EXPLORING SELF-REGULATED LEARNING STRATEGIES AMONG VOCATIONAL HIGH SCHOOL STUDENTS IN ENGLISH EXAM PREPARATION

Oleh :
Nur Hamidatul Fajriyah - K2222065 - Fak. KIP

This study aims to : 1) explore the SRL strategies used by vocational high school students in preparing for English exams, and 2) how these strategies are reflected in cognitive, motivational, and behavioral regulation. This study employed a qualitative case study design involving five vocational high school students selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis as proposed by Braun and Clarke (2006). The findings revealed that: 1) Students demonstrated the use of SRL strategies across three phases: a) Planning (setting learning goals, determining material and strategies, managing study time, and environment); b) Monitoring (students actively monitored through performanced-based indicators, such as recalling information, doing exercises, and explaining the material in their own words; and students also employed three strategies when encountering learning difficulties, including (1) cognitive strategies, such as rereading material and seek other information from internet, (2) regulate their motivation, and (3) seeking help); c) Evaluation (students assessed their learning outcomes through self-evaluation and external feedback, and adjusted their learning strategies). Nertheless, student showed different response to evaluation results, where some demonstrated adaptive regulation, while others only increased their learning seriousness. 2) SRL practices used by students reflected three areas of regulation. Cognitive regulation was the most dominant (n=5/100%), followed by behavioral regulation (n=4/80%), while motivational regulation primarily emerged in goal setting and effort maintenance (n=3/60%). Overall, although students demonstrated active engagement in SRL, their ability to adapt strategies based on evaluation results remained variable.