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

2020 ◽  
Vol 5 (2) ◽  
pp. 191
Author(s):  
Ratih Laily Nurjanah ◽  
Mochamad Rizqi Adhi Pratama
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Reading Skill ◽  
Skill Learning ◽  
Self Regulated Learning ◽  
Comprehension Skill ◽  
Is Research ◽  
Development Cycle ◽  
Regulated Learning

<em>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.</em>

scholarly journals Using Modelling-Based Speaking Module for Informal Interaction Class to Support Self-Regulated Learning

2021 ◽  
Vol 15 (2) ◽  
pp. 305-316
Author(s):  
Ratih Laily Nurjanah ◽  
Deswandito Dwi Saptanto ◽  
Maya Kurnia Dewi
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Native Speaker ◽  
Lesson Plan ◽  
Authentic Materials ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Narrative Design ◽  
Regulated Learning ◽  
Speaking Skills

Teaching speaking is considered challenging during this outbreak era where lecturers and students cannot have a face-to-face meeting while in fact, students still need to get examples from lecturers related to pronunciation and intonation especially. A module of speaking for informal interaction is developed to support the process of teaching and learning speaking skills. This module comes with an audio-CD of daily expressions records spoken by a native speaker to give examples of standard pronunciation and intonation. This study aims to explain the steps used in the learning process using the module. It uses narrative design to describe the steps. The findings of the study implied that lecturers need to explain what the module is and how to use it followed by some steps; introducing lesson plan, playing audio-CD, imitating the records, practicing independently, working in pairs, reporting works, receiving feedback. By giving the model or examples in audio, students can repeat it as much as they need and whenever they need it. This study's implication is giving standardized materials using authentic materials to teach speaking skills with a self-regulated learning strategy. 

scholarly journals تعليم مهارة القراءة في ضوء النظرية البنائية الاجتماعية لفيجوتسكي (Vigotsky) دراسة الحالةفي جامعة بالنجكارايا الإسلامية الحكومية

2018 ◽  
Vol 2 (2) ◽  
pp. 63
Author(s):  
Aulia Mustika Ilmiani
Keyword(s):  
Social Interactions ◽  
Learning Strategies ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Reading Skill ◽  
Skill Learning ◽  
Learning Materials ◽  
The Third ◽  
Evaluation Of Learning

AbstractOne of the lecturers in the Department of Arabic at IAIN Palangka Raya teaches the reading using newest way and innovation compared to the previous ones. The innovation contains a variety of learning materials, learning strategies and learning evaluation.From this phenomenon, the researcher concluded that in reading skill teaching as done by one of the lecturers at IAIN Palangka Raya, there are some indicators of learning that are based on Vigotsky’s social constructivism theory in which it focuses on the roles of the students and social interaction in learning between the lecturers and the students or interaction among students.The aim of this research is to describe reading skill learning performed by the third semester students of IAIN Palangka Raya in 2016-2017 Academic Year. By looking the phenomena in the field in the perspective of processes, activities and interactions during teaching and learning process.This study is classified as descriptive qualitative research using case study design at IAIN Palangka Raya in 2016-2017.Techniques of data collecton in this research include interview, observation and documentation. The data  should be examined by using triangulation.The results of the study can be explained as follows: First, the goal of the teaching reading skill to the third semester students of  IAIN Palangka Raya 2016-2017 in the perspectivesof Vygotsky’ social constructivism theory; it can be seen from lecturer’s explanations towards reading skill focusing on discussion together with her students. Discussion is a kind social interactions between the lecturer and her students and social interactions among students. Second, learning materials of learning of reading skill in the view of of Vygotsky’ social constructivism theory, can be seen also from lecturer’s explanation which are relevant to students’ everyday life and their experiences around them. The materials to be used are based on the consideration of the purpose, prior knowledge, time and available place, and the numbers of students who follow the lesson. Third, the strategy of learning in the view of Vygotsky’s social constructivism theory,  can be seen from the strategy used by the lecturer such as; cooperative learning strategy, top down processing strategy and discovery learning strategy. These three strategies stress on the roles and the activeness of students in the learning-activities. Fourth, the evaluation of learning of reading skill in the view of Vygotsky’s social constructivism theory can be seen from the learning evaluation of reading skill as applied by the lecturer. The evaluation not only tests and examines one aspect of the skill, but also covers all aspects of the shill at once. Test of reading skill, not only deal with reading skill but also it covers other skills such as speaking skill, writing skills, structure and translation.

