The Implementation of Self-Regulated Learning in Reading Comprehension Class of a State Junior High School in Surabaya
Keywords:
self regulated learning, reading comprehension, reading, junior high school, implementation of srlAbstract
Reading requires the most self-regulation because it challenges students to coordinate different types of information. This
research aims to describe implementation Self-Regulated Learning in students' reading comprehension and perception as
well as in the Reading class. The sample population for this research was 32 grade 8 students at SMPN 6 Surabaya. Data
regarding student autonomy are collected through well-validated questionnaires and interviews to collect data. The
research findings revealed that 8th grade students showing a high level of awareness of student autonomy, the dominant
strategy used by junior high school students in the reading comprehension class is metacognitive self-regulation. This
shows that students with a higher level of autonomy tend to show better English language skills competence. The result
is the higher the awareness of Self Regulated Learning that students have, the higher the self-regulation of the learning
strategies they use, and the higher the implementation of SRL learning carried out by students, the higher the student
achievement results. Educators and policy makers can use these findings to develop strategies and interventions that
promote learning autonomy and facilitate improved English learning results. Further research is recommended to explore
this further factors that can influence student autonomy and relationships with English language competency in reading
comprehension.
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