Description of Self-regulated Learning Phase on Students of Japanese

Literature Department in Private University in Jakarta

Rizkyana Ayuningtyas

, Lisa Ratriana Chairiyati

Psychology Department, Faculty of Humanities, Bina Nusantara University, Jakarta, Indonesia 11480

Keyword : College Students, Japanese Literature, Self-Regulated Learning

Abstract : The research explored the description of self-regulated learning phase in students of Japanese literature

department in private university Jakarta. Self-regulated learning is the process of individual activity in setting

learning goals, managing and controlling their own cognition. The research used quantitative method with

descriptive research design and followed by 110 respondents from Private University in Jakarta. The Self-

Regulated Learning phase was measured using the Self-Regulated Learning Questionnaire phase by

Sulaeman, Wulandari, and Peranginangin (2017). The results are based on descriptive analysis, showing that

the Self-Regulated Learning Phase is high in forethought phase and performance phase, but the self-reflection

phase is low. In conclusion, the phase of self-regulated learning in Japanese Literature students of Private

University in Jakarta is not yet optimal.

1 INTRODUCTION

1.1 Background

Students have positions as academics in universities

where they will always be faced with academic and

non-academic assignments. Academic matters as a

student are inseparable from the assignments given by

each lecturer in each course, even in one semester, the

number of assignments reached ten to fifteen tasks

that must be completed properly and on time

(Rumiani, 2006).

In addition to getting quite a lot of assignments, a

student has an uncertain or random lecture schedule

so as to provide opportunities for students to study

independently. However, some students use their

time by doing things that do not support lectures such

as playing gadgets, playing games, or other activities

that are less useful. According to (Allgood, Risko,

Alvarez, & Fairbanks, 2000), most students who

pursue tertiary education are not ready to face

challenges in the university system. Students lack

control over their learning activities so that it can

cause failures for students to obtain optimal academic

performance, such as getting a low Grade Point

Average (GPA).

Then based on the results of an interview with a

counselor who handles Japanese Literature majors

students in Private Universities in Jakarta, he said that

previously Japanese Literature majors included

majors that had quite a low number of

underachievement students. The thing that underlies

Japanese Literature students having low academic

achievement is because Japanese Literature students

think that when they choose a major in literature, the

only thing that should be learned is language, but in

reality, when they choose a department of literature

not only learn about language, but there are still many

which must be studied include politics, culture and

others.

One Japanese Literature lecturer at the Private

University in Jakarta in an interview with researchers

said that the Japanese Literature Department had peer

learning techniques as a way to overcome existing

obstacles and to reduce the number of students with

low academic achievement. Students are divided into

several study groups, it is hoped that fellow students

will help each other during the learning process and

so will the lecturers who will be ready to help explain

things that are not understood by each student.

Another learning method used in Japanese Literature

is flip class. Flip class is a learning technique where

students will first study at home before entering class.

Students learn such as watching video tutorials,

reading certain books whose sources have been given

by lecturers in class and students will conduct

discussions and discuss the assignments given.

428

Ayuningtyas, R. and Chairiyati, L.

Description of Self-regulated Learning Phase on Students of Japanese Literature Department in Private University in Jakarta.

DOI: 10.5220/0010009300002917

In Proceedings of the 3rd International Conference on Social Sciences, Laws, Arts and Humanities (BINUS-JIC 2018), pages 428-433

ISBN: 978-989-758-515-9

Based on the results of interviews with Japanese

Literature students said that the lecturer prefers to

give assignments by giving videos about Japanese

culture to be studied before class and to conduct

discussions during class with the related lecturer.

Students also said that they had confidence that

students were able to take classes in class. The result

of applying this method is the reduction of

underachievement students in Japanese Literature

students. Based on data obtained by researchers from

private university counselors in Jakarta that during

the last 3 periods Japanese Literature was successful

in maintaining the title of the department within the

Humanities faculty with the students with the least

achievements. Based on this, the counselor said that

this indicates that students majoring in Japanese

Literature have the ability to control themselves in the

learning process such as having an appropriate

strategy in memorizing kanji and understanding

grammar that has been learned. This ability is also

called Self-Regulated Learning.

Self-Regulated Learning is a process of individual

activities in setting learning goals, directing,

supervising and controlling and controlling their own

cognition (Zimmerman, 2002). There are various

studies that show that self-regulated learning (SRL)

has an important role in improving student learning

performance. Based on the results of the study

showed that students who apply self-regulated

optimally, the students have the ability to control

behavior well, reduce maladaptive behavior and can

control the ego they have and have a good academic

achievement (Dewall, Bauminster, Stillman, and

Galliot in (Alfiana A, 2013)). There are empirical

facts that show that there is a high ability of a student

but cannot achieve optimal academic achievement

due to failure in self-regulated learning (SRL). There

is research that proves that self-regulated learning

(SRL) can be used to increase the motivation of

economically disadvantaged individuals and cause

that motivation to increase academic performance

(Howse, Lange, Farran, & Boyles, 2003).

