Self-Regulatory Learning Activities for Metacognition in Creative Writing of SHS Grade 12 Students

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Self-Regulatory Learning Activities for Metacognition in Creative Writing of SHS Grade 12 Students

John Salvador R. Buque^1*

1 Far Eastern University, Manila, Philippines

*Corresponding Author: [email protected]

Accepted: 15 April 2023 | Published: 30 April 2023

DOI:https://doi.org/10.55057/ajress.2023.5.1.22

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Abstract: Self-regulatory activities are one of the essential learning designs for the development of lifelong learning. Through self-regulatory activities, the learners practice their metacognition at school and even their working alone in the activities. Even without the teachers’ presence, students will take the initiative and be responsible in their learning.

However, some students experience some difficulties working alone, in which the learning process depends on direct information from the teachers. Therefore, this study aims to identify the different types of preferable self-regulatory activities and the advantages and disadvantages of this work for the students. The research was conducted in a public school in Antipolo City with a total number of participants of (123) one hundred twenty-three grade 12 students from GAS, HUMSS, and OHS. This research utilized quantitative research using a survey questionnaire. To analyze the data, the researcher used descriptive analysis to identify the weighted mean, standard deviation, and ranking. The data showed that most learners preferred notetaking (documentation), activities/ quizzes, and assignments (study alone). While for them, self-regulatory activities help them to improve the step-by-step learning process, improve learning styles, and construct learning with their classmates. While the disadvantages, students need more time to finish activities due to working and struggle with not having references at home. The researcher suggests the following steps for improvement in implementing self-regulatory activities that improve students' learning: researching, awareness, designing, supporting, and developing.

Keywords: Self-directed learning, metacognitive learning, learning activities, creative writing ___________________________________________________________________________

1. Introduction

Self-regulatory learning activities improve students' metacognition in planning, monitoring, and evaluating their creative writing learning process. Karatas et al. (2021) found a significant relationship between constructivist activities in students' lifelong learning. Activities like assignments (Wiggins & van der Hoff, 2021), multi-choice tests (Lee et al., 2021), and documentation (Aras & Erden, 2020) lead the students into a self-directed learning process.

These activities manage both emotional and cognitive learning processes during activities (Karatas et al., 2021). Additionally, the study found that learning computer scaffolding improves the learners to manage themselves in the study, which increases engagement and cognitive skills at the adult learning level. Online learning increases the participation and collaboration of the learners while enhancing self-regulatory practices (Coymak, 2019;

Henrikson, 2019; Karatas & Arpaci, 2021; Henrikson, 2019). This improves the autonomous level of learning in the classroom. Moreover, according to Adinda et al. (2021), students who

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work in groupings found high performance satisfactory and proficiency in problem-solving.

PISA (2018) reported that the Philippines got the lowest scores in terms of literacy and numeracy. However, some students depend upon only the teachers' lecturing and providing information without searching for their strategies and self-discovery. The students need to be familiar with the metacognitive strategies in the study. Therefore, this study aims to investigate the student's satisfaction with conducting self-regulatory activities and demonstrate the learners' self-regulatory activities on how activities benefit them.

21st-century learning skills (Self-directed learning)

Self-regulatory learning activities also improve senior high school students’ responsibility for their learning process in creative writing as the nature of life-long learning in 21st-century learning skills (Karatas & Senturk, 2021). These activities aim to decrease the number of dependent senior high school learners in the study and develop self-directed learning. As anchored in constructivist learning, self-directed learning positively affects the learners' academic performance (Reid & Morrison, 2014).

Self-directed learning improves language skills, as Hawkins (2018) found out that ESL or English for Specific Learning improves self-awareness of the learning process in writing. Aras and Erden (2020) suggested that having pedagogical documentation in the lesson develops self- reflective abilities by correcting the wrong answers and works. Another example is computer- based learning, which positively affects students' performance using directed and metacognitive learning (Coymak, 2019 & Schwonke, 2015). According to Lee et al. (2021) and Wiggins & van der Hoff (2021), studying homework alone positively affects performance and answering multiple-choice questions. Through self-directed learning constructs knowledge that produces positive effects such as initiatives in learning like developing metacognition, problem-solving, errors management, and the ability to “Learn how to learn” (Henrikson, 2019;

Karatas & Arpaci, 2021; Keith & Frese, 2005; Mekala & Radhakrishnan, 2019; Olivier, 2019;

Rubin, 2019; Sutiyatno & Sukamo, 2019; and Xuan et al., 2018).

