AN ANALYSIS OF UNIVERSITAS TERBUKA STUDENTS’ AUTONOMY IN LEARNING WRITING

NOVI, DEKA VALENTINA (2026) AN ANALYSIS OF UNIVERSITAS TERBUKA STUDENTS’ AUTONOMY IN LEARNING WRITING. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Autonomous learning is a key component of online and distance education, particularly in developing writing skills that require effective time management and self-regulation. At Universitas Terbuka, students are expected to learn writing independently with limited direct guidance from lecturers. This study aimed to identify the level of difficulty experienced by fifth-semester students of the English Education program at Universitas Terbuka in managing their time during autonomous online writing learning, as well as to explore the challenges they encounter and the strategies they use to overcome them. This research employed a sequential explanatory mixed-method design. The participants were fifth-semester students of the English Education program at Universitas Terbuka. Quantitative data were collected through a questionnaire to examine students’ perceived difficulty in managing time during autonomous online writing learning. Qualitative data were obtained through semi-structured interviews to further explore students’ challenges and learning strategies. The data were analyzed using descriptive statistical analysis and thematic analysis. The findings revealed that students experienced a moderate level of difficulty in managing their time, particularly in balancing academic tasks with work responsibilities, family obligations, and environmental distractions. Students also faced challenges related to understanding writing materials independently, limited feedback, technological constraints, and learning motivation. To overcome these challenges, students applied strategies such as organizing writing tasks, using outlines and rubrics, accessing online learning resources, and seeking peer support through online platforms. These findings indicate that although autonomous online writing learning presents notable challenges, students demonstrate adaptive self-regulated learning strategies. Therefore, adequate instructional guidance and consistent feedback are recommended to support students’ writing development. Keywords: Autonomous Learning, Online Learning, Writing Skills, Self-Regulation, Time Management.

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