There are two primary aims of this study: (1) To explore how self-regulation can affect students’ learning in Extensive Reading particularly in how students regulate themselves; (2) To explain how the students regulate themselves in learning activity especially in Extensive Reading based on their experiences.
Qualitative was used to analyze the data taken in this research. The participants of this research were three students of English Education students of a university in Surakarta, Central Java, who have experienced an Extensive Reading class in the fifth semester of their study. The students are two female students and one male student. The data of the research is gained by interviewing the participants with questions that inquire about their overall self-regulated capability and experiences. It includes students’ experience in Extensive Reading activities. The interview includes the indicators of each aspect in each phase of the self-regulation learning cycle.
The results of this study have shown that (1) Students with different level of self-regulated learning capability show different actions in Extensive Reading activities with possibilities of overlapping actions between skilled and naïve self- regulated learners. (2) Students experience of self-regulating is dependent on their capability of self-regulated learning which lead to unique stories in each different students. The findings have important implications. There is a high amount of variety of students’ experience within their perspective in learning Extensive Reading. Students with different level of self-regulation capability are more likely to show unique actions throughout the Extensive Reading activities from one and another. By looking deep into students’ story, this research is able to discover what leads students to act the way they do based on their self-regulation capability in the context of learning Extensive Reading. By understanding students’ self-regulation capability, teachers are able to recognize which aspects of the course that can be adjusted to accommodate students’ need in order to be able to improve the students’ competency. Students are also benefited if they understand their own self-regulation capability. Students may acquire a chance to be self-aware of their strengths and shortcomings, recognizing, and setting the most suitable reading habit.
Keywords: Self-regulated Learning, Students’ Experience, Extensive Reading