Self-regulated learning has three phases namely

the process that occurs before learning begins or the

planning phase (forethought phase), the process that

occurs when the learning activity occurs or the

implementation phase (performance phase), and the

process that occurs after the learning activity or self-

reflection phase (self -reflection phase) (Zimmerman,

2002). Self-regulated learning (SRL) is proven to

increase motivation owned by individuals who are

less fortunate in economic terms so that individual

academic achievement will increase with motivation

owned (Howse et al., 2003). Based on the results of

research and interviews that have been conducted, the

researchers indicated that there are self-regulated

learning factors that play a role in determining the

success of Japanese Literature students at Private

Universities in Jakarta and researchers are interested

in knowing the "Picture of Self-Regulated Learning

Phase in Japanese Department of Literature Students

Private in Jakarta ".

1.2 Problem Formulation

Based on the phenomenon and also the literature that

has been reviewed, the researcher formulated one

research question, which is How is the description of

the Self-Regulated Learning Phase in Japanese

Literature students at Private Universities in Jakarta?

1.3 Research Purpose

The purpose of this study is to obtain answers to the

problems that have been described, namely: To get a

picture of the Self-Regulated Learning Phase in

Japanese Literature students at Private Universities in

Jakarta.

2 RESEARCH METHODS

2.1 Sampling Technique

This study uses a non-probability sampling method.

Sampling is the process of selecting individuals to

participate in research studies (Gravetter & Forzano,

2012). In this non-probability sampling when the

entire population is unknown or not identified with

certainty by researchers (Gravetter & Forzano, 2012).

A population is a group of individuals who have

certain characteristics in a study (Gravetter &

Wallnau, 2013), where the study population is all

students of Private University in Jakarta Strata

Japanese Literature majors who are active in the even

semester 2017/2018 and in the age range 18 up to 25

years. The method that researchers use is accidental /

convenience sampling is a data collection technique

using participants that is easily available (Gravetter &

Forzano, 2012).

2.2 Research Design

The approach used in this study is a quantitative

approach, more specifically descriptive research.

Quantitative research is research that tests variables

to obtain data in the form of numbers so that they can

Description of Self-regulated Learning Phase on Students of Japanese Literature Department in Private University in Jakarta

429

be analyzed and interpreted using statistical

procedures (Gravetter & Forzano, 2016). While

descriptive research is research that aims to describe

one variable or to get a separate description for each

variable when several variables are involved.

Descriptive research usually involves the

measurement of variables or a set of variables

because these variables exist naturally. Descriptive

research is not related to the relationship between

variables but describes one variable (Gravetter &

Forzano, 2018). This descriptive research design is

used to simplify and summarize data, techniques that

take raw scores, organize, and summarize them in a

form that is more manageable (Gravetter & Wallnau,

2013). The purpose of descriptive research according

to (Gravetter & Forzano, 2012) is to provide a broad

picture of a single variable. This research was

conducted with the aim of producing a picture of a

single variable, namely self-regulated learning in

tertiary institutions.

2.3 Self Regulated Learning

Measurement Tool

The self-regulated learning variable in this study uses

the Self-Regulated Learning Questionnaire

measuring instrument developed by (Sulaeman,

Wulandari, & Perangiangin, 2017). This measuring

instrument is based on three phases from Zimmerman

and researchers adapted the Self-Regulated Learning

Questionnaire to describe the 3 phases of self-

regulated learning. The preparation of the

questionnaire was based on 3 phases of self-regulated

learning, namely (1) Forethought (2) Performance (3)

Self-Evaluation. This self-regulated learning

questionnaire has 42 items in the form of a statement.

This measuring instrument uses a Likert scale range,

namely Strongly Agree (SS), Agree (S), Disagree

(TS), and Strongly Disagree (STS) on each item. The

score for each response given by the participant is

from 1 score for Strongly Disagree (STS) to 4 scores

for Strongly Agree (SS).

2.4 Validity and Reliability of

Measuring Instruments

Validity. According to (Gravetter & Forzano, 2012),

validity is a measurement of the degree to which the

measurement process measures the variables to be

measured. This research measuring instrument is a

self-regulated learning questionnaire. In this study,

researchers used the Corrected Item-Total

Correlation value according to Mayers, Gamst, and

Guarino (2013), which is _.25 which means good

validity. Items with Corrected Item-Total Correlation

between 0.00 - 0.01 can be indicated that the

relationship is not affected in the construction of the

test equipment unless the contents of the item

represent an important part of the measurement.

