SELF-REGULATED LEARNING STRATEGY BASED WRITING INSTRUCTION TO PROMOTE STUDENTS‟ ARGUMENTATIVE ESSAY WRITING Ability

NOVRIYANI , 1523042035 (2017) SELF-REGULATED LEARNING STRATEGY BASED WRITING INSTRUCTION TO PROMOTE STUDENTS‟ ARGUMENTATIVE ESSAY WRITING Ability. PhD thesis, Universitas Lampung.

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Abstrak (Berisi Bastraknya saja, Judul dan Nama Tidak Boleh di Masukan)

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 is most 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 was students of English Education Department at fourth semester. 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. They did not have selfregulation on themselves. Besides, the aspect of writing that increased the most by using self-regulated learning strategy based writing instruction is grammar. The applying of 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. Key words: Self-regulated learning strategy, Students‟ perception, Writing abilit

Jenis Karya Akhir:	Tesis (PhD)
Subyek:	> L Education (General) = Pendidikan > PE English
Program Studi:	FKIP > Prodi Bahasa Inggris
Pengguna Deposit:	67505971 . Digilib
Date Deposited:	26 Feb 2018 08:30
Terakhir diubah:	26 Feb 2018 08:30
URI:	http://digilib.unila.ac.id/id/eprint/30585

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