EXPLORING SENIOR HIGH SCHOOL STUDENTS’ SELF-REGULATION IN FACING THE ENGLISH HIGH-STAKE UNIVERSITY ADMISSION TEST
DOI:
https://doi.org/10.21067/jibs.v6i2.4131Keywords:
Self-regulated learners, high-stake university admission test, English Test, senior high school studentsAbstract
This study investigated the implementation of senior high school students’ self-regulation in facing the high-stake university admission test. The researchers examined the factors that constitute senior high school students to be self-regulated learners and how the students implemented self- regulation in achieving their goals as well as entering a university. To obtain the data, the researchers conducted the study in a public one senior high school in Klaten, Indonesia using mix methods of qualitative and quantitative research. The researchers gained the data by interviewing 12 third grades of senior high school students and asking them to answer questionnaires. The researchers presented the data using narrative inquiry statements. The result showed that all participants did self-regulation learning in order to achieve their goals to enroll study at a famous and reputable university in Indonesia such as ITB, UGM, UNS, STAN and Politekes. To be self-regulated learners, the participants had implemented 4 conditioned phases such as forethought and planning, monitoring, controlling and reflecting phase.
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