Self-Regulated Learning Strategy Instructions in Reading Comprehension Skill Learning During Outbreak Era

Ratih Laily Nurjanah, Mochamad Rizqi Adhi Pratama

Abstract


The online learning should be limited by principles and apply proper strategies. One of them is Self-Regulated Learning (SRL) strategy. Applying this strategy must be guided by proper instructions and procedures. In reading skill teaching and learning, this strategy is considered suitable to make students learn independently without letting them lost in the processes. This study aims to; 1) develop tasks instructions on reading comprehension skill to help students learn independently during outbreak era, 2) get students’ perspectives on how SRL works on them. The method is research and development cycle. The students’ perspectives are measured using Likert scale. The results showed that there need to be specific and clear instructions stating time, purposes of the tasks, giving students log to monitor their learning process, encouraging them to get help from lecturers or peers, and encouraging themselves to evaluate the process to find proper strategy for them.

Keywords


Self-Regulated Learning; reading comprehension skill; English teaching

Full Text:

PDF

References


Ahmadi, M. R., & Gilakjani, A. P. (2012). Reciprocal Teaching Strategies and Their Impacts on English Reading Comprehension, 2(10), 2053–2060. https://doi.org/10.4304/tpls.2.10.2053-2060

Bloom, M. (2013). Self-regulated learning: Goal setting and self-monitoring. The Language Teacher, 37(4), 46. https://doi.org/10.37546/jalttlt37.4-6

Brandmo, C., & Berger, J. (2013). Fostering Self-Regulated Learning: An Introduction. Journal of Cognitive Education and Psychology, 12(2), 127–137. https://doi.org/10.1891/1945-8959.12.2.127

Carter, C. (1997). Why reciprocal teaching? Educational Leadership, 54(6), 64–71.

Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22(2), 14–22.

Ergen, B. (2017). The Effect of Self-Regulated Learning Strategies on Academic Achievement : A Meta-Analysis Study, (February 2019). https://doi.org/10.14689/ejer.2017.69.4

Harper, J. (2019). Supplementing Coursebooks--How, Why, and to What Effect: A Case Study. Journal of English Language Teaching and Linguistics, 4(2), 207. https://doi.org/10.21462/jeltl.v4i2.283

Hart, E. R., & Speece, D. L. (1998). Reciprocal teaching goes to college: Effects for postsecondary students at risk for academic failure. Journal of Educational Psychology, 90(4), 670.

Imawan, M. R., & Ashadi, A. (2019). Audiobooks for Assisting EFL Students in Reading Independently. Journal of English Language Teaching and Linguistics, 4(1), 77. https://doi.org/10.21462/jeltl.v4i1.198

Kuhl, J. (1984). Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action control. In Progress in experimental personality research (Vol. 13, pp. 99–171).

Laily, R. (2018). The Analysis on Students’ Difficulties in Doing Reading Comprehension Final Test. Metathesis: Journal of English Language, Literature, and Teaching, 2(2), 253. https://doi.org/10.31002/metathesis.v2i2.958

Li, J., Ye, H., Tang, Y., Zhou, Z., & Hu, X. (2018). What are the effects of self-regulation phases and strategies for Chinese students? A meta-analysis of two decades research of the association between self-regulation and academic performance. Frontiers in Psychology, 9(DEC), 1–13. https://doi.org/10.3389/fpsyg.2018.02434

Museum, T., & Israel, J. (1991). Constructivist Learning Theory, (October), 15–22.

Nugraha, R. A., Degeng, N. S., Hanurawan, F., & Chusniah, T. (2017). ORIGINAL RESEARCH ARTICLE Open Access The Effect Of Self-Regulated Learning On High School Students ’ Self-Efficacy, 07(April), 13612–13617.

Ooi, T., Choo, L., & Ahmad, N. (2011). Effects of Reciprocal Teaching Strategies on Reading Comprehension, 11(2), 140–149.

Overdijk, M. (2009). Appropriation of Technology for Collaboration from Mastery to Utilisation.

Panadero, E., & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning. Anales de Psicologia, 30(2), 450–462. https://doi.org/10.6018/analesps.30.2.167221

Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8(3), 293–316.

Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479–530.

Royse, D. D. (2001). Teaching tips for college and university instructors: A practical guide. Allyn & Bacon.

Utami, Y. P., & Sugirin, S. (2019). Fostering Students’ Reading Comprehension Ability through Directed Reading Thinking Activities (DRTA) Strategy. Journal of English Language Teaching and Linguistics, 4(2), 129. https://doi.org/10.21462/jeltl.v4i2.250

Wandler, J. B., & Imbriale, W. J. (2017). Promoting undergraduate student self-regulation in online learning environments. Online Learning Journal, 21(2).




DOI: http://dx.doi.org/10.21462/jeltl.v5i2.409

Refbacks

  • There are currently no refbacks.




JELTL (Journal of English Language Teaching and Linguistics); Web: www.jeltl.org; Email: journal.eltl@gmail.com

Creative Commons License
JELTL by http://www.jeltl.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License


Indexed and Abstracted BY: