Abstract
This study was an attempt to investigate how self-regulated learning through voluntary reading (VR) affects EFL students’ reading comprehension. The researchers transform the self-regulation strategy that is usually done in class into self-checking voluntary reading card based on self-regulated learning (SRL). This research applied quasi-experimental with pre-test post-test control group design and to achieve the goal, 93 Indonesian EFL learners of a private university in East Java, Indonesia were chosen based on their performance on preliminary research treated as experimental and control group. The experimental group did VR activity and SRL strategies, and the control group received direct teaching. The data were analyzed using t-test and the result showed that that the self-regulation through voluntary reading has a significant effect on students’ reading comprehension. This study implicitly reminds all EFL teachers in Indonesia to pay more attention to increase students’ self-regulation and to overcome the problems of independence, interest, habit in reading, and reading comprehension that the students face.
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