Based on that, items that have a value of 0.00 - 0.01

can be written off or revised. Negative Corrected

Item-Total Correlation indicates that the item is

oriented in a different direction. Items like this can be

repaired by revising items or deleting items (Meyers,

Gamst, & Guarino, 2013).

The researcher conducts a pilot study to test the

feasibility of this measuring instrument by

distributing a questionnaire to measuring instruments

to students who have similar characteristics to the

study participants and these students will not be

sampled or participants from later research. The

number of participants from the pilot study was 33

students. Based on the results of the calculation of

validity, there are 33 items that have good validity.

Then as many as 9 items are said to have less good or

low validity, namely items 2, 10, 11, 12, 16, 19, 20,

30, and 40. This can be seen in the table that shows

the valid values for these 9 items below 0, 25 After

the researcher had a discussion with the supervisor, it

was decided to delete the nine items. So that the valid

items of the measuring instrument that researchers

use to conduct research are 33 items. After testing the

validity, there is a change in the blueprint self-

regulated learning questionnaire, which is as follows:

Table 1. Blueprint Self-Regulated Learning Questionnaire After Validity Test

Dimension Indicator

Item Number

Total Item

Favorable Unfavorable

Forethought

Task Anal

ze 1,2,6,8,9,10,11 7 8

Self-efficac

3,4,5,13 12 5

Performance

Self-control 14,15,16,18,19,20,2

1,23,24,25,27

Self-observation 17,22,26 3

Self-Reflection

Self evaluation 28,29,33 3

Self-aspect 30,31,32 3

Total 33

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430

Reliability. The measuring instrument in this study

was a self-regulated learning questionnaire, using

IBM SPSS Statistics researchers conducted a

reliability test on a self-regulated learning

questionnaire measuring instrument using Cronbach

Alpha for analysis, a reliability result of 0.893 was

obtained before eliminating invalid items. Then after

eliminating invalid items, the reliability of the self-

regulated learning questionnaire measuring

instrument increased to 0.928.

2.5 Research Procedure

Research Preparation. The first thing that

researchers prepare to conduct this research is to look

at the right phenomena to be studied and made writing

for the background of the pouring of these

phenomena. After researchers find the right

phenomenon, researchers write and study the

literature in accordance with the phenomenon under

study along with the definitions of each literature by

collecting data sources from books, journals, theses,

theses, e-books, and information from newspapers

and news articles. from online media. Then the

measurement instruments or measuring instruments

used in this study are sourced from the literature and

aspects that exist in the theory of self-regulated

learning variables. Self-regulated learning phase

variable using a self-regulated learning questionnaire

developed by (Sulaeman et al., 2017).

Research Implementation. Data collection for the

pilot test was carried out from March 14 to June 6,

2018. Researchers collected research data in a way,

first the researcher made an informed consent as the

participant's consent to participate in the study. Next,

the researcher made a google form that contained this

research questionnaire so that it could be distributed

online, then the researchers gave a google form link

to students majoring in Japanese Literature.

Furthermore, the researchers processed the data

processing from June 7 to July 1, 2018. Researchers

also prepared rewards for participants who filled out

the research questionnaire. After all the preparations

for this research have been carried out, the researchers

then distributed the questionnaire to the study

participants according to the criteria.

Data Processing Techniques. Initially, the

researchers conducted data processing by collecting

data obtained from distributing questionnaires

containing measuring instruments under study. After

distributing the questionnaire and the responses

obtained from the measuring instrument variable

phase of self-regulated learning. The response of the

answers obtained will be scoring that is changing the

response into a form of numbers, so the response of

the answers obtained will be calculated using the

SPSS (Statistical Package for the Social Science)

software. SPSS (Statistical Package for Social

Science) is used to calculate validity, reliability and

descriptive. In this study, researchers used Microsoft

Excel 2013 software in data management and SPSS

(Statistical Package for Social Science) to carry out

various statistical tests that are relevant to the design

and research objectives. Microsoft Excel 2013 is

more used in working on the participants' general

overview, such as the sort & filter function, which is

very helpful in counting the number of participants in

a particular category, for example, if sorted by age, or

by semester.

3 RESULTS AND DISCUSSION

3.1 Overview of the Self-regulated

Learning Phase

Self-regulated Learning Questionnaire Measuring

Norms. Based on the Self-Regulated Learning

Questionnaire measuring tool developed by

(Sulaeman et al., 2017) the total score is obtained

from the mean of each added phase, then the sum of

the means of the three phases is divided by three. The

formula for finding the total score of the three phases

is as follows:

𝑀𝑒𝑎𝑛𝑓𝑎𝑠𝑒1  𝑀𝑒𝑎𝑛𝑓𝑎𝑠𝑒2  𝑀𝑒𝑎𝑛𝑓𝑎𝑠𝑒3

Table 2. Self-Regulated Learning Questionnaire Measuring

Norms

Score Category

≤ 31 Low

>31 Hi

From the results of statistical calculations, the

mean value of the three phases is 31. This mean

calculation is used to norm the self-regulated learning

phase. Based on calculations, the results obtained for

the phase that has a total value of less than or equal to

31 means that it has a low self-regulated learning

phase. Meanwhile, for phases that have a value of

more than 31, it means having a high self-regulated

learning phase.