Note-taking

One example of self-directed learning is note-taking activities. The study found that most students retain more information in examinations than in computer note-taking. The students understand the graphic organizer in note-taking (Robinson et al., 2006). Still, write-down notes help the students to remember the lesson through handwriting. The student got higher scores in the examination, retaining more information (Artz et al., 2020; Morehead et al., 2019; Pettit- O’Malley, 2017). Still, Boyle (2007) said in the learners' cognitive processing, writing is done by their ideas and thoughts, which helps learners construct ideas, feelings, and thoughts;

moreover, after the lecture, students review the notes to prolong the learners' memories. Same with the Shi et al. (2022) study found that students achieve higher scores in college through note-taking and taking down notes in the lesson. Stefanou (2008) mentioned that the students omit the lesson, which has a great impact on the students learning.

Through note -taking is the instructional material for self-regulatory activities that the students can manage and record their learning (Wetcho & Na-Songkhla, nd.). Moreover, it also helps the teacher; through writing, the teacher can predict the possible students’ final scores in examinations (Nakayama et al., 2017). Still, writing is not only for individuals but for developing collaboration with other classmates to activate learning. Based on the cognitive load theory, group work is essential for increasing, reflecting, and processing knowledge.

(Costley & Fanguy, 2021; Gravett, 2018; Harbin, 2020; Orndorff, 2015). Note-taking as part of self-regulatory activities involve socio-emotional process such as cognitive, emotional, and

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motivational, in which the learner can reflect in the processing. (Wectcho & Na-Songkhla, 2021). Based on Wetcho S. and Na-Songkhla (nd.), self-regulatory is the student’s ability to control, manage, and take responsibility for their learning.

Quizzes

Furthermore, quizzes are another example of self-regulatory activities. As Cakirgl (2022) wrote, types of quizzes like multiple or open-ended questions have involved affected and cognitive aspects of the learners, which has positive effects on the learners in academic learning. Self-quiz is the immediate feedback for the students to reflect on which part of the lesson they do not know; at the same time, they will have time to control their time for taking the assessment (Bognar et al., 2021). Still,l to motivate the learners, according to Frankel (2022), the extra scores from the original target total score made the students actively participate in the classroom going to the post-assessment (Frankel, 2022).

Homework

Homework activity is the self-regulatory learning process of the learners. Lessons with deadlines lead the students to manage their flexible time by setting priorities and to-do lists in the study (Miller et al., 2019). In which students can be able to manage their time and effort in making the activities. As well as, through homework, the learners improve their self- assessment while at home so that their skills of self-study improve, which very essential for learning (Beumann & Wegner, 2018). The students have the ability to finish their tasks at home with self-direction and focused on persons-centered research (Khoiasteh et al., 2021).

Assignments and quizzes positively impact learning, such as the student’s grades (Bhavsar, 2020; Latif & Miles, 2020). The homework improves the students’ fluency, which is the learners’ ability to remember and read confidently and accurately (Fuhrman, 2021).

Self-directed learning improves self-regulatory learning strategies to cope with the difficulties of lessons and everyday problems. The students train to communicate with groupmates and analyze their past performances or actions. Based upon to Ribéreau-Gayon, A., & d'Avray (2018) stated that research-based learning is an interdisciplinary subject where students can be able to practice their own self-regulatory skills, professionalism, and intrapersonal skills.

Furthermore, self-regulatory or self-directed learning students improve their collaboration with other classmates and enhance creativity in self-management at school, in which students develop the ability to think well in answering and solving the struggles in their studies.

Although students experienced difficulties in both online and modular learning modalities during the pandemic, this indicated that the students are still adapting to the new learning modalities and the current education system. Moreover, various modalities opened the opportunity to access new learning modalities, such as research-based learning, which develops self-regulatory for their learning responsibility by constructing ideas for the research process.

