Fansuriyah, Ika Yulinda (2022) Efl teachers\' knowledge and practices of self-regulated learning (srl) / Ika Yulinda Fansuriyah</p>. Masters thesis, Universitas Negeri Malang.
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Summary Fansuriyah Ika Yulinda. 2022. EFL Teachers rsquo Knowledge and Practices of Self-Regulated Learning (SRL). Thesis Graduate program in English Language Education State University of Malang Advisors (I) Prof. Bambang Yudi Cahyono Ph.D. (II) Siti Muniroh M.A. Ph.D. Keywords Self-regulated learning SRL Teachers rsquo knowledge of SRL Teachers rsquo practices of SRL EFL Self-Regulated Learning (SRL) is one of the learning strategies that is significant for students especially in primary and secondary level because it can improve students rsquo academic achievement motivation confidence self-efficacy and so on. Because of its significances SRL becomes the most used learning strategies that EFL teachers use and promote to their students in the primary and secondary schools. To be able to teach and promote SRL to their students teachers need to have knowledge about SRL. However there are still few studies that investigate the relationship between teachers rsquo knowledge and practices of SRL and none of them were conducted in EFL context. Thus this study examines the relationship among teachers rsquo knowledge of SRL and their practices of SRL in EFL high school. In addition this study is also aimed to examine the level of teachers rsquo knowledge and their practices of SRL. This study was a correlational study that used explanatory designs involving 42 EFL teachers from junior and secondary schools in Sangkapura and Tambak Districts of Gresik Regency. To assess teachers rsquo knowledge of SRL a SRL knowledge test with multiple choice questions consisting of 45 items was administered. Meanwhile teachers rsquo practices of SRL were assessed by using a questionnaire using Likert-Scale. The correlational analysis was conducted by using Pearson Product-moment in SPSS 25. The result of this study reveals that teachers rsquo knowledge of SRL and teachers rsquo practices of SRL are related. The Pearson coefficient 0.448 shows that the correlation is positive and of medium strength. Moreover the result also shows that EFL teachers rsquo knowledge of SRL ranges from low to high level (M 26.19 SD 8.617 range 14-42). Similarly teachers rsquo practice of SRL ranges from moderate to high level of practices of SRL (M 187.36 SD 43.281 range 113-256). The study implies that the majority of the EFL teachers in two districts of Gresik Regency demonstrates a moderate level for both knowledge of SRL and practices of SRL in the EFL classroom. Teachers rsquo moderate level of knowledge of SRL implies that teachers understand well about self-regulated learning but they understand less about how to teach these SRL strategies to students. Moreover teachers rsquo moderate level of implementation of SRL reveals that teachers promote SRL to students by providing the students with a constructive learning environment and teaching students about SRL strategies implicitly. The outcomes of the present study corroborate the findings from previous studies about the relationship between teachers rsquo knowledge and practices of SRL. The results in this study suggest practitioners government curriculum and researcher to assist and facilitate teachers to improve their practices of SRL in the classroom by enriching their knowledge of self-regulated learning.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 10 Mar 2022 04:29 |
| Last Modified: | 09 Sep 2022 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/322522 |
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