Modifying Self-Regulated Strategy Development (SRSD) to Enhance The Second Year Students’ Self-Regulation and Vocabulary Size at SMAN 1 Purbolinggo
Abstract
Penelitian ini bertujuan untuk mengetahui 1) perbedaan self-regulation siswa sebelum dan sesudah pembelajaran menggunakan SRSD yang telah dimodifikasi dalam pembelajaran kosakata, 2) perbedaan vocabulary size siswa sebelum dan sesudah pembelajaran menggunakan SRSD yang telah dimodifikasi dalam pembelajaran kosakata, dan 3) persepsi siswa tentang aktivitas pembelajaran menggunakan SRSD yang telah dimodifikasi dalam pembelajaran kosakata. Penelitian ini dilakukan secara kuantitatif dan melibatkan tiga puluh empat murid tahun kedua di SMAN 1 Purbolinggo. Data dikumpulkan melalui SRCvoc, Vocabulary Size Test, dan kuesioner persepsi siswa. Data dianalisis menggunakan Paired Samples T-Test. Peneliti menemukan perbedaan yang signifikan pada self-regulation dan vocabulary size siswa sebelum dan sesudah pembelajaran menggunakan SRSD yang telah dimodifikasi. Selain itu, siswa setuju bahwa dengan mengikuti tahapan SRSD sebagai urutan yang instruksional, siswa terbantu untuk belajar strategi dan menggunakannya secara otomatis.
This study is aimed at finding out: 1) the difference of students’ self-regulation before and after the treatments of modified SRSD in vocabulary learning, 2) the difference of students’ vocabulary size before and after the treatments of modified SRSD in vocabulary learning, and 3) Students’ perception toward learning activities presented through modified SRSD in vocabulary learning. This research was carried out quantitatively and involved thirty-four second year students at SMAN 1 Purbolinggo. The data were collected through SRCvoc, Vocabulary Size Test, and students’ perception questionnaire which have been validated. The data were analyzed using Paired Samples T-Test. The researcher found that there were significant differences of students’ self-regulation and vocabulary size before and after the treatments of modified SRSD in vocabulary learning. Besides, the students agree that by following the stages of SRSD as an instructional order, they were helped to learn the strategy and use it automatically.
Keywords: Self-regulation, SRSD, vocabulary size.
Full Text:
PDFReferences
Amirian, S.M.R., and Heshmatifar, Z. 2013. A Survey on Vocabulary Learning Strategies: A Case of Iranian EFL University Students. Journal of Language Teaching and Research, 4 (3), pp. 636-641.
Araya, D., Peńa, R., Rodriguez, N., Spate, S., and Vergara, K. 2013. Learning Strategies and Self-Regulation in Vocabulary Acquisition: A Research Project about EFL Learners Study Experience and Achievement. http://www.repositorio.uchile.cl/handle/2250/112733. (Retrieved in March 2017).
Baharudin, H., and Ismail, Z. 2015. Learning Strategies of Arabic Language Vocabulary for Pre-University Students’ in Malaysia. Asian Social Science, 11 (10), pp. 32-38.
Bakry, M. S., and Alsamadani, A. H. 2015. Improving the Persuasive Essay Writing of Students of Arabic as a Foreign Language (AFL): Effects of Self-Regulated Strategy Development. Procedia - Social and Behavioral Sciences, 182 (1), pp. 89–97.
Baumeister, R. F., and Vohs, K. D. 2008. Self-Regulation, Ego Depletion, and Motivation. Social and Personality Psychology Compass, 1 (1), pp. 1-14.
Beglar, D. 2010. A Rasch-Based Validation of the Vocabulary Size Test. Language Testing, 27 (1), pp. 101-118.
Bozpolat, E. 2016. Investigation of the Self-Regulated Learning Strategies of Students from the Faculty of Education Using Ordinal Logistic Regression Analysis. Educational Sciences: Theory & Practice, 16 (1), pp. 301-318.