As Dafik et al., 2019 stated that the students practice metacognitive learning, including planning, monitoring, and evaluating in the classroom. The students practice autonomous learning in research-based education. Self-learning discovery significantly impacted the student’s long-term memory due to the process of critical thinking. The learners' initiative improves self-regulatory, which is necessary for the 21st century, such as collaboration, creativity, cooperation, and communication. The spiral learning process of the students constructs the verified and confirmed knowledge that the students gathered.

Self-directed learning is essential for developing 21st-century learning skills for academic and professional development for industrialization. In which the students improve the skills of

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collaboration, communication, creativity, and critical thinking in their studies (Karatas &

Arpaci, 2021). Collaboration skills practice the self-regulatory of the learners on how the students cope with the socialization with different ideas and oppose ideas in the classroom in which they can adapt or learn from their fellow students (Adinda et al., 2021). Furthermore, it also improves communication skills in the classroom, which builds students’ engagement with the lessons, teachers, and fellow students in the classroom. The student studies alone and still practice communication by verifying the knowledge and following up on the instruction of the teachers, which is doing activities aligned with their ideas as well as; the students improve their creativity by making their learning strategies and innovating in the lesson. At the same time, learners analyze their lessons by using critical thinking in self-regulatory learning.

Additionally, the study can be responsible for their learning-based instruction.

Adult Metacognition of SHS

Doing self-regulatory learning lets the students manage themselves to discover the learning in every activity. The documentation in the activities improves the learners’ remember knowledge in the long term (Aras & Erden, 2020). This can improve the learning ability of the learners in part, such as the development of the cognitive and affective aspects of learning. Each of the students thinks critically about the ways of discovering the learning and, at the same time, solving their problem and their surroundings. The learners are part of society which involves many issues and problems in the community. As learners, they are responsible for answering the inquiries of the solutions to the problems in society.

In experiential learning theories, Bélanger (2011) refers to learners-centered who experience a real situation connected with their prior discovery learning to solve the problem. Through research-based learning, the students take the initiative to solve societal issues and their surroundings, which are for the benefit of community and self-learning development. Students are constantly seeking alternative solutions in their surroundings in meaningful ways. The learners consider their study with the purpose that can bring across learning subjects by exploring the situational topic in the various subject areas. Community-based learning improves active reading literacy as part of research-based learning. Kador et al. (2017) stated that learners experience learning materials or cultural materials that improve their knowledge in the real world when conducting research.

According to Gan and Ocampo (2021), active reading positively impacts the behavioral and affective learning dimensions of the learner who needs community involvement. Furthermore, community-based learning has positive effects on the learners' literacy learning of the students.

It involves the learners' affective, behavioral, and cognitive components in engaging in community activities such as reading in every locality. As well as in 2021, Gruppen and Fogarasi studied the students' learning environment connected with the learners' well-being in their surroundings. However, conducting research-based learning considers the students’

learning environment due to probable causes of burnout and depression in psychosocial learning. Learning awareness, wellness, and learning environment are essential to understand the intervention of the learners. Therefore, the environment should consider the surroundings of the students.

2. Theoretical and Conceptual Framework

This study aligned with the concept of the heutagogy of education which teaching is personalized to the curriculum of the students that focus on professional capability and preparing the student’s ability for lifelong learning while they are growing up (Stoten, 2020).

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Blaschke (2021) mentioned that heutagogy is the new adaptation of teaching in education, which includes self-determining learning, which designs for future employment. According to Kenyon & Hase (nd.), heutagogy has elements such as approval, facilitators, choice, agreement, review, assessment, and feedback.

In metacognition, according to Flavell (1979) and Padmanabha (2018), students do their self- regulatory learning by following the learning process, such as planning, implementation, and evaluation activities. Planning the activity is the first step in managing the time and effort in learning. Implementation is an essential learning process because these steps execute the planned program and process in the study. Still, the learners monitor the action in the lesson by recording, such as taking down notes. And then, the learners evaluate the process based on the recorded learning process in the classroom.

Senior High School students as young adults take practice to become self-independent learners.

