STUDENTS’ SELF-REGULATED LEARNING STRATEGIES IN EFL : A Case Study in One of Senior High Schools in Bandung.

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A Research Paper

Submitted to the Department of English Education of FPBS UPI in partial fulfillment of the requirements for Sarjana Pendidikan degree

by

Else Yulianti

1002659

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND LITERATURE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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LEARNING STRATEGIES IN EFL” and submitted in partial fulfillment of the

requirements for Sarjana Pendidikan Degree is my own work. I am aware that I

have quoted some statements and ideas from many kinds of sources and all of the

quotations are properly acknowledged.

Bandung, October 2015

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A Research Paper

by

Else Yulianti

1002659

Approved by:

Supervisor,

Gin Gin Gustine, M.Pd., Ph.D. NIP. 197608102001122001

Head of English Education Department Faculty of Language and Arts Education

Indonesia University of Education

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STUDENTS’ SELF-REGULATED LEARNING STRATEGIES IN EFL

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Gin Gin Gustine, M.Pd., Ph.D.

The study aimed to investigate students’ self-regulated learning strategies in the three components, which were personal, behavioral, and environmental in learning English as foreign language. To gather data, questionnaire, interview,

observation, and analysis of students’ written notes were employed to a class of a

public senior high school in Bandung, West Java. Then, the data that had been gathered were analyzed qualitatively. The findings indicated that the students demonstrated all personal, behavioral, and environmental self-regulated learning strategies in learning English in varying degrees. Most self-regulated learning strategies were frequently practiced by the students in learning English. Meanwhile, value encouragement (self-talk) strategy which was one of personal self-regulated learning strategies was found as the most frequently strategy used by the students. On the other hand, a strategy that was the least frequently demonstrated was self-consequating which belongs to behavioral self-regulated learning strategy. In addition, it was also found that the high and medium self-regulated learners were inclined to practice the self-regulated learning strategies in similar frequency of use and variety of strategies as they were aware of the importance of the strategies. In the other hand, although low self-regulated learners had been aware of the importance of the strategies, they were inconsistent in demonstrating those strategies. Considering

the findings, it is suggested that the teacher should understand students’ self-regulated learning strategies, promote and train self-regulated learning strategies which the students can practice in order to become self-regulated learners, also plan and organize classes in a way that facilitates the students to develop self-regulated learning.

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Pembimbing

Gin Gin Gustine, M.Pd., Ph.D.

Penelitan ini menyelidiki strategi self-regulated learning siswa dalam tiga komponen, yaitu personal, perilaku, dan lingkungan dalam belajar bahasa Inggris sebagai bahasa asing. Data dikumpulkan melalui kuisioner, interview, observasi, dan analisis buku catatan siswa yang dilakukan pada satu kelas sekolah menengah atas di Bandung. Data yang telah dikumpulkan lalu dianalisis secara kualitatif. Hasil menunjukkan bahwa siswa mempratekkan semua strategi self-regulated learning dalam belajar bahasa Inggris dengan berbagai tingkatan. Kebanyakan strategi self-regulated learning sering digunakan siswa. Sementara itu, value encouragement talk strategy yang merupakan salah satu dari strategi personal self-regulated learning adalah yang paling sering digunakan oleh siswa. Di sisi lain, strategi yang jarang digunakan adalah self-consequanting strategy yang merupakan salah satu dari strategi perilaku self-regulated learning. Selain itu, siswa dengan tingkat regulasi diri tinggi dan sedang cenderung menggunakan strategi dalam frekuensi dan variasi yang sama dimana mereka juga menyadari pentingnya penggunaan strategi-strategi tersebut. Sementara itu, meskipun siswa dengan tingkat regulasi diri rendah menyadari pentingnya penggunaan strategi-strategi self-regulated learning, mereka tidak konsisten dalam menggunakan strategi self-regulated learning. Berdasarkan hasil penelitian, disarankan pada guru untuk memahami strategi self-regulated learning siswa, mendukung serta melatih strategi-strategi tersebut agar siswa menjadi self-regulated learners. Selain itu, guru juga perlu untuk merancang kegiatan pembelajaran di kelas yang dapat memfasilitasi siswa untuk meningkatkan regulasi dirinya.

Kata Kunci: strategi self-regulated learning, strategi personal, perilaku, dan

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TABLE OF CONTENTS

PAGE OF APPROVAL………..i

STATEMENT OF AUTHORIZATION……….ii

PREFACE………iii

ACKNOWLEDGEMENTS……….iv

ABSTRACT………..………..v

TABLE OF CONTENTS………....vi

LIST OF TABLES………..x

LIST OF CHART AND FIGURES………...xi

CHAPTER I INTRODUCTION…..………...1

1.1 Background of the Study……….1

1.2 Statements of the Problem………..………3

1.3 Purposes of the Study………..………3

1.4 Scope of the Study………...4

1.5 Significance of the Study………4

1.6 Clarification of Key Terms………..5

1.7 Organization of the Paper………...…….5

1.8 Concluding Remark…………..……….……….…6

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2.1 Self-Regulated Learning………..7

