The Role of The Cadets' Locus of Control Type in Learning Writing

International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 6, No. 2, December 2024, pp. 76-85 ISSN 2686-0120 (print), 2686-5106 (online) 76 http://journal.univetbantara.ac.id/index.php/ijelle/index The Role of The Cadets' Locus of Control Type in Learning Writing Lusiana Dewi Kusumayati a,1,*, Mas Sulis Setiyonoa,2, Meita Maharani Sukmaa,3, Laila Rochmawatia,4, Fatmawatia,5 a Politeknik Penerbangan Surabaya, Surabaya, Indonesia *, , , , 5 * Corresponding Author 1 Received 24 October 2024; accepted 24 December 2024; published 31 December 2024 ABSTRACT This research aimed to identify the elements that affect the sort of locus of control cadets have and how important they are in learning to write. To accomplish this, the research's theoretical framework considered the cadets' capacity for writing learning and their position as both internal and external loci of control within the framework of behavioral theory. Researchers employed a form of qualitative descriptive research in their investigation. Observations, surveys, documentation, and interviews gathered data. The Constant Comparative Method is used to analyze the data. This research was conducted in the Air Transportation Management (MTU) 8A Civil Aviation Polytechnic class of Surabaya. Air Transport Management cadets totaling 25 cadets were used as sources of data. As a result of the study, cadets with an internal locus of control type are more capable and eager to engage in writing instruction. Along with their better marks, the cadets appeared to be more engaged. On the other hand, cadets who have an external locus of control type appeared to be more passive and had lower scores. It can be concluded that the locus of control type of cadets plays a significant part in their writing learning.) KEYWORDS Locus of Control Writing Skill Qualitative Research This is an openaccess article under the CC–BY-SA license 1. Introduction EFL students need to become proficient writers to communicate and get their point across. (Susanti et al., 2020). Of the four language skills in English language learning, writing is a basic ability that has an important role. Through writing, a writer can express his ideas, exchange information, and express what is being felt. In the opinion of (Sharples, 1999), writing is a design process and a skill rooted in the way humans apply intelligence to produce and disseminate meaningful content in the world. In producing writing, our goal is of course to communicate what we think. (Richards & Schmidt, 2002) suggest that writing is the written expression of thoughts, ideas, feelings, views, and experiences in a particular setting, at a specific moment in time. Composition skills provide students with methodical guidance on developing the core competencies required to become proficient writers, including syntax, sentence construction, paragraph composition, usage and mechanics, and transcribing (Juniati & Huda, 2020). The purpose of the writing must of course be meaningful so that the communication process can occur. This is under the spirit of English language learning which is expected to produce communicative competence. (Ur, 1996) argues that writing should be used to express ideas and communicate a message to the reader. As such, the ideas themselves might be considered the most significant component of the writing. Writing is the conversion of one's ideas, feelings, and thoughts into written language; as such, it consists of various interconnected elements. It's a rigorous procedure where students must apply critical thinking abilities, effectively arrange their thoughts, and use proper language usage and writing mechanics (Erkan & Saban, 2011). Students often find it difficult during the writing process. doi :10.32585/ijelle.v6i2.5926 77 International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 6, No. 2, December 2024, pp. 76-85 ISSN 2686-0120 (print), 2686-5106 (online) It happened mostly in the country using English as their foreign language. The minimum exposure of language especially in written form is a big challenge to the students. This matter is naturally not to be ignored by the teacher. Teachers as educators should consider that every kid in the class has different learning needs, and a good writing curriculum will consider those needs. At every educational level, it is especially crucial to recognize and assist struggling writers as soon as feasible. The problem that teachers often experience in the process of learning English, especially writing learning, is that students have difficulty finding ideas. In this case, the use of English in Indonesia as a foreign language provides a role for students in using English. The lack of use of English in everyday life makes students not have enough opportunities to practice their language skills. For writing learning, this results in low mastery in making sentences with the correct structure. By the time students are asked to come up with a main sentence, they are often confused. Paragraphs are often not cohesive and coherent. There is often a mismatch between the main sentence and the explanatory sentence. There is a lot of repetition due to students' limited vocabulary. As a result, they are more comfortable using frequently repeated words because they are familiar to them. Student psychological factors play a role in student success in writing learning. Students have different perspectives in interpreting their successes and failures in life. One of the factors that is widely acknowledged to have an impact on academic performance generally is academic locus of control. The learning process in the classroom often leads to questions about success and failure. Students often ask themselves: What went wrong in my essay? Why did I succeed in this writing exercise? They try to explain why things happen the way they do, to make attributions about causes. An individual's assessment of the primary factors influencing his success or failure in life is known as his locus of control (LOC). Locus of Control is a psychological concept that essentially explains how an individual becomes a member of a group or group of individuals who come from outside himself. Locus of control as the degree to which people think they have control over circumstances that impact them (Rotter, 1966). The locus of control, as how individuals explain their success or failure, is a measure of people's belief that they have some degree of control over the events that impact them. The definition of locus of control is "those who feel in control of their own destiny." Some regard themselves as mere pawns of destiny, thinking that their experiences in life are the result of chance or good fortune. The first category, known as internals, are people who think they are in charge of their own lives; on the other hand, externals are those who think other forces are in charge of their lives. The term locus of contr (...truncated)