The Effect of SOLE (Self Organized Learning Environment) Model and Reading Interest on Writing Skills

Nadia Eka Putri Indriani; Syahrul Ramadhan

doi:10.35445/alishlah.v17i1.6489

The Effect of SOLE (Self Organized Learning Environment) Model and Reading Interest on Writing Skills

Nadia Eka Putri Indriani, Syahrul Ramadhan

Abstract

This study evaluates the effectiveness of the Self-Organized Learning Environment (SOLE) model in improving 10th-grade students' writing skills, compared to traditional teaching methods. The study addresses the gap in existing literature regarding how the SOLE model may enhance writing abilities, especially among students with varying levels of reading interest. The research is significant in its contribution to understanding the practical applications of SOLE in promoting critical thinking and independent learning. A quantitative experimental design was employed, involving 10th-grade students from SMAN 2 Padang during the 2024/2025 academic year. Data were collected through pre- and post-test assessments of students’ exposition text writing skills. Statistical analysis was performed to compare the outcomes between the experimental and control groups. The results indicated that students taught using the SOLE model demonstrated superior writing skills compared to those taught through traditional methods, regardless of their reading interest levels. The SOLE model had a particularly positive impact on both high and low reading interest students, though no significant interaction between the model and reading interest was found. These findings suggest that the SOLE model is an effective method for improving writing skills across diverse student populations. The study's implications point to the potential benefits of adopting the SOLE model in educational settings to promote independent learning and enhance writing instruction.

Keywords

SOLE model; conventional model; reading interest

Full Text:

PDF

References

Ahn, H. (2012). Teaching Writing Skills Based on a Genre Approach to L2 Primary School Students: An Action Research. English Language Teaching, 5(2), 2–16.

Alsaleh, N. J. (2020). Teaching Critical Thinking Skills: Literature Review. Turkish Online Journal of Educational Technology-TOJET, 19(1), 21–39.

Andersson, U., Cuervo-Cazurra, A., & Nielsen, B. B. (2020). Explaining interaction effects within and across levels of analysis. Research Methods in International Business, 331–349.

Anggraeni, D. M., & Sole, F. B. (2018). E-learning moodle, media pembelajaran fisika abad 21. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 1(2), 57–65.

Aprilia, M. (2022). Penggunaan Media Video Youtube dalam Pembelajaran Menulis Teks Eksposisi Siswa Kelas VIII SMP PGRI 2 Ciputat Tahun Pelajaran 2021/2022. Jakarta: FITK UIN Syarif Hidayatullah Jakarta.

Atayeva, M., Putro, N., Kassymova, G., & Kosbay, S. (2019). Impact of reading on students’ writing ability. Materials of International Practical Internet Conference “Challenges of Science, 144(2), 5–13.

Blikstad-Balas, M., Roe, A., & Klette, K. (2018). Opportunities to write: An exploration of student writing during language arts lessons in Norwegian lower secondary classrooms. Written Communication, 35(2), 119–154.

Braten, I., Britt, M. A., Stromso, H. I., & Rouet, J.-F. (2011). The role of epistemic beliefs in the comprehension of multiple expository texts: Toward an integrated model. Educational Psychologist, 46(1), 48–70.

Cho, H., & Brutt-Griffler, J. (2015). Integrated reading and writing: A case of Korean English language learners. Reading in a Foreign Language, 27(2), 242.

Cole, J., & Feng, J. (2015). Effective Strategies for Improving Writing Skills of Elementary English Language Learners. Online Submission.

Cooper, M. M., Stieff, M., & DeSutter, D. (2017). Sketching the invisible to predict the visible: From drawing to modeling in chemistry. Topics in Cognitive Science, 9(4), 902–920.

Darmawansah, D., Lin, C.-J., & Hwang, G.-J. (2022). Empowering the collective reflection-based argumentation mapping strategy to enhance students’ argumentative speaking. Computers & Education, 184, 104516.

Dewi, L., Susilana, R., Setiawan, B., Alias, N., & Zulnaidi, H. (2023). A proposed Problem-Centered Thinking Skill (PCTS) model at secondary schools in Indonesia and Malaysia. International Journal of Instruction, 16(3), 615–638.

Dewi, N. P. E. P., Sutama, I. M., & Sriasih, S. A. P. (2015). Analisis penerapan model pembelajaran problem based learning dalam pembelajaran menulis teks laporan hasil observasi kelas X IIS. 1 SMAN 1 mendoyo. Jurnal Pendidikan Bahasa Dan Sastra Indonesia Undiksha, 3(1).

Elisa, S. (2024). Pengaruh Model Pembelajaran Self Organized Leraning Environment (SOLE) terhadap Berpikir Kritis Peserta Didik Kelas V SD Negeri 1 Harapan Jaya Bandar Lampung. UIN RADEN INTAN LAMPUNG.