According to the principle of andragogy, adult learning has initiatives and in which case or responsible for their learning. One of the most important factors of education skills is the student’s ability to develop themselves autonomously in processing the learning in school.

Autonomous learning is students act according to the learning process which students need to do. The students followed the instruction and acted by themselves, which can improve their learning ability to think critically.

21st-century learning skills improve student communication, collaboration, creativity, and critical thinking in the study. Therefore, the students possess autonomous learning for engagement in the classroom and participation in the class. According to Flavell (1979), the students manage their learning in planning, implementation, and evaluation in the classroom;

therefore, through grouping or group work activities develop an independent learning process.

Figure 1: Perceptions of SHS students in self-regulatory activities

The framework showed that the student’s perceptions of self-regulatory activities resulted in more studies in conducting the lessons in the classroom. The self-regulatory activities develop the student’s how to learn through their self-regulation in the classroom. Students who answered are the perceptions using self-regulatory activities such as note-taking, portfolio, assignment, activity/ quizzes, journaling, problem-solving activities, and community-based learning in terms of positive and negative effects the SHS students in public school. The results

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of the data will be the guide for the recommendation and action plans of the school for designing the implementation of self-regulatory activities.

Statement of the problem

i. How do the self-directed learning activities help the SHS grade 12 students in creative writing?

ii. How do learners demonstrate self-directed learning strategies in creative writing?

Research objectives

i. To identify the learner’s preferred self-directed learning activities ii. To examine the characteristics of self-directed learning activities

iii. To measure the students' satisfaction with self-directed learning activities 3. Methods

Research Design and Location

The research aligned with positivism interpretivism. According to Saunders et al. (2019), positivism is a philosophical stance that includes natural science and observable social reality.

The researcher conducts a survey to count the number of chooses of students of senior high school students. The research ran to inductive reasoning from specific and general.

Additionally, the research guided by descriptive qualitative research measured the weighted mean of the learners. This study is a descriptive analysis that utilized a self-made single survey questionnaire. The data was gathered within November 2022 using an online questionnaire for senior high school students. This study was conducted in a public school in Antipolo City, which had the second-largest population in the city of junior and senior high school students.

This school was near the commercial area in which the majority of the students came from a different region.

Respondents and Sampling Procedures

The total number of students is 220 from GAS, HUMSS, and OHS senior high school students distributed in a public school in Antipolo city. The researcher considered the 5% marginal errors of the total number of participants in specific strands. Therefore, the researcher used sloven's formula to get the expected number of participants. It was found that at least 123 students at senior high school participated.

Research Instrument

The research utilized 5 points Likert scale (1= Strongly disagree, 2= Disagree, 3=Neutral, 4=

Agree, 5= Very Agree) to get the perception of senior high school students in terms of self- regulatory activities in preferability, advantages, and disadvantages in the lesson in the classroom.

Content Validity and Reliability

The research questionnaire was validated by the two senior high school faculty members in research, social studies, and business management as an expert in their field for validation of survey content.

Data Gathering Procedure

After the approval of the principal to conduct research. The researcher distributed the survey questionnaire to the selected strands of senior high school students in the intended location.

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Before the distribution, the researcher gives the instruction and ask permission from the participants.

Ethical Consideration

Before conducting the survey, the researcher asked the principal's permission to conduct a study on senior high school students. The participants were well informed about the nature and confidentiality of their personal data input in the survey questionnaire. Each student was not forced to answer the survey form.

Statistical Tools and Analysis

The researcher worked with descriptive statistics to calculate the variables in the research. The research counted the frequency distribution and percentage and ranked the data. Moreover, the second part of the research survey counted the weighted mean, standard derivation, and the total average weighted mean to interpret the data while using verbal interpretation.

