A COMPARATIVE EXAMINATION OF SELF-REGULATED LEARNING IN ENGLISH READING FOR ACCOUNTING AND OFFICE MANAGEMENT STUDENTS

Abstract

Self-regulated learning (SRL) is recognized as significantly beneficial in improving pupils' proficiency in English reading. But there hasn't been much study comparing the SRL of vocational students from various fields of study. Examining whether accounting (AKL) and office management (MPLB) students differ in their ability to self-regulate their reading comprehension of English was the primary goal of this research. This study employed a quantitative comparative methodology with 120 eleventh-grade pupils at SMK Negeri 1 Dukuhturi. The data was collected using a self-regulated learning questionnaire that was based on Zimmerman's cyclical model. Descriptive statistics and an independent samples t-test were used for evaluation. The findings indicated that both cohorts exhibited a notable level of self-regulated learning. The MPLB students achieved superior average scores; nevertheless, the disparity was not statistically significant (p = 0.281). The results indicate that the students' field of study had no substantial effect on their self-directed learning in English reading.