The Effectiveness of E-Learning based on Self-Directed Learning on

Sociolinguistic Competence of EFL University Students

Mujiono

Siane Herawati

English Education Department, Universitas Kanjuruhan Malang, Indonesia

Keywords: E-learning based Self-Directed Learning, Sociolinguistics Competence, EFL University Students

Abstract: This study was to investigate the effectiveness of e-learning based on self-directed learning on

Sociolinguistics competence of EFL university students. A quasi-experimental study with non-randomized a

pretest-posttest two-group design was employed in this study. The accessible population of this study was

university students of English Education Department of Universitas Kanjuruhan Malang who were taking

Sociolinguistics. Two classes of 76 students were taken to be the sample of the present study. The

experimental group received e-learning based on self-directed learning on Sociolinguistics. While participants

in the control group attending the same course received a textbook. The instrument used in this study was the

sociolinguistics essay test. Kappa analysis was employed to meet the requirement of reliability of test since

the instrument was not a standardized test. The data were analyzed quantitatively through an independent

sample t-test. The finding showed that there was a significant difference between the students who were

treated e-learning based on self-directed learning and those who were given a textbook on Sociolinguistics

competence of EFL university students with P=.016<.05). It could be concluded that giving e-learning based

on self-directed learning was effective to develop sociolinguistic competence of EFL university students.

1 INTRODUCTION

To enhance the quality of learning process in the

university, it is important to build teaching material

as it is a part of lecturer’s duty. Lectures will always

be dependent on teaching tool that would give help to

them in conveying lecture material. Teaching tool is

a requirement in learning activity because it is

considered to be the solution to some teaching

problems such as encounter limitation between

lecturer and student. One of the benefits of using a

teaching tool is that student will be able to perform

distance learning without being dependent on a direct

encounter with the lecturer.

Knowles’ theory as quoted by Malison and

Thammakoranonta (2018) explains that self-directed

learning (SDL) is a student learning process

independently or without the help of others, to fulfill

their learning needs, formulate objectives with

implementation of appropriate strategies and take the

evaluation of learning outcomes. SDL in the matter of

SCL can be viewed as a learning strategy in which

the students can manage and control by

themselves. It focuses on students’ involvement in the

learning process. SDL as a process in which learners

take the initiative for their learning to identify their

learning needs, learning goals, material resources,

learning strategies, and learning outcomes (Silmy,

Arizatul and Ismi, Ajeng 2018). The aim of

implementing SDL in university is to help students to

actively involved themselves in completing

independent or structured tasks and to achieve

academic achievement. Based on the previous

statements, it can be said that SDL is one of the

learning models done by learners for their success.

SDL can be interpreted as individual effort or with the

help of others to conduct self-successful learning

activities based on their motivations to master certain

materials or competence so that they can use it to

solve the problems found in the real world.

Rapid growth in terms of science and information

technology broadens the possibility of students to

access any kind of information through the internet.

Thus, for responding to the growth, internet

utilization as learning tool begins to be the attention

of the students. And this phenomenon changes the

current paradigm of pedagogy. Kusmana (2011). also

states that information technology offers many kinds

of easiness in terms of learning activity. Therefore,

336

Mujiono, . and Herawati, S.

The Effectiveness of E-lear ning based on Self-directed Learning on Sociolinguistic Competence of EFL University Students.

DOI: 10.5220/0008998603360343

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 336-343

ISBN: 978-989-758-405-3

there is now a term for learning activity performed

through the internet, and it is called e-learning.

A study had shown that e-learning enhanced

student’s learning outcomes (Na’imah et al. 2015). A

study conducted by Hamka (2015) found that, by e-

learning, students can freely choose the time and

place to perform SDL. Moradi (2018) reported that

SDL had a significant role in the academic life of the

present time; students can learn independently by

utilizing their own experiences and other available

sources. Underlining research revealed that had been

mentioned before, In terms of instruction, e-learning

is effective to improve the creativity of students, and

it can provide the students time flexibility (Zare et al.

