Self-Regulated Learning Strategy Based Writing Instruction To Promote Students’ Argumentative Essay Writing Ability

Abstract

Penelitian ini bertujuan untuk mengetahui apakah strategi pembelajaran self-regulated mampu meningkatkan kemampuan menulis esai argumentative siswa, untuk mengetahui respon siswa, dan untuk mengetahui aspek menulis yang lebih meningkat. Penelitian ini menggunakan penelitian kuantitatif dan kualitatif. Subjek penelitian ini adalah mahasiswa jurusan Pendidikan Bahasa Inggris UIN Raden Intan. Untuk mengumpulkan data, peneliti memberikan tes menulis esai argumentative, membagikan kuesioner, dan wawancara. Kemudian data di analisis secara kuantitatif dan kualitatif. Berdasarkan penerapan strategi pembelajaran self-regulated di kelas, hasil penelitian tersebut menunjukkan bahwa strategi pembelajaran self-regulated meningkatkan kemampuan menulis esai argumentative siswa. Hal ini ditunjukkan dari perbedaan hasil pretest 53.30 dan posttest 72.85. Hasil persepsi menunjukkan bahwa siswa terkadang menerapkan strategi pembelajaran self-regulated. Aspek menulis yang paling meningkat dalam menerapkan strategi pembelajaran self-regulated adalah penguasaan tata bahasa. Penerapan strategi pembelajaran self-regulated tidak hanya meningkatkan kemampuan menulis siswa, tapi juga meningkatkan kemampuan mereka untuk memilih strategi yang tepat dan menyelesaikan tugas.

This study was aimed to know whether self-regulated promoted students’ argumentative essay writing, to know the students’ perception, and to know what aspect of writing was mostly increased by using self-regulated learning strategy based writing instruction.This research was qualitative and quantitative research based on one-group pretest-posttest design. The subjects of the research were students of English Education Department at UIN Raden Intan Lampung. There were three instruments administered in this study, namely: interview, questionnaire, and writing test. Related to the implementation of modified self-regulated learning strategy in the classroom, the finding of this present study showed that self-regulated promoted students’ argumentative essay writing. The mean of pretest was 53.30 and mean of posttest was 72.85. In addition, the students’ perception showed that they sometimes did the self-regulation on their activity. Besides, the aspect of writing that increased the most by using self-regulated learning strategy based writing instruction was grammar. The applying self-regulated learning strategy based writing instruction not only benefits classroom practice but also promotes the learners’ ability to select appropriate strategies for a particular task.

Keywords: Self-Regulated Learning Strategy, students’ perception, writing ability.