Self-regulation in english language learning:A Case Study of elementary Students in Sekolah Cikal

Abstract

Self-regulated learning is widely recognized as an effective approach for learners nowadays, including inlanguage learning. This style of learning requires the learners to set goals and make plans before they start learning. Self-regulated learning involves cognition learning, through which the learner monitors his/her own cognition, motivation, and behaviour during the learning process and finally reflects the result of the process itself. There are some important skills that related to the self-regulated learning, namely: self-efficacy, self-judgment, and self-reaction.This research examines a set of concerns related to the self-regulated learning as a strategy to language learning among students within Indonesian context. The findings are framed utilizing social cognitive theory. For data collection, this research utilizes quantitative methods. The Motivated Strategies for Learning Questionnaire (MSLQ) is utilized as the main quantitative data instrument to measure the effectiveness of self-regulated learning strategies.  The findings of this research suggest that there is positive correlation between self-regulated learning and academic achievement in language learning at the researched school. Based on the evidence of this research, it can be inferred that the higher the level of self-regulated learning, the higher the score of English gained by the students. As the research was conducted in SekolahCikal, which is within Indonesian context, it may provide a unique contribution to the academic discussions within the field of education, which has been dominated by study within Western environment.