READING COMPREHENSION AND SELF-REGULATED LEARNING: A CROSS SECTIONAL STUDY OF UNIVERSITY STUDENTS

Cayandrawati Sutiono(1*), Novita Triana(2), Elvina Arapah(3),

(1) Universitas Lambung Mangkurat
(2) Universitas Lambung Mangkurat
(3) Universitas Lambung Mangkurat
(*) Corresponding Author


Abstract


Reading is a critical component of academic life. Undergraduate students' course success depends much on how they process their reading. However, some studies show that students face difficulties in their reading in several terms. These difficulties are twofold for English as a Foreign Language students who have to deal with reading and language content. In this respect, students must be able to self-regulate their reading activities in and outside classrooms. This study was intended to investigate the students' levels of self-regulated learning in reading comprehension. This study used a cross-sectional design with 40 English Language Education Study Program students at Universitas Lambung Mangkurat. The instrument was a questionnaire adapted from Zimmerman's Academic Self-Regulated Learning Scale (2000). The questionnaire was distributed online to the students using Microsoft Forms. The data were analyzed using a t-test. The findings show that the ways both groups of students regulate their cognitive processes, motivation, and behavior within an educational setting are similar. Nevertheless, concerning that the fourth-semester students might be more organized SRL students than the second-semester ones, reading instructions must be structured to develop students' self-regulated learning. In other words, lecturers should condition the instructions to enhance the students' self-regulation


Keywords


Reading Comprehension; Self-Regulated Learning

Full Text:

PDF

References


Ahmed, W. M. A. (2021). Exploring EFL university learners’ acquisition of advanced reading skills in the Yemeni context. Indonesian Journal of Applied Linguistics, 10(3), 771–781.

Alghail, A. A. A., & Mahfoodh, O. H. A. (2016). Academic reading difficulties encountered by international graduate students in a Malaysian university. Issues in Educational Research, 26(3), http://iier.org.au/iier26/alghail.pdf.

Ayşe, O. ccedil, & Ali, A. (2016). The impact of self-regulated learning on reading comprehension and attitude towards Turkish course and metacognitive thinking. Educational Research and Reviews, 11(8), 523–529. https://doi.org/10.5897/ERR2016.2692

Chu, L., Li, P.-H., & Yu, M.-N. (2020). The longitudinal effect of children’s self-regulated learning on reading habits and well-being. International Journal of Educational Research, 104, 101673. https://doi.org/10.1016/j.ijer.2020.101673

Chu, P., & Chang, YY. (2017). John W, Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Journal of Social and Administrative Sciences, 4(June).

Cirino, P. T., Miciak, J., Gerst, E., Barnes, M. A., Vaughn, S., Child, A., & Huston-Warren, E. (2017). Executive Function, Self-Regulated Learning, and Reading Comprehension: A Training Study. Journal of Learning Disabilities, 50(4), 450–467. https://doi.org/10.1177/0022219415618497

Clapham, D. (2009). Introduction to the special issue–a theory of housing: problems and potential. Housing, Theory and Society, 26(1), 1–9.

Cosentino, C. L. (2017). The Effects of Self-Regulation Strategies on Reading Comprehension, Motivation for Learning, and Self-Efficacy with Struggling Readers. ProQuest Dissertations and Theses, 68, 353. https://search.proquest.com/docview/1946738657?accountid=136549

Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231–264.

Dreisoerner, A., Junker, N. M., & van Dick, R. (2021). The Relationship Among the Components of Self-compassion: A Pilot Study Using a Compassionate Writing Intervention to Enhance Self-kindness, Common Humanity, and Mindfulness. Journal of Happiness Studies, 22(1), 21–47. https://doi.org/10.1007/s10902-019-00217-4

Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6–25. https://doi.org/10.1080/00461520.2011.538645

Eissa, M. A. (2015). The Effectiveness a Self Regulated Learning- Based Training Program on Improving Cognitive and Metacognitive EFL Reading Comprehension of 9th Graders with Reading Disabilities. International Journal of Psycho-Educational Sciences, 4(3), 49–59.