2016; Salamat et al. 2018). Suresh et al. (2018)

revealed that e-learning had a positive effect on the

academic performance of undergraduate students. E-

learning is faster, cheaper, and potentially better than

traditional learning which is expensive and takes a

long time. Supandi et al. (2013) also reported that e-

learning enhanced student’s creativity. E-learning can

be utilized for active learning purposes, quick, fast

response, applicable for the outside classroom, and it

was an effective way in instruction (Ali, Hossain, et

al. 2018).

According to the observation that had been

performed by the researcher in multicultural college

namely Universitas Kanjuruhan Malang (Unikama),

it had been found that lecturers of Unikama had not

yet performed SCL in Sociolinguistics courses.

Students of Unikama had not yet actively figured out

the concept that was being taught, that student’s

comprehension about the learning material (conveyed

by the lectures) was lacking and the lacking affected

comprehension level and academic achievement.

Furthermore, learning media for Sociolinguistics

course at Unikama was still in the form of a textbook.

Learning activity had not been in the form of SDL

through e-learning, but still in the form of an

encounter between lecturer and student. The textbook

used in Sociolinguistics course did not lead the

student to independently educate themselves.

Learning objectives of Sociolinguistics course

seemed to be unclear and unmeasurable, and they

were not divided into small units nor were they

accomplished completely. The learning materials of

Sociolinguistics course were not up to date and

contextual. Besides, Sociolinguistics course at

Unikama did not have an assessment instrument that

will help the students to perform self-assessment.

Those problems inspire the researcher to develop

a model of teaching materials related to e-learning

that can be used for the Sociolinguistics course held

in the multicultural college, in the hope that this

teaching materials would help the university students

of English as a Foreign Language (EFL) to

comprehend the material of Sociolinguistics course

and educate themselves.

2 LITERATURE REVIEW

2.1 Basic Concept of Self-Directed

Learning (SDL)

SDL is a learning process for which students take

their role and initiatives to learn independently

without the help of other persons. The activities that

are performed by students in this SDL include

diagnosis of the necessity needed in the learning

activity, formulating learning objectives, identifying

learning source, choosing and performing learning

strategy and evaluating learning achievement.

Harsono (2008) states that SDL is one of the

educational learning strategies of equality which is

done either individually or group outside of lecturing

or tutorial. It needs to be well managed by the

manager of instruction through well planning. SDL is

considered to be one of the learning methods that is

performed by a person for self-interest. SDL can be

conducted in classrooms and in classroom

environments that are individual or group who need

limited assistance to orderly conduct in activities (Nur

2017). Knowles’ theory of SDL as cited by Malison

& Thammakoranonta (2018) state that SDL is as a

study process in which students need help or without

the help of others, assessing their learning,

formulating goals with appropriate strategies and

evaluate learning outcome. SDL can be viewed as

learners’ effort of performing learning activity

independently or with the help of others concerning

their motivation to master learning material or to

achieve a particular competency. Students in SDL are

usually more actively participating in learning

assignments as they read online learning material,

completing class assignments, planning and

evaluating learning outcomes (Geng et al. 2019).

Besides, SDL will broaden student’s opportunity

in comprehending learning material. SDL is flexible,

non-binding, and beneficial for training the student to

eliminate dependency on the concept of a regular

encounter between lecturer and students.

SDL is an interactive learning activity that is

supported by learner’s individual motivation to

mastering a competency and is built by the stock of

knowledge to overcome problems. In SDL, students

decide all the thing by themselves, from learning

objectives to learning outcomes that the students will

The Effectiveness of E-learning based on Self-directed Learning on Sociolinguistic Competence of EFL University Students

337

be the controller of learning activity. SDL means a

learning activity which learning objectives and way

to reach that learning objectives are stipulated by the

students themselves.