Scale Range Response Verbal Interpretation

5 4.21-5.00 Strongly Agree Very High

4 3.41-4.20 Agree High

3 2.61-3.40 Neutral Moderately High

2 1.81-2.60 Disagree Low

1 1.00 - 1.80 Strongly Disagree Very Low

4. Results and Discussions

Demographical profile of the respondents

Table 1: Demographical Profile

Demographical Profile Total

f % Rank

Sex

Male 46 46 % 2

Female 77 77 % 1

Total 123 100.0%

Age

16-17 44 36 % 2

18-19 61 50 % 1

20 and above 18 15 % 3

Total 123 100.0%

Strands

GAS A 12 15 12 % 5

GAS B 12 16 13 % 4

GAS C 12 17 14 % 3

HUMSS C 12 36 29 % 1

HUMSS D 12 30 24 % 2

OHS 12 9 7 % 6

Total 123 100.0%

Table 1 above shows the demographical profile of the respondent in sex, age, and strands/

grades, which are all from senior high school in the year 2022-2023. The data found that the majority of the participants were females, with 77 (77%), followed by males with 46(46%). It

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indicated that females participated in the conducted survey. In terms of age, 18-19 are the largest number of participants in the survey, with 61(50%), followed by 16-17 years of age had 44(36%), while the lowest part is 20 and above ages got 18 (15%). It implied that the senior high school students are still in the proper age range of senior high school level due to the proper total number of expected ages from senior high school.

The HUMSS C strands got the highest number of participants in the survey, with 35 (29%), and HUMSS D had 30 (24%). At the same time, the OHS (open high school) got the lowest number of participants, with 9 (7%). It implied that the number of participants depends upon the number of respondents.

Table 2: Preferred activities of senior high school students in self-regulatory SHS students

Items SD

(1) D (2)

N (3)

A (4)

SA (5)

Weighted Mean

Standard Deviation

Ranks Verbal Interpretation Notetaking

(documentation)

0 1 21 40 61 4.31 2.08 1 Very High

Portfolio 1 4 34 54 30 3.88 1.97 4 High

Assignment (study alone)

2 7 32 44 38 3.89 1.97 3 High

Activity/ Quizzes 0 1 17 56 49 4.24 2.06 2 Very High

Journaling 5 9 50 44 15 3.45 1.86 7 High

Problem-solving activities

0 8 43 51 21 3.69 1.92 5 High

Community-based learning

1 18 32 41 31 3.67 1.92 6 High

Average Weighted Mean 3.88 1.97

Table 2 shows the preferred self-regulatory learning activities of the senior high school. The data showed that most students chose note-taking as part of self-regulatory learning. Note- taking helps the students to understand the lesson by their interpretation in the lesson. Through note-taking, the students summarize the lesson using their own words and format to manage the information in their own at. Ozcakmak (2019) mentioned that by using note-taking either in typing or handwriting, the students practice gathering a body of knowledge in their lessons by picking the important lesson through discussion, self-study, and reading books (Dezure et al., 2001). It signifies that writing is an essential skill for students in self-regulatory learning.

Note-taking involves psychomotor activities that retain memories and information in the classroom setting. The more the senses in gathering the information, retains specific information either in handwriting or typing. Students taking notes in the classroom develop self-regulatory activities due to properly processing the knowledge in the writing context.

Learners use their hands to process psychomotor memories, with can lead to involuntary memorization. To conclude, using notes, the students can review the lesson, which leads to long-term memories.

And the second choice of senior high school students in activities and quizzes. The students learned by evaluating their scores and knowledge. Activities and quizzes are essential for the students’ self-evaluation if they have learned something in the lesson (Adinda et al., 2021;

Keith & Frese, 2005). The students themselves initiate to know what they learned from the subjects; therefore, this is the proper time to correct their own mistakes in the lesson. It implied that activities and quizzes guide the students’ awareness of the learning process. Through quizzes, students know which part they know and do not know; that is why quizzes are the feedback of the students retaining information in a short span of time.

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And the third choice of senior high school students is an assignment, simply because students work on their activities at home alone. They can able to work on themselves and look for the strategies appropriate for the activities as well as they can be able to search more in the lesson given while they are at home because there is no teacher who limits the time in their work.

Students are more comfortable answering their assignments individually (Wiggins & van der Hoff, 2021). The students are able to work on their knowledge by building confidence in their performing skills and actions. The students' familiarity without pressure affected the improvement of t learning.