2.2 Determined Influences of Self-Regulated Learning………..14

2.2.1 Determined Influences of Personal Component………...15

2.2.2 Determined Influences of Behavioral Component……….18

2.2.3 Determined Influences of Environmental Component………....19

2.3 Self-Regulated Learning Strategies……….21

2.3.1 Personal Self-Regulated Learning Strategies……….22

2.3.1.1 Value Encouragement Self-Talk Strategies………….……..22

2.3.1.2 Succeed Encouragement Self-Talk Strategies……….……..23

2.3.1.3 Self-Efficacy Self-Talk Strategies……….……23

2.3.1.4 Organizing and Transforming Strategies………...24

2.3.1.5 Rehearsing and Memorizing Strategies……….…....25

2.3.1.6 Goal Setting and Planning Strategies……….26

2.3.2 Behavioral Self-Regulated Learning Strategies………..…………...26

2.3.2.1 Self-Evaluating Strategies……….………….27

2.3.2.2 Self-Consequating Strategies……….27

2.3.3 Environmental Self-Regulated Learning Strategies……..………….28

2.3.3.1 Seeking Information Strategies………..29

2.3.3.2 Keeping Record and Monitoring Strategies………...29

2.3.3.3 Seeking Social Assistance Strategies……….…30

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2.3.3.5 Reviewing Record Strategies……….…32

2.6 Previous Studies Related to Self-Regulated Learning..………...32

2.7 Concluding Remark……….38

CHAPTER III RESEARCH METHODOLOGY………...…………..39

3.1 Statements of the Problem……….…….39

3.2 Design of the Study………....39

3.3 Site and Participants of the study………....……....40

3.3.1 Site………..…...41

3.3.2 Participants………...41

3.4 Data Collection………...………41

3.4.1 Observation………..43

3.4.2 Questionnaire………...………46

3.4.3 Interview………..…50

3.4.4 Students’ Written Notes………...………51

3.5 Data Analysis……….……..52

3.5.1 Observation……….….52

3.5.2 Questionnaire………..…….53

3.5.3 Interview………..…53

3.5.4 Students’ Written Notes………...………...54

3.6 Establishing Validity………..55

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CHAPTER IV FINDINGS AND DISCUSSIONS……….. 57

4.1 Personal Sef-Regulated Learning Strategies……….57

4.1.1 Value Encouragement Self-Talk Strategies.……….……….... .…...57

4.1.2 Succeed Encouragement Self-Talk Strategies……….…….….……60

4.1.3 Self-Efficacy Self-Talk Strategies………..……63

4.1.4 Organizing and Transforming Strategies………….…………..……66

4.1.5 Rehearsing and Memorizing Strategies……….………….……70

4.1.6 Goal Setting and Planning Strategies……….……71

4.2 Behavioral Self-Regulated Learning Strategies………..74

4.2.1 Self-Evaluating Strategies……….….……75

4.2.2 Self-Consequating Strategies……….……78

4.3 Environmental Self-Regulated Learning Strategies………....80

4.3.1 Seeking Information Strategies……….….……80

4.3.2 Keeping Record and Monitoring Strategies………..….……83

4.3.3 Seeking Social Assistance Strategies……….……86

4.3.4 Environmental Structuring Strategies………....……89

4.3.5 Reviewing Record Strategies ………...….……92

4.4 Concluding Remarks………...94

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5.1 Conclusions………...95

5.2 Recommendations……….. 98

5.3 Limitations of the Study………...………..99

BIBLIOGRAPHY APPENDIXES LIST OF TABLES Table 2.1 Self-Regulated Learning……….…….13

Table 3.1 Data Collection Technique………....………. 41

Table 3.2 Observation Guideline………..……….. 45

Table 3.3 Questionnaire Guideline of Self-Regulated Learning…..………..47

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LIST OF CHART AND FIGURES

Chart 2.1 Self-Regulated Learning………...……….. 12

Figure 4.1 Student’s 1 Written Note……….………….. 67

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CHAPTER I

INTRODUCTION

This chapter provides a brief description of the whole contents of the

research including background of the study, statements of the problem, purpose of

the study, significance of the study, scope of the study, methodology of the study

including design, participants, data collection and data analysis of the study,

clarification of key terms used in the study, and organization of the paper.

1.1 Background of the Study

The nature of foreign language learning in foreign language context is perceived

complex and difficult for some students. One of the factors which leads to the

difficulty in learning is the characteristic of the students that are passive learners

in their own learning (Mbato, 2013). Some Indonesian students typically sit and

listen to instructions and memorize what is taught, learn through activities that are

designed by their teachers and depend on teachers’ instructions to carry out those

activities. Moreover, each student also has different reasons, approach and

abilities in learning English (Inan, 2013). These problems trigger the difficulties

to attain good learning achievement. Concerning these facts, students are expected

to have ability to take responsibility in their own learning or what is called

self-regulated learning.

Self-regulated learning is defined as students’ ability in managing their own

learning by self-regulating their personal, behavior, and environment to attain the

learning goals actively (Zimmerman, 1989; 2000). It indicates that the students

take ownership of the learning by continually make attempt to learn through

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environment. Personal, behavioral, and environmental components are reciprocal

which determine each other in varying degrees and situations (Bandura, 1986).

Personal self-regulation involves monitoring and adjusting motivational beliefs

and cognitive-metacognitive processes. Behavioral self-regulation involves

observing and adjusting performance processes. Meanwhile, environmental

self-regulation involves observing and adjusting environmental learning. Besides,

students’ self-regulated learning is measured by examining their self-regulated learning strategies on those three components. In this study, self-regulated

learning strategies are strategies that are used by students to regulate their

personal, behavioral, and environmental components (Zimmerman, 1989; 2000;

Pintrich and De Groot, 1990; Pintrich, 2004).

Self-regulated learning strategies are essential to the success of students in

learning. The use of self-regulated learning strategies is significantly correlated to

the English achievement (Abbasian & Hartoonian, 2014; Inan, 2013). Besides, a

finding from a case study conducted by Zahidi (2012) with six Malaysian

undergraduate students reveals two of the participants who show improvement in

their course scores are proven to be categorized into high self-regulated learners.

Both of them use more self-regulated learning strategies than those who have less

improvement. They are independent learners who manage their learning activities

efficiently, construct learning condition when they think it is necessary, and

display personal competence and the beliefs that they are responsible for their

own achievement.