2.2 Perspective of E-Learning

E-learning can be viewed as a mechanism of learning

or obtaining knowledge through electronic devices or

media (Ali, Khaled Hossain, et al. 2018). It is

commonly called by distance education (Odhaib

2018). By using the internet, students can learn and

obtain education from anywhere in the world (Odhaib

2018). Meanwhile, Lim (2007) calls this kind of

learning method as distance learning, online learning,

web-based training/computer-based training, and

distance education, and he defines it as an electronic

learning method performed through internet which

combines audio and visual aspects (multimedia). This

statement was underlined by Clark, Colvin & Mayer

(2011) who declare that e-learning is a learning

method supported by the utilization of information

technology and communication. Furthermore, Clark,

Colvin & Mayer (2011) describe e-learning

characteristics which are: having a content that is

suitable for the learning objective, having an

instructional method, utilizing elements of media,

being designed for SDL, constructing student’s

comprehension and student’s skills required by

learning objectives. Munir (2009) confines the

definition of e-learning by defining it as a form of

information technology which is being applied on

pedagogy and it is performed online. Furthermore,

Munir (2009) explains that the term of ‘e-learning'

should be defined as an effort to transform the

learning process performed in a school or university

into digital learning supported by the internet.

E-learning, which is also referred to as online

learning, is an electronic learning method that utilizes

the benefit of multimedia through internet or

electronic media, and the purpose of this learning

method is to enhance student's independence in

performing learning activity. E-learning is a form of

an effort to distribute learning material through

electronic media or internet that enable students to

access the material at any time and in any place.

2.3 Sociolinguistics Competence of

EFL University Students

Sociolinguistic competence is an integral part of

communicative competence (Mede and Dikilitaş

2015) It includes pragmatic learning and

sociolinguistic knowledge of how to appropriately

use linguistic and social language. The focus shifting

to speak competence in recent years encourages the

idea of communicative competence, which is the

ability to speak a language fluently. Canale and Swain

as cited by Mizne (1997) divides communicative

competencies into four sections: (1) linguistic

competence, the ability to properly use linguistic

code, grammar, pronunciation, and vocabulary, (2)

discourse of competence, which is the ability to retain

cohesion between the segment discourse, (3) strategic

competence, i.e. learner ability to correct

communication disorders and work around the gaps

in his understanding of the target language, and (4 )

sociolinguistic competence, the competence of

students to use appropriate language in a variety of

social contexts. Dealing with communicative

competence, Canale and Swain's model serves to

ensure that non-linguistic language aspects such as

sociolinguistic competence will not be ignored in the

understanding of the communicative competencies

Sociolinguistic competencies are consisting of

two words namely sociolinguistic and competence.

The term sociolinguistic competence arises from

communicative competencies (Tayeb 2016). To have

a communicative competence, the EFL university

students do not only require knowledge of

grammatical rules, but they also should be able to use

these rules of language according to socio-cultural

rules. It is a knowledge of language sociocultural and

discourse. Sociolinguistic competence is an

understanding of the social context in which language

is used as an interaction function (Muniandy et al.

2014). It relates to the use of appropriate language in

context. Dealing with sociolinguistics competence,

Bachman has stated as cited by Muniandy et al.

(2014) that it consists of aspects related to various

factors such as politeness, formality, metaphor,

sociolinguistics competence offers more insight into

language learning. It relates to two elements, namely

the socio-cultural and extra-linguistic language

knowledge. The use of language is always sensitive

to the social relation and speakers. It plays an

effective role in getting talks with native speakers.

Sociolinguistic competence requires adjustment of

grammatical forms which must be following the

settings in which communication occurs. This

statement says that culture can be used as a basic

framework for understanding it (Mizne 1997). An

important component of sociolinguistic competence

is the knowledge of the target language culture and

the cross-cultural difference awareness (Ritchie

2014).

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

338

Many SLA researchers have been interested to see

sociolinguistic competence because they have

acknowledged the difficulties of learning languages

acquiring and using various styles of speech or in

developing variations (Dewaele 2004). Research on

the sociolinguistic competencies in SLA is primarily

focused on the linguistic variant used by native

speakers and both learners with L2 and on the

conditions required to obtain this variant. One

interesting finding is that L2 students will generally

use the formal variant and less often using variations

in similar communicative situations (Nadasdi et al.

2010); (Tarone et al. 2017). A few studies notice

potential of social culture in the social context for the

development of competence dealing with the use of

language in a context such as sociolinguistic

competencies.

3 METHOD

3.1 Research Design

This study was quasi-experimental applying a non-

randomized pretest-posttest control group design.

The choice of this research was based on some

considerations. First, this study was done in a given

classroom setting. The classes might not be

reorganized. Second, the researcher assumed that

they were equal and the random assignment could not

be applied. Third, the two groups had to follow the

schedule which was planned by the Department of

English Education of this institution. This situation

made the researcher used this design. The variables of

this study were classified into two types: (1)

independent variable and (2) dependent variable. The

independent variable was the e-learning based SDL

which was treated to the experimental group and the

textbook which was treated to the control group. And

the dependent variable was the sociolinguistic

competence of EFL university students. The quasi-

experimental study was conducted to know the effect

of two different treatments given to the groups. Some

extraneous variables may appear in some studies

which result in an invalidity of the study. In this

study, treats such as artificiality, instrumental validity

and reliability, homogeneity, maturity, mortality, and

some other factors that jeopardize the research have

been controlled.

3.2 Population and Sample

The population of the present study was S1 students

of English Education Department of Universitas

Kanjuruhan Malang who took Sociolinguistics

course. The students who took Sociolinguistics were

divided into three classes, namely A, B, and C. There

were 114 students in those classes, 40 of them were

class A, 36 of them were in B, and 38 of them were

in class C. Class A and B were purposively selected

as the experimental and control groups. By using a

lottery, class A was chosen as an experimental group,

while class B was a control group. The selecting of

those groups was based on some considerations: (1)

the Sociolinguistics course in, both classes A and B

were taught by the same lectures; (2) since this was a

school setting research, the classes were not possible

to be reorganized; (3) the two groups had to follow

the schedule planned by the institution.

3.3 The Instrument of the Study

To know the effectiveness of e-learning based self-

direct learning on Sociolinguistics competence of

EFL university students, verbal essay of

Sociolinguistics competence was applied. The

researchers directly observed and assessed an

individual’s competence of certain task to know

learner’s competence by establishing criteria. The

learners were asked to speak at least five minutes

attentively with the analytical scoring consisting the

aspect of language varieties, social dialect, register,

language attitude, and code. The validity data of the

research was taken from the verbal essay test which

was given to the learners and consulted to the experts.

Also, the researcher assessment also required

assessment agreements from some assessors who

were competent in the field.

In evaluating the reliability of verbal essay test of

sociolinguistics, the researcher did it with inter-rater.

So, the result could be more trusted under the

condition that the other scorers had the same

qualification and competency-based on the same

guidelines. To find out the level agreement of the

verbal essay test of sociolinguistics, the agreement

Cohen’s kappa was applied. The table below showed

a summary of the interpretation of Cohen’s kappa

Table 1: Interpretation of Cohen’s kappa.

Value of

Kappa

Level of

Agreement

% of Data

that are

Reliable

0-.20

.21-.39

.40-.59

.60-.79

.80-.90

Above .90

None

Minimal

Weak

Moderate

Strong

Almost Perfect

0-4%

4-15%

15-35%

35-63%

64-81%

82-100%

The Effectiveness of E-learning based on Self-directed Learning on Sociolinguistic Competence of EFL University Students

339

Table 2: Computation of Cohen’s kappa.

Value

Asymp. Std.

Error

Approx

. T

Approx.

Sig

Measu

res of

Agree

ment

Kappa

N of

Valid

Cases

.705

.093

7.401

.000

Table 2 showed the number of valid cases found

40 students, the score of coefficients Cohen's kappa

was found .705. It indicated that the result was

between .60-.79. It means that there was a moderate

agreement between rater 1 and rater 2 on

sociolinguistics competence of EFL university

students. While approx. Sig was 0.000. The

significance value of the above data was less than

0.05 (0.000<0.05). So, it can be concluded that there

was a significant agreement between rater 1 and rater

3.4 Data Analysis

The data were gathered through verbal essay test

sociolinguistics competence which was conducted

after 6 meetings of the treatments. The students were

asked to answer the teacher's questions verbally. To

answer the difference between the learners who were

given e-learning based on SDL and those who were

given the textbook on sociolinguistics competence of

EFL university students, independent sample t-test

was applied.

