ABSTRACT

Yani, Achmad. 2021. Implementation of Self-Regulated Learning in an Advanced Writing Course, Sarjana's Thesis, English Language Education Study Program, Faculty of Teacher Training and Education, Lambung Mangkurat University, Banjarmasin. Advisor: (I)Dr. Cayandrawati Sutiono, M.A ;(II)  Rizky Amelia M.Pd

Keywords: implementing, self-regulated learning, advanced writing course.

Language learning strategy is commonly used in learning a second language and foreign language. It is intended to help develop students while learning a second language and foreign language. Self-regulated learning is one strategy that has been more controlled by the students to be developed because they can plan, monitor, and evaluate their learning by themselves. This research aims to determine how students' English language education programs implement self-regulated learning in an advanced writing course.

This research employed a qualitative approach. The design of this research was descriptive. This research was conducted at Lambung Mangkurat University. In this research, the data source was the fourth-semester students in English language education study program, and the instruments used to collect the data were an interview and documentation. The collected data were analyzed by reducing the data, presenting the data, taking the conclusion, or verification. The researcher used data triangulation to show the trustworthiness of the data.

Based on the findings, self-evaluation is a must in their writing to help them monitor their writing; then another support to self-evaluate is to get feedback from the lecturer. If the students do not have specific feedback, they do not stimulate them to self-evaluate. In writing, they organized and transformed to help students manage words, ideas, and sentences in their writing. Besides that, collecting the information or resources can give a description or ideas into their writing. Recording and monitoring their writing to know their progress and what they have done can stimulate self-evaluation or correction. Structuring their environment helps them write because the students could choose it for such a quiet place. Then, when students did self-consequences, that could impact their writing because they are responsible for finishing their writing by making a reward for stimulating themselves in writing. Another stimulation of students in writing is seeking assistance that can exchange ideas and give advice and solutions in their writing. The last is reviewing their notes, text, and internet/multimedia to get their knowledge related to their writing.

It can be concluded that the students implemented self-regulated learning in writing such as self-evaluation, organizing, transforming, goal-setting, planning, seeking information, keeping a record, monitor, environmental organizing, self-consequences, rehearsing, memorizing, seeking assistance, and reviewing notes. The suggestion for the students should set a goal and self-consequences to stimulate in writing. A few students should ask more to the lectures to get feedback; it can make students realize what mistakes in their tasks are.