THE INFLUENCE OF SELF-REGULATED LEARNING STRATEGIES ON READING COMPREHENSION AMONG HIGH SCHOOL EFL LEARNERS AT SMK PGRI 2 KEDIRI

Maulidiyah, Miftah Dwi Putri (2025) THE INFLUENCE OF SELF-REGULATED LEARNING STRATEGIES ON READING COMPREHENSION AMONG HIGH SCHOOL EFL LEARNERS AT SMK PGRI 2 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This study presents a comprehensive analysis of the influence of Self Regulated Learning (SRL) strategies on the students’ reading comprehension abilities of English as a Foreign Language (EFL) at the high school level. Reading comprehension is a crucial skill for EFL students, but many high school students still experience difficulties in understanding English texts. This problem is not merely a lack of reading ability, but rather stems from a lack of active engagement and self-management during the reading process, which can be directly addressed by SRL. Reading skills are not passive; they require active participation, including understanding word meanings, understanding arguments, and seeking agreement on statements. This study uses a quantitative approach with a pre-experimental; one group pre-test-post-test design. The study was conducted at SMK PGRI 2 Kediri in the 2024/2025 academic year, with a sample of 29 students from class X AK-2 selected using purposive sampling. The instruments used were 25 multiple-choice questions based on descriptive texts for the pre-test and post-test. The data collection process included administering the pre-test, two treatments using the SRL strategy, and administering the post-test. Data analysis was conducted using descriptive statistics and the Wilcoxon Signed Rank test, as the data were not normally distributed. The decision to switch to this non-parametric test, indicated by the results of the normality test (Sig. < 0.05 for both groups). The percentage increase in passing rates was also substantial, jumping from 37.93% on the pre-test to 71.4% on the post-test. Statistical confirmation was obtained through the Wilcoxon Signed Rank test, with an Asymp. Sig. (2-tailed) value of 0.000, which firmly rejects the null hypothesis and indicates a significant difference between pre-test and post-test scores. The convergence between descriptive and inferential statistics provides strong evidence of the effectiveness of the SRL strategy. This study provides empirical support for the transferability and application of SRL theories that have been mapped to the context of specific EFL learning in Indonesian schools, as well as the validity of previous research. These findings also imply a shift from teacher-centered instruction to a learner-centered approach, where teachers act as facilitators of self-regulation, encouraging greater learner autonomy and lifelong learning habits.

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