4 FINDINGS AND DISCUSSION

The mean scores and standard deviation obtained

from each group were statistically adjusted to explain

group difference. Summary of A descriptive

statistical analysis was presented in table 3 below.

Table 3: Mean and standard deviation of each group.

Groups

Mean

Std.

Deviation

Std.

Error

Mean

Experiment

Control

75.100

71.056

6.483

7.819

1.025

1.303

The computation of the students’ scores on

sociolinguistics competence of EFL university

students showed the mean score of the experimental

group was 75.100 while the mean score of the control

group was 71.056. It was obvious that the mean score

of the experiment group was bigger than the mean of

the control group. However, to see whether the mean

score of both groups differs significantly, see table 4

below:

Table 4: The t-test analysis of the pre-test and post-test of

the experimental group.

Test

Type

Mean

Sig. (2-

tailed)



Pre-

test

Post-

test

68.650

75.100

6.166

6.483

.000

.05

Table 4 showed that P=.000 was less than  =.05.

This implied that there was a significant difference

between the pre-test and post-test scores of the

students in the experimental group. The implication

of this was that, the competence of EFL university

students of the experimental group after being given

treatment changed for better and statistically

significant.

Table 5: The t-test analysis of the pre-test and post-test of

the control group.

Test

Type

Mean

Sig.

(2-

tailed



Pre-test

Post-

test

67.222

71.056

7.845

7.819

.042

.05

Table 5 showed that P=.042was less than  =.05.

This implied that there was a significant difference

between the pre-test and post-test scores of the

students in the control group.

Table 6: The t-test analysis of the post-test of the

experimental and control groups.

Groups

Mean

Sig.

(2-

tailed)



Experiment

Control

75.100

71.056

6.483

7.819

.016

.05

Table 6 showed that P=.016 was less than  =.05.

This implies that there was a significant difference

between the post-test scores of the students of the

experimental and control groups. The implication of

this was that, the Sociolinguistics competence of EFL

university students of the experimental group after

being given treatment changed for better statistically

significant. The mean score (75.100) for the

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

340

experimental group was greater than the mean score

(71.056) of the control group, this implied that

treatment had a significant effect on sociolinguistics

competence of EFL university students. To know the

categories of the gain index, Hake's theory as cited by

Archambault, Burch, Crofton, & Mcclure (2008) was

applied. Summary of the gain index and its categories

obtained from each group presented in table 3 and 4

below.

Table 7: The categories of gain index.

<g>

Category

(<g>) > 0.7

0.7 > (<g>) > 0.3

(<g>) < 0.3

High

Medium

Low

Hake’s theory has categorized gain into three:

high, medium, and low (Archambault et al. 2008).

“High” gains are defined as (<g>) > 0.7; “medium”

gains are defined as 0.7 > (<g>) > 0.3; “low” gains

are defined as (<g>) < 0.3. Gain index of Experiment

and Control Groups can be presented as table 8

below.

Table 8: Gain index of experiment and control groups.

Groups

Ideal

Score

Post-test

Pre-test

<g>

Experiment

Control

100

75.100

71.056

68.650

67.222

.205

.116

Table 8 showed that the minimum, maximum and

average gain scores class of the experimental group

were higher than the control one. The average score

of posttests in the experimental group was 75.100

while the control one was 71.056. And the average of

pre-test in the experimental group 68.650 while the

control one was 67.222. Also, the average gain of the

experimental group .205while the control one was

.116. It can be concluded that gain a mean of the

experimental group was higher than the control

group. A comparison of the results of the gain mean

of an experimental and the control groups can be

presented from the following figure.

Figure 1: The comparison of the gain index of experimental

and control groups.

Based on Figure 1 above, it can be viewed that

the average gain index of the experimental group was

higher than the average of the gain index of the

control group. It was .205 for the experimental group

and .116 for control one

The findings revealed that Sociolinguistics

competence of EFL taught by e-learning based

individualized instruction, mean of learners'

competence had higher than those who were taught

by a textbook (traditional method). The use of e-

learning in instruction is more effective to improve

the creativity of students than the traditional lecture

method (Zare et al. 2016). The present study has

indicated that e-learning based individualized

instruction develops sociolinguistic competence of

EFL university students. in other words, e-learning

can facilitate interaction between learners and

materials being studied, they can share and can access

the learning materials at any time. Thus, they can

easily master their materials. In the e-Learning

process, learners can work independently (El-seoud

et al. 2009). With e-Learning, learners can be actively

involved in the learning process. By utilizing e-

learning, it can create a new atmosphere in the

development of learning. It can improve learning

outcomes. The learners who use e-Learning have

better performance than students who do not use e-

Learning (Jethro et al. 2012).

