STUDENTS’ SELF-REGULATED LEARNING STRATEGIES IN EFL : A Case Study in One of Senior High Schools in Bandung.
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
Dr. Rd. Safrina Noorman, M.A NIP. 196207291987031003
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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.
Keywords: self-regulated learning strategies, personal, behavioral, and environmental self-regulated learning strategies.
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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
CHAPTER V CONCLUSIONS, RECOMMENDATIONS AND LIMITATIONS OF THE STUDY………95
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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 regulating effectively their own motivational beliefs, thinking, and learning
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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 learning English as foreign language in Indonesian context. There is only one
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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
students’ self-regulated learning strategies in the three components, which are personal, behavioral, and environmental in learning English as foreign language.
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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, clarification of key terms used in the study, and organization of the paper.
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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 elaborate the relevant literatures to this study.
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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 applied qualitative approach and case study design.
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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 self-regulated learning were assumed to be various especially in learning
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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 classroom and outside classroom
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self-regulated learning strategies.
contexts.
3 Interview questions
Conducting interviews
a. 3 high self-regulated learners b. 3 medium
self-regulated learners c. 3 low
self-regulated learners
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 the side or the backline and watch (Frankael et.al., 2012).
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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 self-regulated learning criteria were included. Thus, some self-regulated
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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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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. 3.4.2 Questionnaire
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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
Saya membuat jadwal belajar di rumah dan mengerjakan apa yang dijadwalkan.
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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.
Saya membuat daftar kata-kata yang saya/teman saya salah ucapkan.
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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.
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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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, observation, stimulated recall, or diary entries (Hancock & Alogizzine, 2006). It
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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 students), and low self-regulated learners (3 students). The researcher focused only on analyzing students’ observable behaviors that are related to self-regulated learning in classroom contexts as had been formed into observation
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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 have written notes as an evidence of their use self-regulated learning strategies.
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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).
The results of the data analysis from classroom observations, questionnaire, interview, and students’ written notes were cross-checked to answer research questions of this study. Observations were conducted to record students’ behavior in natural classroom English learning context. Questionnaire was delivered to explore
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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 school in Bandung. The data that were collected from observation, questionnaire, interview, and students’ written notes were analyzed descriptively. The next chapter will focus on findings and discussion of the study.
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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 importance of these strategies as well as optimally demonstrated them. In the other
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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 to plan their learning. They had set learning goals such as their scores must be
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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 strategy, the findings uncovered that when the students had difficulties in learning
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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. Since it appears that there is very limited number of studies on self-regulated learning
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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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However, the findings provide an insight into students’ leaning process and self-regulated learning in real-life EFL context. This insight contributes to addressing the problem of low levels of English proficiency among senior high students by underlining the nature of self-regulated learning. Thus, it can help to the identification
of pedagogical interventions to improve students’ self-regulated learning as well as
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