Pengaturan Pembelajaran Mandiri pada Penampilan Presentasi Lisan Siswa di Kelas Academic Speaking

Self-Regulated Learning on Students’ Oral Presentation Performance in Academic Speaking Class

Self-regulated learning (SRL) telah terbukti memiliki efek positif dalam hasil belajar siswa. Karena keterampilan  presentasi bermanfaat di bidang akademik dan karier siswa, tujuan penelitian ini adalah untuk menyelidiki pembelajaran mandiri siswa melalui penampilan presentasi berbicara. Untuk melakukannya, dipilih 20 siswa pendidikan bahasa Inggris di salah satu kelas academic speaking. Penelitian ini berada di bawah teori siklus Zimmerman tentang self-regulated learning , yang melibatkan tiga fase; pemikiran, kinerja, dan refleksi. Oleh karena itu, penelitian ini menyelidiki cara siswa dalam merencanakan, mantau, dan mengevaluasi terhadap kinerja presentasi berbicara. Penelitian ini dilakukan setelah siswa menyelesaikan kinerja presentasi pertama mereka. Setelah itu, wawancara diberikan untuk mendapatkan data dari tanggapan siswa. Hasil penelitian menunjukkan bahwa sebagian besar siswa memiliki tujuan untuk mengurangi kecemasan dan gaya belajar verbal digunakan untuk mempelajari materi presentasi. Oleh karena itu, membaca catatan dilakukan oleh siswa untuk mengendalikan diri pada setiap gangguan selama penampilan  presentasi. Selain itu memutar ulang rekaman video dan memotivasi diri membantu mereka untuk mengevaluasi kemajuan penampilan presentasi berbicara.

Kata kunci: Self-Regulated Learning, Penampilan Presentasi Berbicara

Self-regulated learning (SRL) has been proven to have positive effects on students’ learning outcomes. Since oral presentation performance skills have benefits for students’ academic and career fields, this study aimed to investigate students’ self-regulated learning through oral presentation performance. Additionally, 20 English education students in one of the academic speaking classes in UNESA were selected. This study was under Zimmerman cyclical theory of self-regulated learning, which involves three phases; forethought, performance, and reflection. Hence, this study was to investigate how the students were planning, monitoring, and also evaluating their oral presentation performance. This study was conducted after the students have finished their first presentation performance. Afterward, an interview was given to obtain data from students’ responses. The result of the study showed that most of the students have goals to decrease anxiety, and verbal learning style was highly used to learn the material of presentation. Therefore, the students read their notes, which is one of the ways to self control their speech from any disruptions during the presentation performance. Besides, replay the video recording, and self-motivating helped them to evaluate the progress of oral presentation performance.

Keywords: Self-Regulated Learning, Oral Presentation Performance