PENGARUH STRATEGI SELF-REGULATED LEARNING TERHADAP PRESTASI BAHASA INGGRIS SISWA: STUDI PADA SISWA SEKOLAH MENENGAH ATAS DI SULAWESI UTARA = THE INFLUENCE OF SELF-REGULATED LEARNING STRATEGIES ON STUDENTS’ ENGLISH ACHIEVEMENT: A STUDY OF SENIOR HIGH SCHOOL STUDENTS IN NORTH SULAWESI

Background: Self-regulated learning (SRL) is an internal factor that helps students regulate, monitor, and evaluate their own learning processes. In English as a foreign language learning, this ability is important because students need to use learning strategies independently to support their academic achievement. Objective: This study aimed to examine the influence of self-regulated learning strategies on senior high school students’ English achievement in North Sulawesi and to identify which dimensions of self-regulated learning strategies contributed most to students’ English achievement. Method: This study employed an explanatory sequential mixed-method design. Quantitative data were collected from 110 eleventh-grade students at SMA UNKLAB Airmadidi using the Academic Self-Regulated Learning Scale adapted from Magno and students’ English daily test scores on descriptive text. The quantitative data were analyzed using descriptive statistics, multiple linear regression, and simple linear regression through SPSS. Qualitative data were obtained through classroom observations and semi-structured interviews with 12 students to provide deeper explanations of the quantitative findings. Results: The findings showed that students’ self-regulated learning was generally in the high category, while their English achievement was at the passing level. The multiple linear regression results indicated that the seven SRL dimensions, namely memory strategy, goal setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility, and organizing, did not make significant partial or simultaneous contributions to students’ English achievement. The simple linear regression result also showed that students’ overall SRL had only a very limited influence on their English achievement. Conclusion: SRL was present in students’ learning behavior, but it was not sufficiently strong and consistent to make a significant contribution to students’ English achievement.