On the contrary, the lowest chosen self-regulatory activity of senior high school students is journaling. In journaling, students are obliged to write about their actions weekly that happened inside the classroom. Therefore, students should have chosen journaling activities. Although the progress of the students developed through the constant recording of the lesson, the student did not choose because of limited vocabulary and skills in writing. Students are afraid to see the mistakes in their writing, which is essential for the improvement of their writing. Another indication the learners preferred to avoid writing their weekly activities because of reviewing the events, which is hard for the learners.

Table 3: Perceptions of grade 12 senior high school students

Items SD

(1) D (2)

N (3)

A (4)

SA (5)

Ranks Verbal Interpretat

ion 1. Self-regulatory

activities help me to improve my communication skills.

0 2 18 50 53 4.25 2.06 3 Very High

2. Self-regulatory develops collaboration in the grouping.

0 3 20 56 44 4.15 2.04 7 High

3. Self-regulatory activities improve my creativity in the activities.

0 1 20 53 49 4.22 2.05 5 High

4. Self-regulatory activities increase the ability to think critically.

0 5 18 52 48 4.16 2.04 6 High

5. Self-regulatory activities construct knowledge with my classmates.

1 2 27 58 35 4.01 2.00 10 High

6. Self-regulatory activities teach me to process

learning alone.

1 3 27 53 39 4.02 2.01 9 High

7. Self-regulatory activities provide a reflection on my mistakes.

1 2 27 53 40 4.05 2.01 8 High

8. Self-regulatory activities guide me in the step-by-step learning process

0 1 16 53 53 4.28 2.07 1 Very High

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9. Self-regulatory activities improve me to become responsible.

1 2 14 56 50 4.24 2.06 4 Very High

10. Self- regulatory

activities guide me in my learning styles as a student.

0 1 15 55 52 4.28 2.07 1 Very High

Table 3 shows that most of the students chose self-regulatory activities as their guide in the step-by-step learning process in the lesson and guided their learning styles. Self-regulatory guides the learners in managing the lesson in processing procedures. Moreover, learners store knowledge longer in their initiative for learning, which the students develop the ability to increase their willingness to learn the lesson. The ability of students’ management develops the responsibility to do the lesson (Oliver, 2019). Processing of the learning is essential due to the time and responsibility of the learners aside from academic things. They need to learn the procedural activities so that the step-by-step process leads them to become independent learners. One of the learners’ essential skills is to become independent in doing things based on the lesson given.

While most students choose self-regulatory activities because of students learning styles and guidance based on various conformability of each learner in the situations, students developed their learning styles in the study because they can practice their learning strategies (Reid &

Morrison, 2014). At the same time, according to Karatas & Arpaci (2021), few students answered that self-regulatory activities construct knowledge with their classmates. The students did not see themselves learning in group work in self-regulatory activities because self-regulatory is appropriate for themselves alone. Based on students’ choices, self-regulatory activities happen only if they are alone (Wiggins & van der Hoff, 2021). Learning styles are essential for the students in learning procedural aspects, in which they store more information through their own self-conformability learning. In self-motivation in learning develops education.

Table 4: The disadvantages of grade 12 Senior high school students

Items SD

(1) D (2)

N (3)

A (4)

SA (5)

Ranks Verbal Interpretat

ion 1. Self-regulatory

activities are hard because I learned with my classmates.

8 26 45 29 15 3.14 1.77 6 Moderately

High

2. Self-regulatory activities are difficult in following the learning process.

8 23 49 33 10 3.11 1.76 7 Moderately

High

3. Self-regulatory activities are a struggle for me because of having no references at home.

6 20 43 41 13 3.28 1.81 3 Moderately

High

4. Self-regulatory

activities have no 9 31 51 22 10 2.94 1.72 9 Moderately

High

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approval from my classmates.

5. Self-regulatory activities do not help me because I do activities alone.

15 33 40 29 6 2.82 1.68 10 Moderately

High

6. Self-regulatory activities need more effort because I do activities alone.

7 16 33 47 20 3.46 1.86 2 High

7. Self-regulatory activities are difficult to manage.

8 20 46 40 9 3.18 1.78 4 Moderately

High 8. Self-regulatory

activities need more time.

