SELF-REGULATED LEARNING STRATEGIES TO PURSUE ACADEMIC SUCCESS: A STORY FROM A PART-TIME EFL STUDENT

Muhammad Wildan Zubaidy, Febti Ismiatun, M. Faruq Ubaidillah

Abstract


Students rely heavily on learning strategies for the process of achieving academic success. Moreover, students who are involved part-time in the English department are students who have other commitments apart from studying, such as work or parental responsibilities. A qualitative approach using narrative inquiry research design was conducted to explore the use of Self-Regulated Learning (SRL) strategies by a part-time EFL student during the learning process to pursue academic success. An undergraduate EFL student who served as part-time EFL students selected to be participant. The research data was collected through several in-depth interviews and non-participatory observations and thematic analysis utilized to analyse the research data. The result shows that a part-time EFL student was likely to carry out 3 phases of SRL strategies in the role of a part-time EFL student, as follows: (1) planning strategies by setting goals in the forethought phase (2) monitoring academic performance during the process in the performance phase; and (3) evaluating learning performance during the process in the self-reflection phase. These processes are carried out with 10 strategies in the course of fulfilling two different roles as a learner and a worker to achieve academic success, such as setting up the learning goals, making notes to regulate the thoughts, maintaining mood and thoughts, time management, determining priorities at work, establishing good relationships with colleagues and lecturers, seeking help when facing problems, evaluating performance by asking for opinions and suggestions, self-rewards, and having prayers and blessings from his mother. The findings indicated that all self-regulated learning processes are interrelated with each other. Lecturers are expected to provide guidance and advice in developing students' SRL in achieving learning goals, especially in completing final assignments as one of the requirements for obtaining a bachelor's degree. Regarding this research only used one participant, it is highly recommended for further researchers to develop it. It may provide different results compared to future research that investigates the SRL process in a wider context.


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