Students’ Self-Regulated Learning in Learning Writing

The aims of this study were to describe how the students implement their selfregulated
learning in learning writing and to explain the reason why they do it as
the way they do. A descriptive qualitative design was used in this study. The data
and source of data were students’ activities of self-regulated learning in learning
writing of Grade XII Culinary SMK Telkom 2 Medan. The data were collected by
using questionnaire and interview. The data were analyzed by using descriptive
qualitative. The results showed that (1) Most of the students did self-regulated
learning activities with the level of frequency of use sometimes namely goal-setting
(93%), environmental structuring (40%), self-evaluation (70.5%), task-strategies
(40%), help-seeking (83.3%), and time management (50%). (2) The reasons why
the students did self-regulated learning in learning writing as they do were: 1) Goalsetting
(personal factor), 2) Environmental structuring (environmental factor), 3)
Self-evaluation (behavior factor), 4) Task-strategies (personal factor), 5) Helpseeking
(personal factor), and 6) Time management (personal factor).