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

Abstract

<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>

EFL students’ participations and teachers’ roles in online discussion forum for critical media literacy learning

“…Teachers can act as experienced discussion stimulators and facilitators by posing questions, giving instructions, and providing other reinforcements to stimulate students' opinions and responses. This result is unquestionably identical to the effects of earlier studies (Nurjanah & Pratama, 2020;Rido & Sari, 2018). Students will gradually develop the ability to conclude the results of the discussions if they are given graded direction in the form of stimulating questions.…”

“…Furthermore, based on the observation of the ODF practices, it is discovered that ODF exercises involve determining a discussion topic, publishing opinions on the subject, replying to peers' comments, taking notes on relevant resources, providing feedback, and correcting language problems, concluding, and reflecting on ODF learning experiences. The study results suggest that it is essential to choose activities that elicit student responses and active participation in discussions since student participation is critical for creating a dynamic classroom atmosphere and keeping discussions alive (Farizka et al, 2020;Nurjanah & Pratama, 2020).…”

Self-Regulated Learning Phases on Reading Comprehension: Students’ Perception

“…The questionnaire was distributed after students applied SRL in their reading activities. The steps of working with the self-regulated learning phases in this study were applied based on the SRL in Reading Comprehension Instructions to give students precise guidance and keep them work on track (Nurjanah, 2020);…”

“…This independency, especially for high-level learners such as university students, can be supported with the implementation of a Self-regulated learning strategy where students were involved in learning phases to build their awareness in independent learning strategies as proposed by Zimmerman and Schunk where students personally activate and maintain cognitions, affects, and behaviors to reach the learning objectives learners personally activate and sustain cognitions, affects, and behaviors (Brandmo & Berger, 2013). The strategies were implemented in 3 phases (Panadero & Alonso-Tapia, 2014); In the application of reading comprehension skill, self-regulated learning is presented with proper instructions stating time allotment of completing the tasks, stating objectives of the tasks, monitoring students' learning process, motivating students to interact with lecturer and peers, and doing self-evaluation to determine certain reading strategy suiting them most (Nurjanah, 2020). This study presents the examples of instructions that may be given by the lecturer in integrating self-regulated learning (SRL) with reading comprehension skills.…”

Techniques in Conducting English Reading Skills Test Performed by Indonesian Teachers on Assessment of Local Education Standard 2021

“…There are some processes are needed to process information in recognizing words, finding main ideas, understanding details, recognizing text structure, and predicting the author's thoughts. Nurjanah & Pratama, (2020) stated that when we are teaching reading comprehension to higher education students, we must expose students to try a variety of texts in varying difficulty. The last, McNamara & Kendeou, (2009) explained that comprehension is about inferencing and connecting information on the text to the one's prior knowledge.…”