The relationship between students’ self regulated learning and their motivation in learning english

Abstract

English is one of the important subjects in the field of education, especially in the English Study Program. Effective English learning is influenced by the students' self-regulated learning and their motivation. Therefore, this study aimed to identify the relationship between self-regulated learning and their motivation in learning English at English Study Program Islamic University of Indragiri. In this research, the researcher used a correlational research design. The variables is consisted of learning motivation (X), which included the students' drive and enthusiasm in learning English, and self-regulated learning (Y), which measured the extent to which students managed and organized their learning process. In this study, the instrument used was a questionnaire. The objects of the study were third-semester students (21 students) and fifth-semester students (17 students) of the English Study Program at Faculty of Teacher Training and Education Islamic University of Indragiri. The results showed that the correlation between self-regulated learning and their motivation to learning English was very low level, namely with a score -0.034. Regarding the hypothesis, it was concluded that there was no significant correlation, because based on the df formula, the observed "r" value was lower than the critical values at the significance levels of 5% (0.329) and 1% (0.424). Then it can be concluded that the alternative hypothesis (H_a) was rejected, and the null hypothesis (H₀) was accepted. This meant that there was no significant relationship between students’ self-regulated learning and their motivation in learning English at English Study Program Islamic University of Indragiri