THE USE OF SELF-REGULATED LEARNING STRATEGIES IN STUDENTS’ NARRATIVE WRITING AT MAN 1 MEDAN

The research was aimed to describe how the students do their self-regulated
learning in learning writing and to find out the obstacles faced by the students in
learning narrative writing. A qualitative design was used in this study. The data
and source data were students’ activities of self-regulated learning strategies in
learning narrative writing of Grade X MAN 1 Medan. The data were the results of
observing and interviewing. The data were analyzed based on six subscales of
self-regulated learning by Zimmerman (1994). The findings showed that the
process of learning narrative writing by using self-regulated learning strategies
were the students looked active and enthusiasm, but some of them looked less
active, bored or even made noisy and chatting each other. There were some
students’ obstacles in learning narrative writing by using self-regulated learning.
The obstacles were: (a) students had problem in organizing and changing words
and the lack vocabulary mastery, (b) the students lack of opinions on what
themselves writing, (c) Students assess the results of their writing skills as poor
because they are less able to put words together, (d) students are disappointed
with suggestions for improvement given by friends, for example it turns out that
the results of their own writing are of higher value than the results of writing that
has been revised based on advice given by friends, this makes students' writing
results worse, (e) Students admitted that they had difficulty in composing English
texts or sentences properly and correctly, this forces students to take action to
translate the text into English with the help of Google Translate, (f) Students often
forget the formulas that have been planned for the material they are working on
even though there are notes that have been written because the study time they
have managed has passed for a long time.