TY  - THES
ID  - eprints31598
UR  - http://digilib.unila.ac.id/31598/
A1  - ISKADINA EKA PUTRI, 1523042043
Y1  - 2018/04/18/
N2  - Even though vocabulary is crucial in conveying meaning, many students might
not get enough exposure to it due to time limitation in the class. Modifying SRSD
which provides a framework for teaching instructional strategies and selfregulation
strategies in vocabulary learning becomes interesting to discuss. This
study is aimed at finding out: 1) the difference of students? self-regulation before
and after the treatments of modified SRSD in vocabulary learning, 2) the
difference of students? vocabulary size before and after the treatments of modified
SRSD in vocabulary learning, and 3) Students? perception toward learning
activities presented through modified SRSD in vocabulary learning.
The sample of the study was a class of SMAN 1 Purbolinggo in the academic year
2016-2017 consisting of 34 students. The sample was taught by using modified
SRSD in three meetings. The pretest and the posttest data of vocabulary size and
self-regulation test were gathered to see whether the modified SRSD in
vocabulary learning differentiated the students? vocabulary size and selfregulation
achievement before and after the treatments. Besides, the students?
perception questionnaire was handed out to see student?s perception toward the
modified SRSD.
The result shows that the difference of the mean score of the self-regulation
pretest (2.7691) and the self-regulation posttest (5.1221) was 2.353. It appeared
that the t-value was higher than the t-table (42.745>2.042) and the two-tailed
significance was lower than .05 (.00<.05). Specifically, SRSD increased the
students? self-regulation in all aspects, ranging from the most to the lowest: 1)
emotion control (2.47 average gain), 2) metacognitive control (2.46 average gain),
3) environment control (2.37 average gain), 4) commitment control (2.27 average
gain), and 5) satiation control (2.24 average gain). The difference of the mean
score of the vocabulary size?s pretest (7441 word families) and the vocabulary
size?s posttest (9182 word families) was 1741 word families. It appeared that the
t-value was higher than the t-table (5.106>2.042) and the two-tailed significance
was lower than .05 (.00<.05). Also, the students agreed the implementation of the
modified SRSD which provides instructions for self-regulation and vocabulary
learning strategies could help them become more autonomous in vocabulary
learning. Therefore, modified SRSD can be applied and recommended as a
reference to help students enhancing their vocabulary learning.
PB  - MASTER IN ENGLISH LANGUAGE TEACHING STUDY PROGRAM
M1  - masters
TI  - MODIFYING SELF-REGULATED STRATEGY DEVELOPMENT (SRSD)
TO ENHANCE THE SECOND YEAR STUDENTS? SELF-REGULATION
AND VOCABULARY SIZE AT SMAN 1 PURBOLINGGO
AV  - restricted
ER  -