Detail Helping Students to Become Self-Regulated Learners Through Writing Teaching and Learning   Oleh:  Hamid, Erlina Jenis: Article from Proceeding Dalam koleksi: 58th TEFLIN International Conference: Language Teaching and Character Building, Semarang, 3rd-5th November 2011, page 1-6. Fulltext: 42.ERLINA HAMID.pdf (39.4KB) Isi artikel Self-regulated learner is the one who has “the ability to control all aspects of one’s learning, from advance planning to how one evaluates performance afterwards” (Bruning, 2004, p. 117). Most theorists of self-regulation include three core components: metacognitive awareness, strategy use, and motivational control (Zimmerman, 1990 in Bruning, 2004, p. 117). In other words, learners with those three skills might be able to identify the needs of their learning, choose appropriate strategies, and have high control over their motivation. In relation to writing teaching and learning, writing is a complex task which involves many aspects and concepts including motivation, self-regulation, beliefs and attitudes (Bruning, 2004, 291). Good writers accommodate those skills as they go through the process of writing, such as planning, drafting, revising, editing, and publishing. Therefore, a well-organized writing class could provide a lot of opportunities for the learners to control their own thinking through the process of writing. In other words, they could become more self-regulated in their learning. In a broader sense, they could also be self-regulated in their daily life. They plan for their life, choose the best way to achieve their plan, and evaluate every single thing they do. If this can be done, a new generation for Indonesia can be started from a simple writing class which will be explored in this paper. Erlina is a lecturer at English Study Program, Faculty of Teacher Training and Education, Sriwijaya University, South Sumatera, Indonesia Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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