Several studies that are related to students’ self-regulated learning in learning English as foreign language (EFL) have been conducted such as by

Mezei (2008) in Hungarian; Zahidi (2012) in Malayasia; Inan (2013) in Turkey;

Abassian & Hartorian (2014) in Iran; Hirata (2010) in Japan. Unfortunately, it

appears that there is very limited number of studies on self-regulated learning in

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study found in an online publication that is Mbato’s study (2010). Meanwhile,

other studies on self-regulated learning in Indonesian context are found in

Mathematics (Zamnah, 2012), Psychology (Widiyastuti, 2012) and Social Science

fields (Sari, 2012). Accordingly, exploring self-regulated learning of Indonesian

students in learning English is needed. Therefore, this study is intended to fill the

gap by conducting a study on students’ self-regulated learning in English as foreign language in Indonesian context.

Based on the explanation above, this study is proposed to explore students’

self-regulated learning strategies in learning English as foreign language in a

public senior high school in Bandung. It is limited to examine their self-regulated

learning strategies in their personal, behavioral and environmental components in

learning English.

1.2 Statements of the Problem

As informed in the background of the study above, this study attempts to answer

the following questions:

What self-regulated learning strategies do the students demonstrate in the

following components?

a. Personal

b. Behavioral

c. Environmental

1.3 Purposes of the Study

Based on the background of the study above, the aims of the study is to examine

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In other words, this study is an attempt to explore students’ personal, behavioral,

and environmental self-regulated learning strategies in learning English.

1.4 Scope of the Study

The study focuses on students’ use of self-regulated learning strategies in their

English learning. In detail, this study explores what self-regulated learning

strategies that are demonstrated by the students in term of their personal, behavior,

and environment while learning English as foreign language.

1.5 Significance of the Study

The result of this study is to provide teachers with the description on students’

self-regulated learning strategies in EFL in terms of their personal, behavioral,

and environmental components that promote their success in learning. The

research is expected to cover both theoretical and practical significance.

Theoretically, this study is conducted to contribute in enhancing the

literature studies on students’ self-regulated learning strategies. Furthermore, it is expected to be one of valuable references for other researchers to conduct further

research in the same field, especially about self-regulated learning in EFL.

Practically, the results of this study are expected to offer valuable

contributions for teachers in understanding students’ self-regulated learning in

learning English. It is also expected that to contribute in developing teachers’ teaching strategies concerning students’ use of self-regulated learning strategies.

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learning, hopefully the teacher can motivate the students, plan and organize

classes in a way that facilitate the students to develop self-regulated learning

strategies, so the students can achieve the better acquisition and performance in

English.

1.6 Clarification of Key Terms

To avoid the misinterpretation, misunderstanding, and misjudgments toward some

concepts presented in this study, this section will clarify the following terms:

a) Self-regulated learning defines as students’ ability in managing their own

learning by self-regulating their personal, behavior, and environment to attain

the learning goals actively (Zimmerman, 1989; 2000).

b) Self-regulated learning strategies are strategies that are used by students to

regulate their personal, behavioral, and environmental components

(Zimmerman, 1989; 2000; Pintrich and De Groot, 1990; Pintrich, 2004).

1.7 Organization of the Paper

This paper is organized into five chapters. Each of them is provided with some

subtopics to give an insight into the topic under investigation.

CHAPTER I: Introduction

It contains background of the study, statements of problem, purpose of the

study, significance of the study, scope of the study, methodology of the study

including design, participant, data collection and data analysis of the study,

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CHAPTER II: Theoretical Frameworks

This chapter consists of related theories from the experts that sited by the

writer in this study. The theories are related to the topic about assessing writing of

young learners.

CHAPTER III: Research Methodology

This chapter describes and elaborates more about the methods that used in

doing the research which covers research design, site and participant of the

research, data collection, and data analysis.

CHAPTER IV: Findings and Discussion

This chapter portrays the result and the findings of the study that will be

explained literally and discussed in the discussion section.

CHAPTER V: Conclusions, Suggestions, and Limitations of The Study

This is the last chapter that consists of conclusions of the study, the

suggestions that is synchronized with the result of the study and the findings, and

limitations of the study.

1.8 Concluding Remark

This chapter has presented the underlying principles of the study covering

background of the study, statements of problem, purpose of the study, significance

of the study, scope of the study, methodology of the study including design,

participants, data collection and data analysis of the study, clarification of key

terms used in the study, and organization of the paper. The next chapter will

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CHAPTER III

METHODOLOGY

This chapter presents overview of research methodology of this study.

Statements of the problem are presented first. Then, statements of the problem are

continued by the design of the study, site and participants of the study, and data

collection. The data collection of this study is conveyed through some techniques: observation, questionnaire, interview, and students’ written notes. Furthermore, data analysis, and validity issue are presented in the last section.

3.1 Statements of the Problem

This paper seeks to address the following question.

What are self-regulated learning strategies do the students demonstrate in the

following components?

a. Personal

b. Behavioral

c. Environmental

3.2 Design of the Study

This study is qualitative and descriptive in nature. It is focused on finding students’ self-regulated learning strategies in EFL in term of their personal, behavioral, and

environmental components in the natural context. Therefore, this present study

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This study employed qualitative approach since this study focused on finding out students’ self-regulated learning strategies in its natural context descriptively. Qualitative study is concerned with investigating a problem and developing a detailed

understanding of a central phenomenon (Creswell, 2012). It is supported by Hancock

(2012) who proposes that qualitative study is concerned with human behaviors as

they occur naturally, it includes a small and purposive sample, and it uses different

data collection techniques. Concerning these perspectives, the qualitative study is

considered suitable for the characteristics of this study. This present study

investigates students’ behavior on the self-regulated learning pattern without any

control or treatment to them, in which selecting the participants purposively in

accordance with the necessity of the study. This study also uses different data

collection techniques that are questionnaire as the main sources, while interview, observation, and students’ written notes are as the complement data sources.

