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All Journal ARMADA : Jurnal Penelitian Multidisiplin
Untung Waluyo
English Department/University of Mataram, Indonesia
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Patterns of Self-Regulated Learning Strategies Employed by English Language Teachers in Five Selected Senior High Schools in North Lombok Regency Untung Waluyo; Henny Soepriyanti; Udin; Thalia Qaulan Tsaqiila; Nurul Idiani
ARMADA : Jurnal Penelitian Multidisiplin Vol. 4 No. 5 (2026): ARMADA : Jurnal Penelitian Multidisplin, Mei 2026
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/armada.v4i5.2267

Abstract

This research focuses on the patterns of self-regulated learning (SRL) strategies identified in English change agent teachers (guru penggerak) from five selected senior high schools in North Lombok Regency. Using a qualitative multiple-case study design, this research was conducted on ten English teachers which consist of five change agent teachers and 5 regular teachers who applied the Merdeka Curriculum learning activities. The study utilized in-depth interviews, classroom observations and document reviews for data collection. The data were analyzed thematically with triangulation to eliminate risk decision validity and credibility. Findings show that students’ preparedness falls into basic to intermediate level, with gradual enhancement (one step forward) for contextualized project-based tasks such as producing conversation video and acquaintance with tourists. The challenges to the implementation of Self-Regulated Learning (SRL), as identified in the study, include lack of resource, low student motivation and socio-cultural considerations. The study revealed that change agent teachers using SRL had enabled learners to take part in the classroom interaction enthusiastically. These findings are in line with the perspective of SRL supporting independent learning when teachers provide ongoing scaffolding, relevant project-based assignments and straightforward cycles of SRL
Assessing Adaptive Capability of English Teachers in Implementing Differentiated Instruction Models in Selected Junior High Schools in Mataram Henny Soepriyanti; Untung Waluyo; Eka Fitriana; Hartati Suryaningsih; Refa Andini
ARMADA : Jurnal Penelitian Multidisiplin Vol. 4 No. 5 (2026): ARMADA : Jurnal Penelitian Multidisplin, Mei 2026
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/armada.v4i5.2268

Abstract

The study addresses the recurrent difficulties teachers experience in response to curriculum reforms that require flexibility, creativity and technology use to respond to heterogeneous student populations. With a qualitative multi case study as its design, the research involved fifteen English teachers of five junior high schools who had applied the Merdeka Curriculum for at least one year. Methods Data were obtained through in-depth interviews and classroom observations as well as documents analysis to ensure validity and reliability. Results indicate a wide discrepancy in teachers’ adaptative capacities, depending on the access to professional formation, technological preparedness and institutional support. More flexible teachers were found to design creative approaches in adapting content, process and product for meeting the learning profiles of students. Others had limited facilities, no motivation and minimal parental participation. However, despite these barriers, most of the teachers demonstrated a positive attitude and ongoing efforts toward self-improvement through self-study and peer support. Adaptive teaching is identified in the study as also crucially for achieving the aims of Merdeka Curriculum and therefore there should be ongoing (contextual) teacher training that supports reflective practice and differentiated pedagogy.
Co-Authors Eka Fitriana Hartati Suryaningsih Henny Soepriyanti Nurul Idiani Refa Andini Thalia Qaulan Tsaqiila Udin