regression analysis.

These steps are explained as follows:

1. Correlation Analysis

Before conducting path analysis to find out the

causality relationship between variables,

correlation analysis is used as information to find

out the magnitude of the relationship between the

variables formed. Correlation analysis is to use

Pearson product moment correlation analysis.

Table 2: Correlation Analysis between Research Variable

Self

Regulation

Narrative

Writing

Skills

Self

Regulation

Pearson

Correlation

,541

Sig. (2-

tailed)

,000

109

*. Correlation is significant at the 0.05 level

(2-tailed).

**. Correlation is significant at the 0.01 level

(2-tailed).

**. Correlation is significant at the 0.01 level

(2-tailed).

From the calculations that have been done, the

correlation coefficient of 0.541 with a significant

value (0,000) which is smaller than the level of error

(0.05). This means that there is a significant

relationship between self regulation and the narrative

writing skills.

2. Regression Analysis

The regression model on relationships is built

through the composition of the causal variables

namely self regulation, while the consequent variable

is the ability to write narratives. The following are the

results of the regression analysis.

Table 3 :Regression Analysis Result

Model

Unstandardized

Coefficients

Standa

rdized

Coeffi

cients

Sig.

Std.

Error

Beta

(Constant)

4,282

10,51

,407

,685

Regulasi

Diri

,558

,106

,340

5,242

,000

Based on the hypothesis proposed, there is a

positive direct effect of self regulation (x1) on the

ability to write narratives (Y). That is, the higher the

self-regulation of students, the better their ability to

write narratives. Based on the results of path analysis

on the variable self-regulation (x1) on the ability to

write narratives (Y) produces a regression direction

coefficient of 0,000 with a influence of 0.340.

Thus, it can be concluded that the first hypothesis

which states that there is a positive direct influence

between self-regulation (X1) and students narrative

writing ability (Y) is accepted and tested

significantly.

5 CONCLUSION

Based on the theoretical framework and research

findings discussed, there is a positive relationship

between self-regulation and the ability to write

narratives. The statement is also supported by

(Zimmerman & Riesemberg, 1997) that high self-

regulation plays an important role in writing ability

because writing is an intentional activity that is quite

often self-planned and independent. In fact, often

students see writing as a difficult task because it

requires extensive self-regulation and control of

attention in managing writing and experiencing

obstacles to the topic of writing and the processes

involved in writing (Kellogg, 1987; Ransdell & Levy,

1996; Scardamalia & Bereiter, 1986; Zimmerman &

Riesemberg, 1997).

6 RECOMMENDATION

Efforts that can be made in improving self-regulation

are the first to build motivation in children. This is

stated by Bandura's theory in Dinsmore et al's

research that the dimensions of motivation include

evaluative dimensions of performance, personal

standards, assessment of activities, and attribution

(Dinsmor, Alexander, Sandra; 2008). Often students

have difficulty completing homework assignments

because there are other things that are more

interesting that they prefer to watch TV, daydream, or

talk to friends (Zimmerman, 2010). Here the teacher

can play a role in motivating students to make

children aware of being superior, which will affect

their goals and add students confidence in their

commitment to the goals they will achieve, so it will

ICELS 2019 - International Conference on Education, Language, and Society

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take effect to the implementation of the learning

strategies they have been taken.

Second, the positive role of environment. Both

Pintrich and Zimmerman stated that active students

build their own meanings and goals from various

influences in the surrounding environment (Winters,

Greene, Costich; 2008). In this case social assistance

(peers, teachers, or other adults can help the

consistency of the self-regulation process itself

(Zimmerman, 2010). The similarity of opinion is also

stated by Cragg and Nation that environmental

variables affect behavior and self, which in turn affect

to environment. The role of the teacher by observing

problems in the appearance of students who can

provide corrections because students do not fully

understand how to do the skills or strategies and the

performance of students (Craig, Nation; 2006).

Generally in elementary schools the learning process

of reading and writing begins to change. Initially

writers were invited to create their own spelling,

compose their own stories, and read their own texts.

Teachers provide opportunities for children to write

any audiences and goals, negotiate with them as their

writing is underway, arrange for peers to meet

together to respond to each other's work, and

encourage children to go through various concepts of

their work (Hillocks, 1986).

Examples that can be done by teachers in learning

according to Zimmerman and Kitsantas (1999) in

improving revision skills are writing independent

middle school students. Students observe a

demonstration model of writing revision strategy.

First the teacher teaches students how to combine

several sentences into one sentence by eliminating

redundancies and adding transitions. Then students

are assigned to and practice with their respective

strategies. Then students are advised to concentrate

on implementing key steps in the revision strategy.

Then after it was finished the students were told to

rewrite the sentence that had been done in front. In

the process the students doing modelling, training and

feedback (Craig, Nation; 2006).

The other things that can be used by teachers in

the classroom are using collaborative methods in

learning. This was revealed by Jong et al. That

students who work collaboratively to support one

another can improve self-regulation. Azevedo added

that the success of collaboration depends in part on

the ability and level of knowledge of previous

students who collaborate (Winters, Greene, Costich;

2008).

Furthermore, the third is to improve the ability to

monitor and control cognitively which involves

planning or thinking, where individuals define tasks,

set goals, describe strategies. Next, individuals

determine their plans and strategies. During this

phase individuals regulate themselves by engaging in

metacognitive monitoring, which can lead to efforts

to control the learning process through change. For

example, someone might notice that certain learning

strategies don't seem to work and move on to other

strategies.

The example of self-regulation in improving the

ability to write narratives is to implement strategies

and strategies to monitor themselves and strategies to

use feedback. Teachers provide direction or input in

developing student strategies. The teacher can also

help analyze the shortcomings students have in

writing. Furthermore, the third one encourages

students positive perceptions.

Finally, each learning model includes a self-

reflective phase where performance, measured in

intrinsic or extrinsic terms that makes benchmarks, is

evaluated, often leading to adaptation to individual

confidence, beliefs about tactics and learning

strategies, and learning contexts. This adaptation can

then influence learning activities in the future

(Winters, Greene, Costich; 2008). A simpler thing is

expressed by Schraw et al. That cognitive strategies

are in simple form, problem solving and critical

thinking strategies. Metacognitive processing refers

to knowledge and control of cognitive skills, and

usually involves planning, monitoring, and

evaluating learning (Schraw, Crippen, Hartley;

2006).

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