The Correlation between ELED Students’ Self-directed Learning and Their Academic Achievement in a Web-based Learning Environment

The use of web-based learning can encourage students’ self-directed learning
because it is a key factor to be successful in online learning and it will bring benefits
for students’ academic achievement. This study aimed to find out English Language
Education Department (ELED) students’ self-directed learning level, ELED students’
academic achievement level and the correlation between ELED students’ selfdirected learning and their academic achievement in a web-based learning
environment. Quantitative approach was used as the research design in this study.
Data were collected from 136 participants from English Language Education
Department students batch 2019 at a private university in Yogyakarta. Furthermore,
this study used questionnaire adopted by Williamson (2007) from Self-Rating Scale
of Self-directed Learning (SRSSDL) and ELED students’ academic achievement
score as the research instruments. The result showed that ELED students’ selfdirected learning has a high-level category with the mean result of 237.03. In
addition, the result of ELED students’ academic achievement showed a good level
category with the mean result of 3.31. Last, this study found that the significant rvalue was 0.295 and p-value was 0.013 > 0.05 which means the alternative
hypothesis (H1) was accepted because the significant value of this research is lower
than 0.05. It indicates that there was a positive and significant correlation between
ELED students’ self-directed learning and their academic achievement in a webbased learning environment.