scholarly journals SELF REGULATED LEARNING STRATEGY IN ELEMENTARY SCHOOL

2018 ◽  
Vol 2 (1) ◽  
pp. 167
Author(s):  
Nuur Wachid Abdul Majid ◽  
Eliya Rochmah
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Self Regulation ◽  
Self Control ◽  
Initial Product ◽  
Active Behavior ◽  
Self Regulated Learning ◽  
Regulated Learning

<p><em>Elementary School is foundation of education in Indonesia that is very important to curve character and success in academic when they are be adult. Many factors that influence in the formation of characters and academics success of the students one of them is the ability of self-regulation or Self-Regulated Learning in learning activities in elementary school. Self-Regulated Learning has an important role in the implementation of teaching and learning process, especially in determining the success of teaching and learning process, because students who have this ability can manage and self-directed, able to adjust, and self-control, especially when facing difficulties in the learning process. This research is limited to a preliminary study covering three steps: (a) initial data and information collection; (b) planning; and (c) initial product development. By applying the learning strategy of SRL, students can arrange themselves in learning by involving the ability of cognition, metacognition, motivation, and active behavior as well as managed learning or in other words learning that rests on self-regulation.</em></p>

scholarly journals تعليم مهارة القراءة في ضوء النظرية البنائية الاجتماعية لفيجوتسكي دراسة الحالةفي جامعة بالنجكارايا الإسلامية الحكومية

2017 ◽  
Vol 5 (2) ◽  
pp. 117-126
Author(s):  
Aulia Mustika Ilmiani
Keyword(s):  
Social Interactions ◽  
Learning Strategies ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Reading Skill ◽  
Skill Learning ◽  
Learning Materials ◽  
The Third ◽  
Evaluation Of Learning

AbstrakOne of the lecturers in the Department of Arabic at IAIN Palangka Raya teaches the reading using newest way and innovation compared to the previous ones. The innovation contains a variety of learning materials, learning strategies and learning evaluation.From this phenomenon, the researcher concluded that in reading skill teaching as done by one of the lecturers at IAIN Palangka Raya, there are some indicators of learning that are based on Vigotsky’s social constructivism theory in which it focuses on the roles of the students and social interaction in learning between the lecturers and the students or interaction among students.The aim of this research is to describe reading skill learning performed by the third semester students of IAIN Palangka Raya in 2016-2017 Academic Year. By looking the phenomena in the field in the perspective of processes, activities and interactions during teaching and learning process.This study is classified as descriptive qualitative research using case study design at IAIN Palangka Raya in 2016-2017.Techniques of data collecton in this research include interview, observation and documentation. The data  should be examined by using triangulation.The results of the study can be explained as follows: First, the goal of the teaching reading skill to the third semester students of  IAIN Palangka Raya 2016-2017 in the perspectivesof Vygotsky’ social constructivism theory; it can be seen from lecturer’s explanations towards reading skill focusing on discussion together with her students. Discussion is a kind social interactions between the lecturer and her students and social interactions among students. Second, learning materials of learning of reading skill in the view of of Vygotsky’ social constructivism theory, can be seen also from lecturer’s explanation which are relevant to students’ everyday life and their experiences around them. The materials to be used are based on the consideration of the purpose, prior knowledge, time and available place, and the numbers of students who follow the lesson. Third, the strategy of learning in the view of Vygotsky’s social constructivism theory,  can be seen from the strategy used by the lecturer such as; cooperative learning strategy, top down processing strategy and discovery learning strategy. These three strategies stress on the roles and the activeness of students in the learning-activities. Fourth, the evaluation of learning of reading skill in the view of Vygotsky’s social constructivism theory can be seen from the learning evaluation of reading skill as applied by the lecturer. The evaluation not only tests and examines one aspect of the skill, but also covers all aspects of the shill at once. Test of reading skill, not only deal with reading skill but also it covers other skills such as speaking skill, writing skills, structure and translation.Keywords: reading skill and Vygotsky’ social constructivism theory

