The Effectiveness of Self-Regulated Learning Strategies in Enhancing English Achievement among 11th Grade Students SMA Negeri 7 Kediri
DOI:
https://doi.org/10.29407/eyva0e20Keywords:
Self-Regulated Learning, English Achievement, Regression AnalysisAbstract
This study investigates the effectiveness of Self-Regulated Learning (SRL) strategies in enhancing English achievement among 11th-grade students. Using a quantitative correlational design, data were collected from 34 respondents through a 30-item SRL questionnaire and academic performance records, including PTS, formative assessments (LM1, LM2, TP), and final scores. The SRL instrument demonstrated strong validity and excellent reliability (Cronbach’s α = 0.913). Descriptive results indicated generally high SRL levels and strong English achievement. Normality, homogeneity, and linearity assumptions were met, allowing the use of parametric analyses. Pearson correlation revealed a moderate and significant positive relationship between SRL and English achievement, particularly for PTS and final scores. Regression analysis confirmed that SRL significantly predicts English performance, explaining 28% of the variance. These findings suggest that students who actively plan, monitor, and evaluate their learning tend to achieve higher English outcomes. The study reinforces the importance of promoting SRL-based learning practices to improve academic achievement in English.
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