Main Article Content
Abstract
English is considered as a foreign language for Indonesian speakers. It also becomes the first obligatory foreign language to be taught in Indonesian Secondary Schools. However, English is rarely used as the medium of communication in the daily life context. Consequently, learners encounter difficulties in uttering sentences and creating written expressions. Therefore, they need to be self-regulated and strategic to acquire English proficiency. The researchers argued that applying self-regulated learning (SRL) by both students and teachers could enhance students’ language mastery. This paper aimed to investigate whether or not self-regulated learning towards the English subject of Grade X and XI students was implemented in one Senior High School in Yogyakarta, Indonesia. It adopted a mixed method approach by distributing questionnaire to 60 students, and conducting a semi-structured interview to one English teacher. One English teacher was chosen as a convenience sample in this study. Based on the finding, the students depict positive results in responding four strategies represented Self-Regulated Learning, including: 1) Planning, 2) Monitoring, 3) Controlling, and 4) Reflecting. Meanwhile, the researcher classified the findings of the teacher’s interview into four major points. The points were: 1) Modelling, 2) Encouraging, 3) Strategic Teaching Method, 4) Outcome Checking and Feedback. From the findings, it could be concluded that both the students and the teacher implemented some aspects of self-regulated learning; even though the process should be conducted more systematically and consistently.
Keywords: English learning strategies, self-regulated learning, autonomous learning, English subject
Keywords
Article Details
References
- Abadikhah, S., Aliyan, Z., & Talebi, S. H. (2018). EFL students ’ attitudes towards self-regulated learning strategies in academic writing. 28(1), 1–17.
- Choi, Y., Zhang, D., Lin, C., & Zhang, Y. (2018). Self-regulated learning of vocabulary in English as a Foreign Language The Asian EFL Journal Quarterly Volume 20 , Issue 1 Senior Editors : Paul Robertson and John Adamson. (July).
- Dardjowidjojo, S. (1997). English policies and their classroom impact in some ASEAN/Asian countries. ANTHOLOGY SERIES-SEAMEO REGIONAL LANGUAGE CENTRE, 36–54.
- Kartika, H. D. (2015). A Learner’s Self-Regulated Learning in Writing. IJEE (Indonesian Journal of English Education), 2(2), 120–131. https://doi.org/10.15408/ijee.v2i2.3085
- Kirkpatrick, A. (2012). English in ASEAN: Implications for regional multilingualism. Journal of Multilingual and Multicultural Development, 33(4), 331–344. https://doi.org/10.1080/01434632.2012.661433
- Lumpkin, A. (2008). Teachers as Role Models Teaching Character and Moral Virtues. Journal of Physical Education, Recreation & Dance, 79(2), 45–50. https://doi.org/10.1080/07303084.2008.10598134
- Mbato, C. L. (2013). Facilitating EFL learners’ self-regulation in reading : implementing a metacognitive approach in an Indonesian higher education context. 1–252.
- Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. Handbook of Self-Regulation, 451–502. https://doi.org/10.1016/b978-012109890-2/50043-3
- Salter, P. (2012). DEVELOPING SELF-REGULATED LEARNERS. 1–11.
- Wangid, M. N. (n.d.). STUDENT-CENTERED LEARNING : SELF-REGULATED LEARNING. 161–165.
- Zimmerman, B. J. (2016). Zimmerman, B. J., & Zimmerman, B. J. (2016). Becoming a Self-Regulated Learner : An Overview Becoming a Self-Regulated Learner : An Overview, 5841(August), 64–70. https://doi.org/10.1207/s15430421tip4102Becoming a Self-Regulated Learner : An Overview Beco. 5841(August), 64–70. https://doi.org/10.1207/s15430421tip4102
- Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. American Psychological Association.
References
Abadikhah, S., Aliyan, Z., & Talebi, S. H. (2018). EFL students ’ attitudes towards self-regulated learning strategies in academic writing. 28(1), 1–17.
Choi, Y., Zhang, D., Lin, C., & Zhang, Y. (2018). Self-regulated learning of vocabulary in English as a Foreign Language The Asian EFL Journal Quarterly Volume 20 , Issue 1 Senior Editors : Paul Robertson and John Adamson. (July).
Dardjowidjojo, S. (1997). English policies and their classroom impact in some ASEAN/Asian countries. ANTHOLOGY SERIES-SEAMEO REGIONAL LANGUAGE CENTRE, 36–54.
Kartika, H. D. (2015). A Learner’s Self-Regulated Learning in Writing. IJEE (Indonesian Journal of English Education), 2(2), 120–131. https://doi.org/10.15408/ijee.v2i2.3085
Kirkpatrick, A. (2012). English in ASEAN: Implications for regional multilingualism. Journal of Multilingual and Multicultural Development, 33(4), 331–344. https://doi.org/10.1080/01434632.2012.661433
Lumpkin, A. (2008). Teachers as Role Models Teaching Character and Moral Virtues. Journal of Physical Education, Recreation & Dance, 79(2), 45–50. https://doi.org/10.1080/07303084.2008.10598134
Mbato, C. L. (2013). Facilitating EFL learners’ self-regulation in reading : implementing a metacognitive approach in an Indonesian higher education context. 1–252.
Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. Handbook of Self-Regulation, 451–502. https://doi.org/10.1016/b978-012109890-2/50043-3
Salter, P. (2012). DEVELOPING SELF-REGULATED LEARNERS. 1–11.
Wangid, M. N. (n.d.). STUDENT-CENTERED LEARNING : SELF-REGULATED LEARNING. 161–165.
Zimmerman, B. J. (2016). Zimmerman, B. J., & Zimmerman, B. J. (2016). Becoming a Self-Regulated Learner : An Overview Becoming a Self-Regulated Learner : An Overview, 5841(August), 64–70. https://doi.org/10.1207/s15430421tip4102Becoming a Self-Regulated Learner : An Overview Beco. 5841(August), 64–70. https://doi.org/10.1207/s15430421tip4102
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. American Psychological Association.