In relation to the qualitative study, a case study is selected to gain in-depth

understanding. It can provide an in-depth understanding of a program, event, or

activity involving individuals by collecting multiple forms of data (Creswell, 2012,

p.465). A descriptive case study presents theory that establishes the overall

framework for the researchers to follow throughout the study (Yin, 1994, 2004; and

Watson, 1997 as cited in Berg and Lune, 2012, p. 338). They further state that the

researchers of this kind of study have to determine the exact unit of analysis in the

study before beginning the study.

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This site and participants of this study were selected purposively. Purposive sampling

is used for studies with non generalization purpose (Creswell, 2012, p.206). Since the

purpose of this study is not to generalize the finding to other context, purposive

sampling is chosen.

3.3.1 Site

The site of this study was a public senior high school in Bandung. The site was

chosen for several reasons. First, in terms of accessibility, the site tends to be

easy to be accessed since it is near where the research lived. Second, this school

was chosen because it is one of cluster one schools in Bandung. Third, the

school encouraged the students to master English since the school sent some of

the students regularly to a student exchange program.

3.3.2 Participants

The participants of this of this study were 38 students from an eleventh grade of

the school. Eleventh grader students were selected because they were

considered already had enough experience in learning English, and they were

believed to be already concerned on the need of learning English for their future

and academic requirements. Therefore, it was assumed that eleventh grade

students could convey their thought and behavior that are related to

self-regulated learning strategies in learning English. A class was selected through

the assistance of an eleventh grade teacher. The students of the chosen class

were varied in term of characteristic and ability in learning. Therefore, their

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English. By conducting this study in this school, the findings of this study were

hoped to be remarkable especially in self-regulated learning strategies in EFL

field.

3.4 Data Collection

Since this study employed qualitative approach, multiple data collections are

considered needed (Fraenkel., Wallen., & Hyun, 2012). The data collection

techniques of this study were observation, questionnaire, interview, and an analysis of students’ written notes. Observation was conducted in classroom activities. It was used to observe students’ self-regulated learning strategies in English classroom activity. Questionnaire was delivered to explore students’ self-regulated learning strategies in EFL whether in classroom or outside classroom contexts. Interview was used to understand students’ self-regulated learning strategies in EFL deeply and strengthen the result of questionnaire. Furthermore, students’ written notes were examined as one of evidences of their self-regulated learning in learning English.

Table 3.1

Data Collection Technique

No Technique Activity Source Expecte d Results

1 Observation

guideline

Classroom

observation

a. Video taping

b. Observation

checklists

Students’ behavior related to self-regulated learning strategies

in teaching and learning

activities.

2 Questionnai

re

Distributing

questionnaire

a. Students’

questionnaire

results, including

personal

Students’ perspective of their self-regulated learning in

learning English whether in

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu information, and

self-regulated

learning strategies.

contexts.

3 Interview

questions

Conducting

interviews

a. 3 high

self-regulated learners

b. 3 medium

c. 3 low

Students’ detailed and in-depth perspective of their

self-regulated learning strategies in

learning English whether in

classroom and outside classroom

contexts.

4 Students’

written

notes

Analyzing students’ written notes

a. Students’ notes in

any written forms.

Students’ written notes as one of evidences of self-regulated

learning, which categorized in

organizing and transforming

strategies , and record keeping

strategy.

Each technique of the data collection is presented in the following:

3.4.1 Observation

Observation is the process of gathering open-ended, firsthand information by

observing people and places at a research site (Creswell, 2012, p.213). Thus, it

gives opportunity to record information as it occurs in a setting which displays

general condition of a certain object. In addition, the type of classroom

observation in this study was non-participant observation, in which the

researchers do not participate in the activity being observed, but rather sat on

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In this study, the observation was conducted in a classroom. It aimed to monitor students’ observable behaviors that are related to self-regulated learning strategies in classroom contexts. These observable behaviors are some

self-regulated learning strategies which potentially used while learning in the

classroom. These self-regulated learning strategies and motivation were likely

influence their personal, behavioral, and environmental self-regulation. In other

words, this observation was intended to perceive students’ personal, behavioral,

and environmental regulation through their behaviors that reflect their

self-regulated learning strategies that were shown in the classroom context.

To conduct the observation, video taping was used in order to gather the

data. Frankael, et al. (2012) argue that video recording gives the benefit for the

researcher such as it can be replayed for several times in order to check and

correct the data. The video-tapings of the observations were re-played to

analyze the class activities. In addition, observation checklist was also

implemented in gather the observation data. The classroom observation was

conducted three times.

Observation checklists were used to observe the observable behaviors

that can be seen in the classroom activities. The observation checklists were

used to observed 9 students, who were categorized as high self-regulated

learners (3 students) , medium regulated learners (3 students), and low

self-regulated learners (3 students) based on their questionnaire results, that were

related to self-regulated learning in the classroom.

Since the researcher attempted to obtain only observable criteria of

motivational state and self-regulated learning strategies, there were not all of the

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learning strategies were not included in observation checklists. In detail,

self-regulated learning strategies which potentially used in the classroom are

organizing and transforming strategy, rehearsing and memorizing strategy,

self-evaluating strategy, seeking information from non-social sources strategy,

keeping record and monitoring strategy, environmental structuring strategy,

seeking social assistance from peers and teacher strategy, and reviewing record

strategy.

