Regulasi Diri dan Hubungannya dengan Prestasi Belajar Siswa pada Mata Pelajaran Bahasa Inggris

Abstract

The improvement of students’ learning achievement in English is suspected to be related to their ability to regulate themselves. This quantitative, descriptive-correlative study aims to prove this assumption and the truth of the hypothesis stating that there is a significant relationship between self-regulation and students’ learning achievement. The data for self-regulation were obtained by distributing a questionnaire adapted from the Academic Self-Regulated Learning Scale constructed by Magno based on the theory of Zimmerman and Martinez-Pons to 96 respondents, namely students of grade X of SMA Advent Airmadidi. Students’ learning achievement in English was determined based on their final exam scores. The results obtained showed that students admitted that they often applied self-regulation in learning. In addition, students were also able to achieve very good learning achievement in English. By using the Pearson Correlation Product Moment data analysis technique, it can be proven that there is a significant relationship between the two variables, with a positive direction of the relationship. This means that the more often students apply self-regulation in learning, the better their learning achievement in English.