El-Henawy, W. M., Dadour, E.-S. M., M, Salem. M., & El-Bassuony, J. (2010). Self-regulated learning in english language instruction. The First International Conference, College of Education, Port Said University, 2, 825–851.

Fraenkel, J. P., & Wallen, N. E. (2006). How to Design and Evaluate Research in Education (Eight Edition). McGraw Hill Companies.

Hermida, A. (2009). The blogging BBC: Journalism blogs at “the world’s most trusted news organisation”. Journalism Practice, 3(3), 268–284.

Kendeou, P., Van Den Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research & Practice, 29(1), 10–16.

Lau, K., & Ho, E. S. (2016). Reading Performance and Self-regulated Learning of Hong Kong Students: What We Learnt from PISA 2009. The Asia-Pacific Education Researcher, 25(1), 159–171. https://doi.org/10.1007/s40299-015-0246-1

Maftoon, P., & Tasnimi, M. (2014). Using self-regulation to enhance EFL learners’ reading comprehension. Journal of Language Teaching and Research, 5(4), 844.

Mikulecky, B. S. (2008). Teaching reading in a school language. Pearson Education.

Mohammadi, R. R., Saeidi, M., & Ahangari, S. (2020). Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1746105

Park, A. Y. (2020). A comparison of the impact of extensive and intensive reading approaches on the reading attitudes of secondary EFL learners. Studies in Second Language Learning and Teaching, 10(2), 337–358.

Qi, X. (2021). Effects of Self-Regulated Learning on Student’s Reading Literacy: Evidence From Shanghai. Frontiers in Psychology, 11, 3590. https://doi.org/10.3389/fpsyg.2020.555849

Reza Ahmadi, M., Nizam Ismail, H., & Kamarul Kabilan Abdullah, M. (2013). The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension. English Language Teaching, 6(10), 235–244. https://doi.org/10.5539/elt.v6n10p235

S., R., & Valle, M. (2008). Tactile Sensing for Robotic Applications. Sensors: Focus on Tactile Force and Stress Sensors. https://doi.org/10.5772/6627

Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children’s self-Efficacy and self-regulation of reading and writing through modeling. Reading and Writing Quarterly, 23(1), 7–25. https://doi.org/10.1080/10573560600837578

Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation.

Souvignier, E., & Mokhlesgerami, J. (2006). Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension. Learning and Instruction, 16(1), 57–71. https://doi.org/10.1016/j.learninstruc.2005.12.006

Testa, R. F. (1979). Educational Research: Competencies for Analysis and Application. Journal of Research in Music Education, 27(4), 273–274. https://doi.org/10.2307/3344714

Turmudi, D. (2020). English scholarly publishing activities in the industrial revolution 4 . 0 : What , Why , and How ? ELTEJ, 3(1), 52–63. http://journal2.uad.ac.id/index.php/eltej/article/view/1890

Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189–205.

Zimmerman, B. J., & Schunk, D. H. (2011a). Handbook of self-regulation of learning and performance. Routledge/Taylor & Francis Group.




DOI: http://dx.doi.org/10.24127/pj.v11i3.4747

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Authors

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

=====================

Publisher

Universitas Muhammadiyah Metro

Unit Publikasi Ilmiah ( Scientific Publication Unit)

Address:

Gedung HI Lt 1, Ruang UPT Publikasi Ilmiah Universitas Muhammadiyah Metro

Jl. Ki Hajar Dewantara No.116, Iringmulyo, Metro Timur, Kota Metro, Lampung 34111
Phone/WA: +6285709141060

Email:upi@ummetro.ac.id 

======================

e-ISSN-2442-482x  p-ISSN-2089-3355

Download Premise Official Template  June -October 2022

Certificate