The observation guideline of self-regulated learning strategies was

adapted from Pintrich et.al (1991; 2004), Zimmerman, (1989; 2000), Kaplan et.al

(2009) and Wolters (2003) which include personal, behavioral and environmental

components. This observation guideline is shown as the following.

Table 3.2 Observation guideline

No Components Indicators Observation criteria

1 Personal Organizing and transforming

strategy

Students are shown selecting

information or material and

rearranging it while learning process to

improve learning, such as by making

notes by their own words.

Rehearsing and memorizing

strategy

Students are shown to be practicing

and memorizing the material when

they are expected to perform it.

2 Behavioral Self-evaluating strategy Students display attention on the

quality of their work, such as by

rechecking assignment before it is

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3 Environmental Seeking information from

non-social sources strategy

Students show their curiosity on the

material that they need to know by

looking for it on non-social sources,

such as on textbook, dictionary, or

internet.

Keeping record and

monitoring strategy

Students exhibit attention on the

material, the teacher explanation,

important events, or any learning

results that are related to learning, such as by taking notes of teacher’s points,

class discussion, or words that got

wrong.

Structuring environment

strategy

Students show their determination in

material and activity, such as by telling

their friend to be quite.

Seeking social assistance

from peers and teacher

strategy

Students display their interest on

material that they need to know more

or when they have problem on their

understanding, such as by asking their

friends and teacher.

Reviewing record strategy Students are shown to be reviewing

their own notes or records when the

class is about to begin or when they

are expected to complete a test.

Adapted from (Zimmerman, 1989; 2000) Pintrich et.al (1991;2004) Kaplan et.al (2009) and Wolters (2003)

The observation checklist formats can be found in Appendix.

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In the present study, the first instrument was questionnaire. It aimed to gather information of students’ self-regulated learning in EFL. It was modified from Pintrich et.al (1991; 2004), Zimmerman, (1989; 2000), Kaplan et.al (2009) and

Wolters (2003). Also, this questionnaire has been used in a large number of

self-regulated learning studies. Therefore, its validity has been tested by many

researchers that are focused on self-regulated learning studies.

This questionnaire was translated into Indonesian language to make the

students were easier in understanding each statement provided in the

questionnaire. It was delivered to the students to measure the students’ self

-regulated learning scale.

The questionnaire consists of two parts. Part one gathered participants’

personal information. Students’ personal information was also needed because

the results of the questionnaire that they had answered were used to further

study examinations, that was categorizing them into each level thus they were

analyzed based on each level. The second part was motivation section, which

consisted 41 items that conveyed self-regulated learning strategies. The items

used 5 points Likert’s scale is ranged from “strongly agree” (SA), “Agree” (A), “Disagree” (D), and “Strongly Disagree” (SD). It is because there is tendency for participants to choose for mid-point of 5-point or 7-point scale and one of

one options to overcome this is to use an even number scaling system, as there

is no midpoint (Cohen, et al., 2007).

The questionnaire guideline of self-regulated learning strategies is

shown as the following.

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Questionnaire guidelines of self-regulated learning

Component

Self-Regulated

Learning Strategies

Description Examples of Statement

Personal Value encouragem

ent self-talk strategy

Students encourage themselves to be participating in a task,

for reasons such as challenge, curiosity, or

mastery.

Saya mengingatkan diri sendiri bahwa tugas-tugas ini penting. Saya mengingatkan diri sendiri bahwa

saya menyukai tugas ini dan harus menyelesaikannya.

Saya mengingatkan diri sendiri bahwa saya harus mengikuti aktifitas kelas karena akan membuat saya lebih paham

pada materi. Succeed encouragem ent self-talk strategy Students encourage themselves to be participating in a task for

reasons such as grades, rewards, performance, evaluation by others, and

competition.

Saya mengingatkan diri sendiri bahwa jika saya terus berusaha, saya akan berhasil mendapat nilai yang bagus.

Saya mengingatkan diri sendiri bahwa jika saya aktif di kelas, saya akan

mendapat nilai tambahan.

Self-efficacy self-talk strategy

Students encourage themselves can accomplishing a task and

their confident in perform the task.

Saya mengingkatkan diri sendiri bahwa saya mampu mengerjakan tugas-tugas

ini hingga selesai dengan benar.

Saya mengingatkan diri sendiri, “saya pasti bisa melakukan tugas ini.”

Saya mengingatkan diri sendiri bahwa saya bisa menyelsaikan tugas ini

walapun sulit. Organizing and transforming strategy Students select appropriate information

that are related to the material and rearrange it

to improve learning.

Saya menggarisbawahi/ menandai hal-hal penting dalam buku teks atau catatan

saya.

Saya menyusun materi dalam tabel, diagram, atau grafik sederhana. Saya membuat catatan dengan bahasa saya sendiri agar bisa memahami materi

dengan lebih baik.

Saya mencari hal-hal penting dalam catatan yang diberikan di kelas. Goal setting

and planning

Students set clear learning goals and

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu strategy planning for sequencing,

timing, and completing activities related to those

goals in order to attain them.

Ketika saya mempunyai tugas, saya mengerjakannya dengan segera. Saya mempunyai tujuan dalam belajar

belajar bahasa Inggris, misalnya mendapat nilai yang bagus. Ketika akan ada ulangan, saya mulai

belajar beberapa hari sebelumnya. Saya merubah gaya belajar kalau

hasilnya kurang memuaskan. Rehearsing

and memorizing

strategy

Students try to practice and memorize the material to be more

understand.

Saya menghafal kata-kata kunci untuk mengingatkan saya terhadap

konsep-konsep penting di kelas. Ketika saya belajar, saya membaca catatan dan buku teks berulang kali.

Ketika saya belajar di kelas, saya mengulang-ulang materi ke diri sendiri. Behavioral

Self-evaluating strategy

Student evaluate the quality or the learning

progress.

