THE CORRELATION BETWEEN SELF-REGULATED LEARNING STRATEGIES AND STUDENTS’ GPA IN ENGLISH EDUCATION AT THE UNIVERSITAS ISLAM INDONESIA

Abstract

Self-regulated learning is one of the factors that affect the achievement of learning motivation to encourage students to learn to determine the direction of action and selecting actions that are useful in achieving maximum learning achievement. a student with a high level of intelligence may fail to achieve maximum performance if lack of learning motivation. This research is to know the existence of relationship between self-regulated learning strategies with students’ GPA. This research uses correlational research design with purposive sampling technique. The population of this study is 72 semester V students majoring in the education of English university of Islam Indonesia year of college 2015, method of data collecting using questionnaire of self-regulated learning strategies and value of GPA, data analysis using statistical test of Pearson correlation. The result of statistical test data analysis is r =0 .007 (p <0,05) with significance 0,952 (p >0,05) until hypothesis accepted, meaning there is a negative relationship and there is no significant relationship between self- regulated learning strategies and students GPA on the level of moderate correlation. Although this result of study is not correlated but between self- regulated learning strategies and students GPA still significance in low level of significance 0,036 (p <0,05)