Ellis, R., & Roever, C. (2021). The measurement of implicit and explicit knowledge. The Language Learning Journal, 49(2), 160–175.

Fageeh, A. I. (2014). The Use of Journal Writing and Reading Comprehension Texts during Pre-Writing in Developing EFL Students’ Academic Writing. Studies in Literature and Language, 9(3), 1.

Fahrurrozi, M. P., Edwita, M. P., & Bintoro, T. (2022). Model-Model Pembelajaran Kreatif dan Berpikir Kritis di Sekolah Dasar. Unj Press.

Hartati, T., Nurzaman, I., Febriyanto, B., Suhendra, I., Yuliawati, M. P., Fatonah, N., Anggraeni, S. W., & Nurhuda, A. (2023). Panduan Berpikir Kritis dan Kreatif Dalam Pembelajaran Bahasa Indonesia Bagi Guru. Cahaya Smart Nusantara.

Hikmah, S. N. A. (2021). Pengembangan Instrumen Asesmen Keterampilan Menulis Teks Eksposisi. Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran Dan Pengembangan Pendidikan Islam, 2(01), 59. https://doi.org/10.30739/tarbiyatuna.v2i01.975

Hussain, S. S. (2017). Teaching Writing to Second Language Learners: Bench-marking Strategies for Classroom. Arab Word English Journal, 8(2), 208–227.

Ilyas, I., Rasmi, M., & Rusydi, M. (2024). Improving Modern Pondok Students’ Arabic Language Skills in Indonesia: Language Institutions as Language Improvement Central. AL-ISHLAH: Jurnal Pendidikan, 16(2), 1303–1313.

Juariah, D., Arifin, E. Z., & Suendarti, M. (2021). Pengaruh minat baca dan penguasaan kosakata terhadap kemampuan menulis teks eksposisi. Diskursus: Jurnal Pendidikan Bahasa Indonesia, 3(02), 110–120.

Jwa, S. (2019). Transfer of knowledge as a mediating tool for learning: Benefits and challenges for ESL writing instruction. Journal of English for Academic Purposes, 39, 109–118.

Kalnins, A. (2018). Multicollinearity: How common factors cause Type 1 errors in multivariate regression. Strategic Management Journal, 39(8), 2362–2385.

Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., & Hüllermeier, E. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274.

Kolade, A. T. (2012). The Influence of Process Approach on English as Second Language Students Performances in Essay Writing. English Language Teaching, 5(3), 1–16.

Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122.

Li, K. L., & Razali, A. B. (2019). Idea sharing: Process-based approach to writing in Malaysian English education. Pasaa, 58(1), 317–339.

Li, M., Chen, Y.-T., Huang, C.-Q., Hwang, G.-J., & Cukurova, M. (2023). From motivational experience to creative writing: A motivational AR-based learning approach to promoting Chinese writing performance and positive writing behaviours. Computers & Education, 202, 104844.

Miedijensky, S. (2018). Learning environment for the gifted—What do outstanding teachers of the gifted think? Gifted Education International, 34(3), 222–244.

Ng, D. T. K., Su, J., & Chu, S. K. W. (2024). Fostering secondary school students’ AI literacy through making AI-driven recycling bins. Education and Information Technologies, 29(8), 9715–9746.

Niak, Y., Mataheru, W., & Ngilawayan, D. A. (2018). Perbedaan Hasil Belajar Siswa Pada Model Pembelajaran Kooperatif Tipe Circ Dan Model Pembelajaran Konvensional. Journal of Honai Math, 1(2), 67–80.

Nurkilah, S. (2021). Teaching English writing with fun to elementary students. LADU: Journal of Languages and Education, 1(2), 59–66.

Okyere, H. (2020). Impact of poor reading on the writings of junior high school students, the case of selected schools in the Abuakwa North Municipality. University of Education Winneba.

Oo, T. Z., Habók, A., & Józsa, K. (2023). Qualifying method-centered teaching approaches through the reflective teaching model for reading comprehension. Education Sciences, 13(5), 473.

Piirto, J. (2021). Talented children and adults: Their development and education. Routledge.

Rababah, L. M., Muhamed, A. H., Jdaitaw, M. T., & Melhem, N. Z. B. (2013). The Level of Creativity in English Writing Among Jordanian Secondary School Students. Arts and Design Studies, 10, 25–29.

Render, L. (2024). Furthering the theory of Self-Organized Learning Environments-A complex system approach with big questions as the initial conditions catalyzing the self-organization of learners.