Saya mengecek kembali nilai-nilai ujian sebelumnya untuk mengukur prestasi

saya sejauh ini.

Saya mengecek ulang hasil kerja saya untuk meyakinkan bahwa saya mengerjakannya dengan benar dan

lengkap.

Self-consequenti ng strategy

Students estimate and give reward and punishment if they are

succeed or fail in achieving the goals.

Ketika saya mendapat nilai yang kecil/ jelek, saya menutup diri dari interaksi

social.

Ketika saya berhasil dalam ulangan, saya merayakannya, misalnya makan

bersama teman atau ke bioskop. Environmen

tal

Seeking information

strategy

Students try to seek information more complete from non-social sources when

undertaking an assignment.

Saya suka pergi ke perpustakaan untuk mencari bahan yang saya butuhkan

untuk mengerjakan tugas. Ketika saya butuh bahan untuk

mengerjakan tugas, saya suka mencarinya di internet. Keeping

record and monitoring strategy

Students try to note material, events, or results that relates to learning, as well as self-testing and questioning.

Saya mencatat setiap hal penting yang diucapkan guru saya.

Saya mencatat apa yang didiskusikan di kelas.

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Saya mencatat tugas yang diberikan guru saya.

Environmen tal structuring

strategy

Students try to select or arrganize the physical

setting to make the learning easier.

Saya biasanya belajar di tempat di mana saya dapat berkonsentrasi. Saya suka menghindar atau meminta teman untuk diam ketika saya sedang

serius belajar.

Saya mengatur suasana yang nyaman untuk belajar, misalnya dengan seeking

musik yang saya suka. Saya jarang menemukan waktu untuk

membaca ulang catatan atau buku sebelum ujian.

Seeking social assistance

strategy

Students try to seek help from other people such

as peers, teachers, and adult.

Saya suka bertanya guru saya untuk memperjelas konsep yang tidak begitu

saya pahami. Ketika saya punya kesulitan mengerjakan PR, saya meminta bantuan

orangtua saya atau tutor. Saya tidak terlalu peduli apabila saya

kesulitan memahami sebuah materi. Ketika saya tidak mengerti materi pelajaran Bahasa Inggris, saya meminta

bantuan kepada teman sekelas untuk menjelaskan pada saya. Reviewing

record strategy

Students reread notes, tests, or textbooks to prepare for class or test.

Saya membaca ulang catatan saya sebagai persiapan ujian. Semalam sebelum ujian, saya membaca

buku teks untuk memahami materi pelajaran yang akan diujikan. Saya membaca ulang soal-soal dan jawaban-jawaban ujian yang telah saya

lalui sebelum mengikuti ujian akhir. Adapted from (Zimmerman, 1989; 2000) Pintrich et.al (1991;2004) Kaplan et.al (2009) and Wolters (2003).

See the questionnaire format in Appendix.

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The instrument of interview were employed to be a mean for collecting more

detailed data about the students’ self-regulated learning which could not be

obtained from the questionnaire. The interview questions in this study were modified from Zahidi’s research (2012) on self-regulated learning of six undergraduates in Malaysia. The type of this interview questions was

semi-structured interview. It is in a form of written list questions as a guide, but the

questions can be modified to get more information in which it will also need to

consider prompts and probes (Morrison 1993: 6 see Cohen, 2007).

The interview processes were administered after the participants finished

their class. There were nine participants of the interview sessions who had

different self-regulated learning levels. They were categorized based on their

questionnaire results that they had completed. The classification were high

self-regulated learners (3 students), medium self-self-regulated learners (3 students), and

low self-regulated learners (3 students). Thus, the high self-regulated learners

were attributed as student 1, 2, and students 3, students with medium

regulated learning were attributed as students 4, 5, and students 6, and low

self-regulated learners were attributed as student 7, 8, and students 9.

[image:32.612.119.526.584.661.2]

The interview questions guideline of students’ self-regulated learning is shown as the following.

Table 3.4

Interview Questions Guideline

No Aspects Objectives Details

1 Students’ personal

information

To obtain personal

information of interviewee.

Personal information and learning

experiences.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu components regulated learning strategies

which influence personal

component of self-regulated

learning.

strategies: value encouragement

self-talk strategy, succeed

encouragement self-talk strategy,

self-efficacy self-talk strategy,

organizing and transforming

strategy, goal setting and planning

strategy, and rehearsing and

memorizing strategies strategy.

3 Behavioral

components

To explore students’ self -regulated learning strategies

which influence behavioral

component of self-regulated

learning.

Behavioral self-regulated learning

strategies: self-evaluating, and

self-consequenting strategies.

4 Environmental

components

To explore students’ self -regulated learning strategies

which influence

environmental component of

self-regulated learning.

Behavioral self-regulated learning

strategies: seeking information,

keeping record and monitoring,

environmental structuring, seeking

social assistance, and reviewing

record strategies.

Adapted from (Zahidi, 2012)

See the interview questions in Appendix.

3.4.4 Students’ Written Notes

Students’ written notes are collected and analyzed as additional data source for any evidence of students’ self-regulated learning. The analysis of students’ written notes as a form of documents analysis can provide richer source of

information as complement data which have been collected through interview,

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is also natural in context which explain what, who, why, and how of an event

(Alwasilah, 2006).

Students’ written notes that the researcher gathered were as a mean of verification of their self-regulated learning in term of personal components that was organizing and transforming strategies. Students’ written notes which are categorized into organizing and transforming strategies which meant that they

selected appropriate information that are related to the material and rearranged

it to improve learning, such as making notes on their own words in forms of

mind map, charts, or table.

3.5 Data Analysis

The data which are obtained from the observation, questionnaire, interview and students’ written notes are analyzed descriptively. It will be described below.

