Ratih Laily Nurjanah, 0201620021 (2023) THE IMPLEMENTATION OF SELF-REGULATED LEARNING PHASES ON LESSON PLAN AND LEARNING ACTIVITIES OF LITERAL READING COURSE TO DEVELOP STUDENTS’ LEARNING INDEPENDENCE: A CASE STUDY WITH LEARNING INDEPENDENCE ASSESSMENT AND PERCEPTIONS. Doctoral thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

The concept of being independent learners starts to get attention from educators. Self-regulated learning strategy is believed to support the process of building learning independence with three phases of learning; the Forethought and Planning phase, the Performance and Monitoring phase, and the Reflection Performance phase. It is important to make sure the implementation of the strategy in the lesson plans and learning activities is based on the principles of each phase as well as selecting assessment to measure the target of learning independence. This study aims to present how each phase of the Self-regulated learning was implemented in lesson plan and learning activities by a lecturer to build learning independence of the students, it also presents how the lecturer assessed the independence of the students in learning, how students felt when they worked with the strategy, how they perceived the strategy related to their independence, and what the lecturer’s perceptions are related to the implementation of the strategy. It is a case study involving direct observation on lesson plan and learning activities of Literal Reading course supported with research journal as the research instrument and interview to 40 students of 1st semester English Literature major and the lecturer. The findings showed that the implementation of the first phase in lesson plan is considered not fulfilling the criteria since some indicators of the phase were missing from the lesson plan. When it comes to learning activities, the phase was implemented more thoroughly shown by more frequent indicators found. The lesson plan was arranged based on the principles of the Performance Monitoring phase as well as the learning activities aiming at building the ability to track or monitor their learning progress and learn from feedback. The Reflection on Performance phase was the last phase implemented in all meetings stated in the lesson plan and learning activities. Self-assessment was employed by the lecturer to measure students’ learning independence aiming at involving students in the process of not only learning but also assessing to motivate themselves. The results of the self-assessment showed positive responses from students agreeing that they had built the ability to learning independently while still needed guidance from the lecturer. The students felt that Self-regulated learning strategy helped them being independent in learning while feel secure since they always knew the process of their learning. The lecturer stated that the problem of implementing the strategy thoroughly was the process of making the lesson plan. From this study, it can be concluded that the indicators of the phases of Self-regulated learning strategy were not implemented thoroughly due to some factors though it helps students build their learning independence.

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