Description of Self-regulated Learning Phase on Students of Japanese Literature Department in Private University in Jakarta

431

3.2 Overview of Application of the Self-

Regulated Learning Phase

Table 3. Overview of the Self-Regulated Learning Phase

Stages of Self-

Regulated

Learning

Mean

score per

stage

Total

Score

Category

1.Forethou

36 31 Hi

2.Per

ormance 42 31 Hi

3.Sel

-re

lection 16 31 Low

Each phase of self-regulated learning can be

categorized into high or low based on the average of

the three phases and the results obtained as in the table

are 31. This means that if the mean of each phase is

greater than 31 then the phase is included in the high

category and if the mean phase smaller than 31 then

the phase is in a low category. Based on the above

table, it can be seen that the description of the

application of Self-Regulated Learning consists of 3

phases, namely (1). Forethought (2). Performance (3).

Self-Reflection shows that the application in the first

stage is forethought and the second phase is high

performance. Meanwhile, the application in the third

stage, Self-Reflection, is relatively low.

4 CONCLUSIONS AND

SUGGESTIONS

4.1 Conclusions

Based on research conducted by researchers and

through data processing, several conclusions can be

drawn from this study, namely: students in this study

were 110 participants who were students of Japanese

Literature at Private Universities in Jakarta. First,

students have an application in the first phase which

is a high forethought phase with an average score of

37. Second, students have an application in the

second phase which is a high-performance phase with

an average score of 42. Third, students have an

application in the third phase namely a low self-

reflection phase with an average score of 16. Students

with better cumulative achievement index scores

have a more optimal application of 3 phase self-

regulated learning.

4.2 Discussion

The results of research on the description of the self-

regulated learning phase show that the application in

the first phase is forethought and the second phase is

high performance. These results indicate that

Japanese Literature students at the Private University

in Jakarta already have specific plans and goals that

are believed to increase academic success, can set

short-term goals that lead to the achievement of long-

term goals, make strategies in working on

assignments or when facing obstacles, and students

already have confidence in their own learning

abilities (self-efficacy) so that when implementing

into the second phase of student performance will get

more optimal results (Zimmerman, 2002). This was

also recognized by students from the results of

interviews conducted by researchers. Students

acknowledge that they have confidence in their own

learning abilities so that they can attend lectures well.

The performance phase shows that students have

been able to apply the strategies that have been

determined in the forethought phase. Students have

described learning material in their minds, students

can guide themselves to do something in achieving

academic goals, and students can observe themselves

and know when students will learn well and when not

learning well (Zimmerman, 2002). This is consistent

with the results of researchers' interviews with private

university counselors in Jakarta where Japanese

Literature students are majors with students who have

the least low academic achievement, where students

have the ability to control themselves in the learning

process as students have appropriate strategies in

memorizing kanji letters where students make small

notes about kanji and understand grammar that has

been learned.

Meanwhile, the application in the third phase,

namely Self-Reflection, is relatively low. Although

Japanese Literature students are among the majors

with the least low academic achievement, Japanese

Literature students have a low self-reflection phase

which means students lack evaluation of their

achievements. Students tend to compare their

processes with other people's processes and do not

have a sense of satisfaction with themselves so that

their motivation decreases and students lack good

self-evaluation (Zimmerman, 2002). The majority of

participants in this study were Japanese Literature

students in the second semester where the students

had not done a good self-evaluation so that the third

phase of this study was low self-reflection.

4.3 Suggestions

Theoretical Suggestions

1. Future studies should get participants with a

balanced frequency in the control data,

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especially participant demographic data in order

to better represent this research.

2. For further research, it is hoped to find more

other references related to research.

3. For further researchers, it is hoped that other

variables related to research participants will be

examined, not only the self-regulated learning

phase of Japanese Literature students but also

other variables can be investigated

Practical Suggestions

1. It is recommended that students majoring in

Japanese Literature be able to have a good self-

evaluation of their results. One of them can do

socialization during Academic Orientation

about the importance of the phase of self-

regulated learning and self-reflection after each

semester's study. This is needed to improve the

quality of the implementation of Self-Regulated

Learning in the third phase, which is proven

through this research is still relatively low.

2. It is recommended that the Student Advisory

Center (SAC) be able to provide a

psychoeducation program on the importance of

students knowing the phase of self-regulated

learning and so that students can implement the

three phases of self-regulated learning optimally

so that students have good study success.

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