Strengthening Students' Self-efficacy through the Implementation of Self-directed Learning in Arabic Speaking Proficiency

Marisya Putri Diana; Uril Bahruddin; Umi Machmudah; Elisah Pahutar

doi:10.17509/alsuniyat.v9i1.98793

Strengthening Students' Self-efficacy through the Implementation of Self-directed Learning in Arabic Speaking Proficiency

Marisya Putri Diana, Uril Bahruddin, Umi Machmudah, Elisah Pahutar

Abstract

This study aims to describe how Self-Directed Learning strengthens students' self-efficacy in Arabic speaking learning. A qualitative approach with a case study design was employed. Data were collected through observations, interviews, documentation, and questionnaires, and analyzed using the Miles and Huberman interactive model. The findings reveal that SDL strengthens students' self-efficacy through five key stages: goal setting, learning strategy planning, time management, self-reflection, and the selection of learning resources. Among these stages, goal setting and self-reflection had the strongest influence on students' self-confidence and self-regulation. At the same time, independent practice through learning strategy planning and resource selection contributed most to resilience and learning autonomy. Mastery experiences reinforced these improvements gained through repeated speaking practice and by social support from lecturers and peers during dialogues, presentations, and group discussions. As a result, students became more confident in expressing ideas, more persistent in overcoming speaking difficulties, and more independent in managing their learning. The study concludes that Self-Directed Learning is effective not only in improving Arabic speaking skills but also in strengthening the psychological dimensions of self-efficacy that support sustainable language learning.

Keywords

Arabic Speaking; Self-Directed Learning; Self Efficacy

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References

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DOI: https://doi.org/10.17509/alsuniyat.v9i1.98793