3.5.1 Observation

The data observations were analyzed from video that were recorded during the

activities in the English class. It attempted to capture the real situation in the

class, and to support the data from observation checklist. The video were

re-played for several times in order to analyze the whole class activities which were

related to self-regulated learning and the nine students who were categorized into

high self-regulated learners (3 students), medium self-regulated learners (3

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checklists formats (see appendix). Then, observation checklists were interpreted

descriptively.

3.5.2 Questionnaire

In this study, the questionnaire answers were listed and analyzed descriptively to get information about students’ self-regulation of their personal, behavior, and environment in English learning. Students’ questionnaire results were also

quantified and processed to the ordinal category. The ordinal categorization was

beneficial for further examination of this study, that was to examine which

students were belonged to high, moderate, and low self-regulated learners

whom would be interviewed. The purpose of this categorization in this study was to explore clearer description of students’ self-regulated learning according to their attributes. It is because each level of self-regulated learning categories

was assumed to be different in how they self-regulate their own learning.

There are five steps for analyzing the data from the questionnaire. Firstly, calculate the total score of each participant’s questionnaire by summing up the grade of each question. Secondly, arrange the scores in order. Fourth,

calculate the score in the ordinal category formula to determine the range of students’ level of self-regulated learning. Lastly, the data were analyzed descriptively.

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The interviews were conducted to nine students based on a set of interview

guidelines. There were three levels of regulated learners, namely high

self-regulated learners (Students 1, 2 and 3), medium self-self-regulated learners

(students 4, 5, and 6), and low-self-regulated learners (students 7, 8, and 9). The

interview sessions were recorded and played back in times. The analyses of the interview were also to ensure the validity and reliability of data in students’ self-regulated learning scale. The steps to analyze the data will be explained

below.

Firstly, transcribe the data in the audio-recorder. Secondly, reduce the

inappropriate data, which are not relevant with this study. Thirdly, categorize

and coding the data based on the personal, behavioral, and environmental

self-regulated learning. Fourthly, relating to the theories of self-self-regulated learning

and previous studies on self-regulated learning. Creswell (2012) proposes that

interrelating themes is important to provide rigorous insight of the findings.

Lastly, reporting the finding by using narrative discussion. Narrative discussion

is the most common form of reporting findings in qualitative study in which the

researcher summarize the findings from the data analysis in detail (Creswell,

2012).

3.5.4 Students’ Written Notes

Students’ written notes derived from nine students who were interviewed were analyzed. The analyses of students’ written notes were by categorizing the notes based on self-regulated learning strategy criteria. Students were expected to

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These strategies were organizing and transforming strategies, and record

keeping strategy. The forms of organizing and transforming strategies in written

were such as making notes on their own words in forms of mind map, charts, or

table. Then, the data were analyzed considering the nine students self-regulated

learning levels and characteristics, thus related them to self-regulated learning

theories.

3.6 Establishing Validity

Validity is considered as a crucial issue in developing a study. Validity is related to

the credibility where it stands for the trustworthy and truthfulness of the study. In a

qualitative study, some techniques can be used to maintain the credibility of a study.

The techniques are triangulation, member checking, and auditing (Creswell, 2012, p.

259). Triangulation is a powerful way of demonstrating concurrent validity,

particularly in qualitative research (Campbell and Fiske, 1959 as cited in Cohen,

2006). In this study, triangulation was used to establish the validity of the findings of

the study, where it collaborate the evidence from different types of data (e.g.,

observation, questionnaire, interview, and students’ written notes), or different

individuals with the same method (Creswell, 2012). Triangulation is also used to

reduce bias which is adhered to a method, and provide wider explanation of the

findings (Alwasilah, 2002).

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how the participants self-regulate their own learning in learning English in their daily

life, whether in the classroom and outside the classroom. Interview was carried out to examine participants’ perceptions and notions deeply on their self-regulated learning experiences. Students’ written notes were compiled to find out some evidences of their use of self-regulated learning strategies which were organizing and transforming

strategies and record keeping strategies. By conducting those methods, the researcher

reduced bias which could be caused by subjectivity, and it also gave clearer

description of the findings.

3.7 Concluding Remark

This chapter has presented the methodology of this study. First, statements of the

problem were presented first. Then, it is continued by the design of the study, site and

participants of the study, data collection, data analysis, and validity issue. This study

used qualitative approach and conducted in the eleventh grade of a public senior high

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CHAPTER V

CONCLUSION, SUGGESTIONS AND LIMITATIONS OF THE STUDY

This chapter presents conclusion of this study. The suggestions of the study

are also presented briefly which is intended to the teachers and further researchers.

Moreover, limitations of the study present further information about the research.

5.1 Conclusion

This study was focused on students’ self-regulated learning in EFL. The research was

intended to investigate students’ self-regulated learning in personal, behavioral, and

environmental components.

The findings showed that in learning English, all students demonstrated

personal, behavioral, and environmental self-regulated learning strategies in varying

degrees. The overall self-regulated learning strategies were always used or in high

level. Meanwhile, value encouragement (self-talk) strategy which was one of

personal self-regulated learning strategies was found as the most frequently used

strategy by the students. On the other hand, a strategy that was the least frequently

used was self-consequanting which belongs to behavioral self-regulated learning

strategy.

In addition, there were similarity and differences found in practicing

self-regulated learning strategies among students. The similarity was that the all students

had already aware of the importance of the use of self-regulated learning strategy.

However, there were discrepancies among students in terms of the frequency and

variety of strategies that they demonstrated. High and medium self-regulated learners

were inclined to have similar frequency and variety in practicing the self-regulated

learning strategies. The high and medium self-regulated learners were aware of the

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hand, low self-regulated learners tended to be insufficient in demonstrating these

strategies. Even though they had been aware of the importance of these strategies,

they were inconsistent in practicing the strategies.