Enhancing Biology Students' Academic Achievement and Attitude Through Self-Regulated Learning Strategy in Senior Secondary Schools in Delta Central Senatorial District

2019 ◽  
Vol 9 (4) ◽  
pp. 149-156
Author(s):  
Oyovwi Edarho Oghenevwede
Keyword(s):  
Secondary Schools ◽  
Learning Strategy ◽  
Attitude Score ◽  
Biology Teachers ◽  
Biology Students ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
The Mean ◽  
Senior Secondary

Abstract This study focused on enhancing biology students' achievement and attitude through Self-Regulated Learning Strategy in secondary schools in Delta Central Senatorial District. The study adopted the quasi-experimental pre-test, post-test control group design. Four research questions and four research hypotheses were formulated and raised to guide the study. The population of the study was all the biology students in senior secondary school II (SS II) in all the government-owned public secondary schools in Delta Central Senatorial District with an estimation of six thousand, four hundred and twenty-one students (6,421). A sample of two hundred and forty-five (245) senior secondary schools II students randomly selected from four (4) public mixed secondary schools was used for the study. The Simple Random Sampling Technique was adopted to draw the sample. The instruments used for data collection were the Biology Achievement Test (BAT) and Biology Attitude Questionnaire (BAQ). BAT and BAQ were validated by I Measurement and Evaluation and Biology teachers that have taught biology for more than ten (10) years. The reliability of BAT and BAQ were established using Kuder-Richardson formula 21 and Cronbach Alpha which yielded a coefficient of internal consistencies of 0.75 for BAT and 0.80 for BAQ respectively. Data were collected by administering the biology achievement test (BAT) and biology attitude questionnaire (BAQ) as pre-test and post-test. The data obtained were analysed using mean, standard deviation Analysis of Variation (ANOVA) and Analysis of Covariance (ANCOVA). The result shows that self-regulated regulated learning strategy significantly enhanced students' achievement in biology compared to the lecture method; there was no significant difference between the mean achievement score of male and female students taught biology using self-regulated learning strategy; there was a significant difference between the mean attitude score of students taught using self-regulated learning strategy compared with those taught with lecture method in favour of students taught using the self-regulated learning strategy and there was no significant difference between the mean attitude score of male and female students taught biology using self-regulated learning strategy. Based on the findings it was concluded that self-regulated learning strategy significantly enhances students' achievements and attitudes in biology. It was therefore recommended that biology teachers should adopt the strategy in teaching biology at the secondary school level and that biology teachers should be trained on how to use the skills of self-regulated learning strategy effectively.

scholarly journals Self-regulated learning as a predictor of mathematics and reading performance: A picture of students in Grades 5 to 8

2019 ◽  
Vol 63 (1) ◽  
pp. 74-97 ◽  
Author(s):  
Susan-Marie Harding ◽  
Narelle English ◽  
Nives Nibali ◽  
Patrick Griffin ◽  
Lorraine Graham ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Performance ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Performance Differences ◽  
Age Related ◽  
Regulated Learning ◽  
And Performance ◽  
The Impact ◽  
Learning And Performance

Students who can regulate their own learning are proposed to gain the most out of education, yet research into the impact of self-regulated learning skills on performance shows mixed results. This study supports the link between self-regulated learning and performance, while providing evidence of grade- or age-related differences. Australian students from Grades 5 to 8 completed mathematics or reading comprehension assessments and self-regulated learning questionnaires, with each response ranked on a hierarchy of quality. All assessments were psychometrically analysed and validated. In each cohort and overall, higher performing students reported higher levels of self-regulated learning. Still, age-related differences outweighed performance differences, resulting in significantly lower reported usage of self-regulated learning skills in Grade 7 students compared to those in Grades 5, 6 and 8. These findings suggest that either age or school organisational differences mediate students’ self-regulated learning, counteracting ability-related associations.

Sign in / Sign up

Export Citation Format

Share Document