In terms of instruction, e-learning is effective to

be used in the teaching and learning process. Saleem

& Rasheed (2014) reported that e-learning has a

significant effect to decrease workload, time-saving,

and technology. On the other hand, using e-learning

can save a lot of time. And it can do our time in very

less time. Further, by using e-learning we can divide

our workload and can reduce the burden of work.

The use of e-learning in instruction is more

effective to improve the creativity of students than the

traditional lecture method (Zare et al. 2016). It was

supported by Salamat et al. (2018) reported that e-

learning provides the students time flexibility. And it

can motivate students to do their work independently.

El-seoud et al. (2009) found d that the use of

interactive features of e-learning increases the

undergraduate students’ motivation for the learning

process. The use of e-Learning, electronic devices,

Internet, computers in the learning process can

improve our knowledge. With e-learning can increase

engagement, the students' presence and motivation

needed to learn (Mohammadi et al. 2011). E-learning

made the students feel comfortable. E-learning had a

positive effect on the academic performance of

undergraduate students. E-learning offers an

alternative that is faster, cheaper, and potentially

0,1

0,2

0,3

gain index

The Effectiveness of E-learning based on Self-directed Learning on Sociolinguistic Competence of EFL University Students

341

better traditional learning which is expensive and

takes a long time. E-learning might be implemented

and made available to everyone easily. (Suresh et al.

2018).

Dealing with the of e-learning instruction in EFL

classroom, Rodrigues (2015) explains that it can

motivate learners to practice their verbal

conversations in individual learning environments

according to their own pace and time. The use of e-

learning encourages EFL university students to learn

independently making them improve their language

skills (Soliman 2014). E-Learning programs can

develop learners' language skills better. Because

learning by e-Learning allows the learners to review

the activities and tasks that they already have

achieved. E-Learning also encourages students to

study independently and spend more time in English

to improve their language proficiency (Banditvilai

2016).

Likewise, e-Learning that is designed by self-

learning makes students to learn by themselves. They

can also know what they want to learn, and what they

need. So, students are easier to achieve the acquired

skills and information. Self-study, therefore, is

necessary for EFL university students. Nnamani &

Oyibe, (2016) viewed that the implementation of

individualized instructional method enhances

learners' achievement in Social Studies more than

those who use a conventional method. Based on the

findings of this study, e-learning based on

individualized instruction might improve the

sociolinguistic competence of EFL university

students. It is supported by a study of Klentien &

Kamnungwut (2015). They reported that self-study

can cause students to have a higher EFL ability in

listening, speaking, reading, and writing. Further,

they also explained that applying self-learning made

their English learning increase and learning was more

enjoyable than using the textbook of learning.

5 CONCLUSIONS

Based on the findings of this study, the results

revealed that e-learning based SDL had significant

impacts on sociolinguistic competence of EFL

University students. As expected, the results showed

that students who were given e-learning based on

SDL had significantly better than those who only had

a textbook on sociolinguistic competence. Giving e-

learning based on SDL assisted them to enhance their

competence of sociolinguistics. Participants in the

experimental group had higher scores than those of

control one. The findings of this study suggest that

giving e-learning based on SDL was beneficial for

improving EFL University students’ sociolinguistic

competence. This suggests that e-learning based on

SDL has a positive impact on the sociolinguistic

competence of EFL University students.

ACKNOWLEDGMENTS

We would like to thank Directorate of Research and

Community Service (DRPM) from Ministry of

Research and Technology Directorate General of

Higher Education of Republic Indonesia for funding

this research through the “skim Penelitian Terapan

Unggulan Perguruan Tinggi” (PTUPT) program.

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