3 12 21 54 33 3.83 1.96 1 High

9. Self-regulatory activities are

disadvantaged to me because of the need for technology.

6 21 51 35 10 3.18 1.78 4 Moderately

High

10. Self-regulatory activities are ineffective because of the difficulties of discovering the information.

8 28 50 27 10 3.02 1.74 8 Moderately

High

Table 4 above shows the disadvantages of self-regulatory activities to senior high school students in their lessons. First, most of the students chose that self-regulatory activities need extra time for processing learning (Adinda et al., 2021; Aras & Erden, 2020; Hawkin, 2018;

Henrikson, 2019; & Wiggins & van der Hoff, 2021. They showed a lot of preparation in the self-regulatory activities because they themselves found the answer and not by tolerating teacher-centered learning in the classroom (Karatas & Senturk, 2021). Preparing the students to manage their time to understand the lesson will practice their self-directed which needs for lifelong learning. Although some benefits of self-regulatory activities, there are still some hindrances in doing self-regulatory because it truly needs more time to engage and process.

Students are doing activities to make and finish the activities. Still, the more the learners in independent learning, they will bring the skills and capabilities to their real-life situations.

While second, the other students answered that self-regulatory needs extra effort because they did the activities alone. The learning process had many difficulties because of the effects of self-discovery. While the students find difficulties, students can be able to find and prepare for the future by solving the problems in their surroundings and in academics (Xuan et al., 2018).

Doing alone provides the students with the experience of difficulties in academics because of one mind. Still, doing alone can make the students clear on which part of their strengths and weakness in study. The learners evaluate themselves and do activities in making activities.

Still, self-regulatory is not only the

Third, the students did not have references at home that needed self-regulatory activities, which became a disadvantage for the learners. Books, modules, and online references are limited to students in public schools, especially due to the references the students have. And the lowest number of chosen options of the students is self-regulatory activities for them did not help

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because they did the activities alone. The students are dependent on the teachers’ instruction and students’ support. Still, the self-regulatory learning process is essential because each student should practice initiative in learning (Olivier, 2019).

5. Conclusion and Limitation

Based on the survey, most students preferred self-regulatory activities using notetaking (documentation), activities/ quizzes, and assignments (study alone). Students use notes as self- reflective activities to process the learning, while the activities and quizzes assess the learning of the students, in which the students inform their mistakes in the lesson so that learners have the ability to reflect on the lesson. While doing alone develops the student’s responsibility to finish tasks and daily activities in the assignment.

The data showed the SHS students answered mostly that self-regulatory activities guided them through the step-by-step learning process. The learners learned through the learning process in the spiral procedural learning that can apply in the future in the academic and professional fields. At the same time, students practice their learning styles in the lesson. The students have their own conformability in the study. At the same time, the students construct their knowledge with their classmates, which improves socialization, cognition, and affection.

However, the results found that the self-regulatory activities for senior high school students need more time for answering alone. Students still depend upon their teachers’ guides. It indicated that the students did prefer activities that extended time, especially activities at home in which students work in school only, not at home. At the same time, some students did not prefer self-regulatory activities because they were working alone without the help of the students. At the same time, the data showed that students struggle to study alone because of not having references at home.

Recommendation

As based on the result showed that self-regulatory activities need more time to process in the students. The school admin and teachers had a program that could improve the students’

awareness about self-regulatory activities at school. The school needs to look for the appropriate learning design or strategies that fit with the targeted goals of self-directed learning.

Despite the many advantages of self-regulatory activities in the classroom, self-regulatory activities need to improve for the proper implementation of the learning process. The researcher suggests the following steps for improvement in implementing self-regulatory activities that improve students' learning: researching, awareness, designing, supporting, and developing.

The teachers, school staff, and future study will research the school scenario based on the context of the school system. Then, conduct a program to make students and teachers more aware of self-regulatory activities of why its implemented. There will have a lesson design which appropriates for the students' duration of time and the students' loads for the students.

The school admin supports the program of self-regulatory activities to develop metacognition.

Moreover, the results of the outputs of the program implementation will develop based on the context of students.

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