Renninger, K. A., Bachrach, J. E., & Hidi, S. E. (2019). Triggering and maintaining interest in early phases of interest development. Learning, Culture and Social Interaction, 23, 100260.

Richter, C., Kraus, S., Brem, A., Durst, S., & Giselbrecht, C. (2017). Digital entrepreneurship: Innovative business models for the sharing economy. Creativity and Innovation Management, 26(3), 300–310.

Roviani, S., Idrus, H., Umar, M. I. A., & Chandra, A. N. (2023). Penerapan Model Pembelajaran SOLE (Self Organized Learning Environments) Pada Hasil Belajar Peserta Didik Kelas XI IPA SMA Negeri 1 Bukittinggi Berbantuan Aplikasi Microsoft Teams. Edusainstika: Jurnal Pembelajaran MIPA, 3(1), 41. https://doi.org/10.31958/je.v3i1.9541

Rumbouw, O. (2021). The Communicative Language Teaching and Students’ Vocabulary Memorizing Improvement. Langua: Journal of Linguistics, Literature, and Language Education, 4(1), 43–83.

Salmela-Aro, K., & Read, S. (2017). Study engagement and burnout profiles among Finnish higher education students. Burnout Research, 7, 21–28.

Sapitri, Y., & Abdurrahman, A. (2020). Korelasi Keterampilan Membaca Pemahaman Dengan Keterampilan Menulis Teks Eksplanasi Siswa Kelas Xi Sma Negeri 14 Padang. Pendidikan Bahasa Indonesia, 8(3), 510. https://doi.org/10.24036/108241-019883

Sardila, V. (2015). Strategi pengembangan linguistik terapan melalui kemampuan menulis biografi dan autobiografi: sebuah upaya membangun keterampilan menulis kreatif mahasiswa. An-Nida’, 40(2), 110–117.

Sasmita, Y. V., & Setyowati, L. (2021). Problems faced by EFL students in learning to write. Linguista: Jurnal Ilmiah Bahasa, Sastra, Dan Pembelajarannya, 5(1), 11–25.

Satriawan, M. J., Padlurrahman, P., & Mohzana, M. (2023). Hubungan Antara Kemampuan Membaca Pemahaman, Penguasaan Kosa Kata Dan Sikap Bahasa Dengan Keterampilan Menulis Ringkasan Siswa Di Sekolah Dasar. BADA’A: Jurnal Ilmiah Pendidikan Dasar, 5(2), 352–360.

Selvaraj, M., & Aziz, A. A. (2019). Systematic review: Approaches in teaching writing skill in ESL classrooms. International Journal of Academic Research in Progressive Education and Development, 8(4), 450–473.

Sternglass, M. S. (2017). Time to know them: A longitudinal study of writing and learning at the college level. Routledge.

Sugiyono, P. (2015). Metode Penelitian Kombinasi (Mixed Methods). Bandung: Alfabeta, 28, 1-12.

Sukenti, D., & Tambak, S. (2023). Islamic Teacher’s Ethical Behavior, Identity Formation, and Writing Assessment: A Phenomenological Inquiry. AL-ISHLAH: Jurnal Pendidikan, 15(4), 4943–4952.

Surip, M., & br Kaban, R. Y. (2024). Pengaruh Model Pembelajaran Sole (Self Organized Learning Environment) terhadap Kemampuan Menulis Teks Eksposisi di Kelas VIII SMP Pahlawan Nasional Kota Medan. El-Mujtama: Jurnal Pengabdian Masyarakat, 4(5), 2933–2938.

Sutherland, L., Markauskaite, L., & Cruickshank, K. (2023). A complex systems framework for examining the impact of school-based professional learning initiatives: Emerging agentic practices in a collaborative curriculum redesign. Professional Development in Education, 49(6), 1087–1102.

Tarchi, C. (2017). Comprehending expository texts: The role of cognitive and motivational factors. Reading Psychology, 38(2), 154–181.

Tsamago, H., & Bayaga, A. (2023). The effect of self-organized learning environments (SOLEs) pedagogy on the different aspects of learners’ metacognitive skills in the Physical Sciences classroom. Heliyon.

Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, 28(3), 228–260.

Yetti, E. (2024). Pedagogical innovation and curricular adaptation in enhancing digital literacy: A local wisdom approach for sustainable development in Indonesia context. Journal of Open Innovation: Technology, Market, and Complexity, 10(1), 100233.

Yunus, M. M., Hashim, H., Hashim, H. U., Yahya, Z. S., Sabri, F. S., & Nazeri, A. N. (2019). Kahoot!: Engaging and active learning environment in ESL writing classrooms. International Journal of Innovation, Creativity and Change, 5(6), 141–152.

DOI: https://doi.org/10.35445/alishlah.v17i1.6489