The Effectiveness of Self-Regulated Learning-Based Instruction on the Speaking Ability of Seventh-Grade Students at MTs Sunan Ampel Jatirejo

Abstract

This study aims to describe the English speaking ability of seventh-grade students at MTs Sunan Ampel Jatirejo, Mojokerto, before and after the implementation of Self-Regulated Learning (SRL)-based instruction. The approach used was quantitative with a one-group pretest-posttest pre-experimental design involving eight students selected through purposive sampling from a population of 30 seventh-grade students. The treatment was administered over four meetings using three supporting instruments, namely the Target Score Matrix, the SRL Focus Monitoring Sheet, and the Self-Reflective Log, each representing the forethought, performance, and self-reflection stages of the SRL cycle. Students' speaking ability was assessed through an oral monologue task covering five components: pronunciation, grammar, vocabulary, fluency, and comprehension, with a score range of 1–5 per component. The results of the analysis showed that the mean score increased from 15.38 at pretest to 19.88 at posttest, a mean difference of 4.50 points. A paired-samples t-test showed a significant difference, t(7) = -11.906, p < .001, while Cohen's dz of 4.21 indicated a very large within-group change. The greatest improvement was found in the fluency component. Because this study involved only eight students without a comparison group, the findings only describe the change within the group studied and cannot be broadly generalized.