Dornyei, Z. 2001. Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
Fahim, M., and Rajabi, S. 2015. Applying Self-Regulated Strategy Development Model of Instruction to Teach Writing Skill: Effects on Writing Performance and Writing Motivation of EFL Learners. International Journal of Research Studies in Education, 4 (2), pp. 29-42.
Fatemipour, H., and Najafgholikhan, M. 2015. The Impact of Self-Regulated Strategy Development on Vocabulary Learning among English Language Learners. Mediterranean Journal of Social Sciences, 6 (5), pp. 249-258.
Fowle, C. 2002. Vocabulary Notebooks: Implementation and Outcomes. English Language Teaching Journal, 56 (4), pp. 380-388.
Kalajahi, S. A. R., and Pourshahian, B. 2012. Vocabulary Learning Strategies and Vocabulary Size of ELT Students at EMU in Northern Cyprus. English Language Teaching, 5 (4), pp. 138-149.
Lip, P. C. H. 2009. Investigating the Most Frequently Used and Most Useful Vocabulary Language Learning Strategies among Chinese EFL Postsecondary Students in Hong Kong. Electronic Journal of Foreign Language Teaching, 6 (1), pp. 77–87.
Mizumoto, A. 2013. Enhancing Self-efficacy in Vocabulary Learning: A Self-Regulated Learning Approach. Vocabulary Learning and Instruction, 2 (1), pp.15-24.
Namaghi, S. A. O., and Malekpur, A. 2015. Vocabulary Learning Strategies from the Bottom-Up: A Grounded Theory. The Reading Matrix: An International Online Journal, 15 (2), pp. 235-251.
Nation, P., and Beglar, D. 2007. A Vocabulary Size Test. The Language Teacher, 31 (7), pp.9-13.
Nodoushan, M. A. S. 2012. A Structural Move Analysis of Discussion Subgenre in Applied Linguistics. 6th International Conference on Languages, E-Learning and Romanian Studies. http://journals.lub.lu.se/index.php /elears/issue /view/ 507. (Retrieved on July 2016)
Pan, Q., and Xu, R. 2011. Vocabulary Teaching in English Language Teaching. Theory and Practice in Language Studies, 1 (11), pp. 1586-1589.
Ranalli, J. 2012. Alternative Models of Self-Regulation and Implications for L2 Strategy Research. Studies in Self-Access Learning Journal, 3 (4), pp. 357-376. Cambridge: Cambridge University Press.
Saengpakdeejit, R. 2014. Awareness of Vocabulary Learning Strategies among EFL Students in Khon Kaen University. Theory and Practice in Language Studies, 4 (6), pp. 1101-1108.
Santangelo, T., Harris, R. K.,Graham, S. 2008. Using Self-Regulated Strategy Development to Support Students who have “Trubol Giting Thangs into Werds”. Remedial and Special Education, 29 (2), pp. 78-89.
Schmitt, N., and Schmitt, D. 1995. Vocabulary Notebooks: Theoretical Underpinnings and Practical Suggestions. English Language Teaching Journal, 49 (2), pp. 133-143.
Senturk, B. 2016. Self-Regulation Strategies and Vocabulary Size of EFL Turkish University Students. Procedia - Social and Behavioral Sciences, 232 (1), pp. 90–97.
Tseng, W. T., Dornyei, Z., and Schmitt, N. 2006. A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition. Applied Linguistics, 27 (1), pp. 78-102.
Walters, J., and Bozkurt, N. 2009. The Effect of Keeping Vocabulary Notebooks on Vocabulary Acquisition.Language Teaching Research. 13 (4). pp. 403-423.
Zimmerman, B. J. 1998. Academic Studding and the Development of Personal Skill: a Self-Regulatory Perspective. Educational Psychologist, 33 (2/3), pp. 73-86.
Zumbrunn, S. H., Tadlock, J., and Roberts, E. D. 2011. Encouraging Self-Regulated Learning in the Classroom: a Review of the Literature. Metropolitan Educational Research Center, 10 (1), pp. 1-28.
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 U-JET
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.