EFL Learners’ Self-Regulated Learning Strategies in English Language Learning of UHAMKA English Education Department

tri setiawati; silih warni, ph. d;

ROSITA FEBIYANTI. NIM: 1701055062. EFL Learners’ Self-Regulated Learning Strategies in English Language Learning of UHAMKA English Education Department. A Paper, Jakarta: The University of Muhammadiyah Prof. Dr. Hamka, 2021.
The study investigates EFL learners’ most frequently-used self-regulated learning strategies in one of the Islamic universities in Indonesia. There are 2 aims in this research, such as finding EFL learners’ most frequently-used self-regulated learning strategies and their perceptions concerning the strategies. To reveal the answers, the writer involves 90 participants who are the senior year students of Muhammadiyah Prof. Dr. Hamka University 2020-2021 academic year, by utilizing a quantitative method of survey design. The data was gathered with an online questionnaire of Google Form and was distributed in a week through WhatsApp. After the whole data was collected, Microsoft Excel and SPSS version 25 were used to analyze the data and to observe the mean and percentage. The results were revealed after the data analysis was finished. In this research, it is discovered that EFL learners’ most frequently-used strategy is metacognitive (X=3.98), followed by cognitive strategy (X=3.47), compensation strategy (X=3.38), affective strategy (X=3.38), social strategy (X=3.33), and the least frequently used is memory strategy (X=3.30). Also, learners have more positive responses concerning their perception of self-regulated learning strategies. It is proven by the coherence between the highest use of metacognitive strategies and their highest positive response towards SRL strategies, the coherence between the high average of reaching and setting goals strategy and their positive response on reaching goal perceptions, the coherence between the high use of correlating the English they have known and haven’t strategy and their positive response on it, and the coherence between the use of affective strategies in handling emotional temperatures such as stress or boredom.