TEACHERS’ BELIEFS ABOUT SELF-REGULATED LEARNING AND ITS PRACTICE IN TEACHING ENGLISH AT SENIOR HIGH SCHOOL

RASA PERCAYA GURU TERHADAP SELF-REGULATED LEARNING DAN PRAKTEKNYA DALAM MENGAJAR BAHASA INGGRIS TINGKAT SMA

Penelitian ini menyelidiki keyakinan guru bahasa Inggris di tingkat sekolah menengah atas tentang pembelajaran mandiri (Self-Regulated Learning/SRL) dan menganalisis bagaimana keyakinan tersebut memengaruhi praktik pengajaran mereka.. Dengan menggunakan pendekatan studi kasus ganda, penelitian ini menjawab tiga pertanyaan utama: (1) Apa yang diyakini guru Bahasa Inggris sebagai Bahasa Asing (EFL) tentang SRL? (2) Bagaimana guru mendorong penerapan strategi SRL oleh siswa sekolah menengah atas dalam pembelajaran bahasa Inggris? (3) Apa saja tantangan yang dihadapi guru EFL dalam mempromosikan perilaku pembelajaran mandiri siswa di kelas mereka?

Data dikumpulkan melalui observasi kelas dan wawancara semi-terstruktur dengan guru bersertifikasi di sekolah menengah atas di Jawa Timur, Indonesia. Hasil penelitian menunjukkan bahwa meskipun guru sangat percaya pada pentingnya SRL untuk meningkatkan kemandirian dan keterlibatan siswa, guru belum sepenuhnya memahami cara mempromosikan SRL strategi kepada siswa. Guru mendorong penerapan strategi SRL melalui aktivitas seperti penetapan tujuan, refleksi diri, dan kolaborasi antar teman; namun, penerapan praktik tersebut masih tidak konsisten. Tantangan yang dihadapi termasuk ketergantungan siswa pada arahan guru, motivasi yang terbatas untuk belajar secara mandiri, dan beragamnya tingkat keterampilan SRL di dalam kelas. Faktor eksternal, seperti keterbatasan waktu dan kurikulum yang lebih mengutamakan hasil standar dibandingkan pembelajaran berbasis proses, juga menjadi hambatan dalam penerapan SRL yang efektif.

This study investigates senior high school English teachers' beliefs about self-regulated learning (SRL) and examines how these beliefs influence their teaching practices. Despite the growing recognition of SRL's significance in fostering student autonomy and academic success, limited research has focused on its implementation in English language teaching (ELT) classrooms, particularly in Indonesia. Using a multiple case study approach, this research addresses three key questions: (1) What do English as a Foreign Language (EFL) teachers believe about SRL? (2) How do teachers promote SRL strategies among high school students learning English? (3) What challenges do teachers face when fostering SRL in their classrooms?

Data were collected through classroom observations and semi-structured interviews with certified senior high school teachers in East Java, Indonesia. Findings reveal that while teachers strongly believe in the importance of SRL for enhancing student autonomy and engagement, their classroom practices often rely on traditional, teacher-centered methods. Teachers promote SRL strategies through activities such as goal-setting, self-reflection, and peer collaboration; however, these practices are inconsistently applied. Challenges include students' dependence on teacher direction, limited motivation to engage in self-directed learning, and the diverse levels of SRL skills within classrooms. External factors, such as time constraints and a curriculum that prioritizes standardized outcomes over process-oriented learning, further hinder effective SRL implementation.

The study emphasizes the need to align teacher beliefs with classroom practices and address barriers to SRL promotion. Recommendations include targeted professional development, increased awareness of SRL strategies, and adjustments to curricular goals to better support SRL. This research contributes valuable insights into bridging the gap between theory and practice in fostering SRL in secondary English classrooms, ultimately enhancing students’ independence and lifelong learning skills.