With regard to students’ personal self-regulated learning, all the six strategies

were demonstrated by the students, which are (1) value encouragement (self-talk)

strategy; (2) succeed encouragement (self-talk) strategy; (3) self-efficacy self-talk

strategy; (4) organizing and transforming strategy; (5) rehearsing and memorizing

strategy; (6) goal setting and planning strategy. Besides, value encouragement

(self-talk) strategy was found as the most frequently used strategy by the students.

In specific, the students demonstrated value encouragement self-talk strategy as

they conveyed that they were intrinsically goal oriented in learning English, in which

the importance of understanding the language itself. Concerning succeed

encouragement self-talk strategy, the students practiced it often since they confessed

the need of learning English for future needs. Getting good score, studying in high

education level, and completing job requirement are their main extrinsic goal

orientations. The participant also asserted that their beliefs of their capabilities in

achieving desired learning goals influenced their performance. Therefore, it was

found that they practiced self-efficacy self-talk to maintain their self-efficacy which

could lead them to have better achievement. Regarding organizing and transforming

strategy, the students were reported that they organized and transformed their notes,

such as by making concept mapping, and highlighting important key points on their

notes. Concerning rehearsing and memorizing strategy, the students did not simply

memorize all of the given materials, but memorized only the key points, tried to

rehearse their understanding by emerging questions to themselves and making

examples on their own. The participants also set goal of their learning as well as tried

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improved in the end of the study, and planned their study time as they had study

schedule in their homes.

Regarding students’ behavioral self-regulated learning strategies, all the

strategies were demonstrated by the students, which are (1) self-evaluation strategy

and (2) self-consequating strategy. Self-evaluation strategy was found highly used by

the students. Meanwhile, self-consequanting strategy was sometimes used by the

students as it was in medium level of use.

Regarding the use of self-evaluation strategy, students were aware of the

importance of checking their assignment as a mean to improve their quality of

learning. They rechecked their assignment or homework before those were submitted.

Concerning self-consequanting strategy, all students believed that this strategy was

not really important, thus they did not practice this strategy often when they got good

or bad achievement. They acknowledged that as they were in higher grade of

education level, practicing both reward and punishment did not affect them in

performing English learning.

Concerning students’ environmental self-regulated learning strategy, all the five

strategies were practiced by the students, namely (1) seeking information strategy; (2)

keeping record and monitoring strategy; (3) seeking social assistance strategy; (4)

environmental structuring; (5) reviewing record strategy. These strategies were in high level of use or ‘usually used’ by the students.

Concerning seeking information strategy, the students were reported seeking

social information from non-social sources mainly from online sources, movies,

songs, and offline dictionary. In keeping record and monitoring strategy, the students

made attempts to take note of important events, such as teacher’s instruction for

homework. However, it appeared that class learning activities did not indicate many

events which were supposed to be note taken. Concerning seeking social assistance

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English, they preferred to ask for assistance from friends rather than their English

teacher in classroom context. Moreover, they also asked for help to adults who were

perceived as more competent, such as family members. Furthermore, the students

practiced environmental strategy outside the classroom context, in which they

managed their study location where they could focus in learning. However, the

students reported that they did not really take action in structuring classroom

environment to be quiet. The last environmental self-regulated learning strategy that

was reviewing record strategy was also demonstrated by the students frequently. The

students reported that they made effort in preparing their examination. Since the

school did not provide them English textbook, therefore, they just review their notes,

and their previous test papers.

5.2 Suggestions

According to the findings and conclusions above, there are some suggestions for

teachers and further researchers concerning on students’ self-regulated learning.

Firstly, for teachers, it is suggested to be aware of students’ self-regulated

learning. Moreover, the teachers should help, facilitate, and guide students in

utilization of these strategies since students’ self-regulated learning are able teachable

and can be modified by strategy training. Research has shown that language learners

can be taught to enhance their language learning through undergoing strategy training

(Chularut & DeBacker, 2004; Hawthorne, 2008; Lee, 2002). The findings also imply

a need for English teachers to plan and organize classes in a way that facilitates

learners to develop self-regulation. As in Mbato’s study (2013), teachers could

facilitate students’ self-regulated learning by implementing a well prepared lesson

study.

Secondly, the suggestions for the further researchers involve several points.

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in learning English as foreign language in Indonesian context, more studies are

needed to be conducted. As has been proposed by Zahidi (2012), students’ personal

background and English proficiency had been associated with their level of

self-regulated learning. Therefore, further study on the relation of students’ personal

background and English proficiency toward their self-regulated learning should be

carried out. Moreover, further research on English classroom practices like the

influence of teachers’ methods and techniques in students’ self-regulated learning can

also be conducted. Besides, the researchers may analyze students’ self-regulated

learning in specific English skills which are reading, writing, listening and speaking

skills.

5.3 Limitation of the Study

The study was aimed at providing an understanding of how the students self-regulate

their learning in English. However, this study was not designed to be generalized

since it has some limitations. First, this study was conducted only on a small size of

population there was only one class. Therefore, to generalize the results for larger

groups, the study should have involved more participants at different levels of

students. Second, although this study had applied several instruments to collect the data such as questionnaire, interview, observation and the analysis of students’ written notes, this study has time limitation in its conduction. Therefore, it is

considered to be insufficient period to investigate the participants’ self-regulated

learning behaviors in a series of learning situation. Moreover, as the study was

grounded in qualitative approach in which the data analysis was totally based on the

researcher, the objectivity cannot be claimed. It means that researcher of this study’s

comprehension and definition of learning English language will have influenced of

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