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Implementing E-Portfolio in Self-Monitoring Phase of Self-Regulated Learning Strategy in Writing Course: A Case Study

Language Circle: Journal of Language and Literature · Vol. 19 No. 2 (2024) · hlm. 151–159

DOI
10.15294/lc.v19i1.13801
ISSN
2460-853X, 1858-0157
Terbit
2024-10-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study proposes a model of self-monitoring phase of Self-Regulated Learning using E-Portfolio in writing an essay. The method used was case study which aims to take an activity or phenomenon as an example. The E-Portfolio tool used was Wordpress.com. The proposed model covers ten stages begin with students making the E-Portfolio, stating their goals, taking notes exploring materials, taking notes on feedback given by the lecturer and peers, reviewing the feedback, performing self-evaluation, presenting the results of evaluation, discussing with peers about their difficulties, and asking and discussing with the lecturer about personal difficulties found during the process. To achieve the desired result from implementing E-Portfolio in Self-Monitoring phase of SRL, teacher/lecturer should consider several factors among others learning objective, participants, tool used, the outcome expected, and not to mention infrastructure available. Several challenges in implementing this strategy include the infrastructure such as internet connection and the hardware supports. In addition, students’ reluctancy to do the self-reflection phase due to self-distrust with their capability and skill or their skepticism towards the teacher/lecturer should be overcome with adequate guidance and frequent encouragement for the success of this strategy.

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6 penulis · 11 tautan kepenulisan bersama · 8 lintas organisasi

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  • Indonesia University of Education
  • State University of Semarang
  • STMIK Bina Patria
  • University of Auckland
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Rekan penulisOrganisasiArtikel bersama
Atsani WulansariIndonesia University of Education1
Wawan GunawanIndonesia University of Education1
Heru PratiknoIndonesia University of Education1
Fransisca RahardjaUniversity of Auckland1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/LC/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Implementing E-Portfolio in Self-Monitoring Phase of Self-Regulated Learning Strategy in Writing Course: A Case Study</dc:title>
	<dc:creator xml:lang="en">Nurjanah, Ratih Laily</dc:creator>
	<dc:creator xml:lang="en">Waluyo, Sri </dc:creator>
	<dc:subject xml:lang="en">Case Study</dc:subject>
	<dc:subject xml:lang="en">E-portfolio</dc:subject>
	<dc:subject xml:lang="en">English Language Teaching</dc:subject>
	<dc:subject xml:lang="en">self-monitoring phase</dc:subject>
	<dc:subject xml:lang="en">self-regulated learning</dc:subject>
	<dc:description xml:lang="en">This study proposes a model of self-monitoring phase of Self-Regulated Learning using E-Portfolio in writing an essay. The method used was case study which aims to take an activity or phenomenon as an example. The E-Portfolio tool used was Wordpress.com. The proposed model covers ten stages begin with students making the E-Portfolio, stating their goals, taking notes exploring materials, taking notes on feedback given by the lecturer and peers, reviewing the feedback, performing self-evaluation, presenting the results of evaluation, discussing with peers about their difficulties, and asking and discussing with the lecturer about personal difficulties found during the process. To achieve the desired result from implementing E-Portfolio in Self-Monitoring phase of SRL, teacher/lecturer should consider several factors among others learning objective, participants, tool used, the outcome expected, and not to mention infrastructure available. Several challenges in implementing this strategy include the infrastructure such as internet connection and the hardware supports. In addition, students’ reluctancy to do the self-reflection phase due to self-distrust with their capability and skill or their skepticism towards the teacher/lecturer should be overcome with adequate guidance and frequent encouragement for the success of this strategy.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-10-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/LC/article/view/13801</dc:identifier>
	<dc:identifier>10.15294/lc.v19i1.13801</dc:identifier>
	<dc:source xml:lang="en">Language Circle: Journal of Language and Literature; Vol. 19 No. 2 (2024): October 2024 Regular Issue; 151-159</dc:source>
	<dc:source>2460-853X</dc:source>
	<dc:source>1858-0157</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/LC/article/view/13801/1848</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Language Circle: Journal of Language and Literature</dc:rights>
</oai_dc:dc>