@phdthesis{eprints30585,
           month = {Desember},
           title = {SELF-REGULATED LEARNING STRATEGY BASED WRITING
INSTRUCTION TO PROMOTE STUDENTS? ARGUMENTATIVE ESSAY
WRITING Ability
},
          school = {Universitas Lampung},
          author = {1523042035 NOVRIYANI },
         address = { LAMPUNG UNIVERSITY},
       publisher = {TEACHER TRAINING AND EDUCATION FACULTY},
            year = {2017},
             url = {http://digilib.unila.ac.id/30585/},
        abstract = {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}
}