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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) · pp. 151–159

DOI
10.15294/lc.v19i1.13801
ISSN
2460-853X, 1858-0157
Published
2024-10-30
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

9 authors · 16 co-authorship links

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Co-authorOrganisationJoint articles
Nur EfendiAffiliation unknown2
Atsani WulansariAffiliation unknown1
Heru PratiknoAffiliation unknown1
Fransisca RahardjaAffiliation unknown1
Wawan GunawanAffiliation unknown1
Gusri Ahyar IbrahimAffiliation unknown1
Gusri Akhyar IbrahimAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/LC/oai, first harvested 5 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>
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