“The Relationship between Self-Regulated Learning and Academic

Achievement in Translation Course of English Education Students,

Sriwijaya University”

A thesis by :
Veronica
Student number: 06011381722067
English Education Study Program Language and Arts Education Department
2017

FACULTY OF TEACHER’S TRAINING AND EDUCATION

SRIWIJAYA UNIVERSITY
PALEMBANG
(2021)
 Chapter 1
“Introduction”

1.1 Background of the Study

This study will discuss about the relationship between self-regulated learning and
academic achievement focusing on translation as a subject or curriculum in English Education
Department of Sriwijaya University. This study will find whether the higher the student's self-
regulated learning in learning, the higher the student's academic achievement, especially in
translation. In this case, it will also be find whether students who use self-regulated learning can
increase learning motivation, make learning activities more effective and efficient, and achieve
the learning goals. Self-regulated learning is one of the strategies in the learning process. Self
regulated learning is a way of how students process, manage, organize and determine goals in
learning by involving aspects of motivation, meta cognition, and behavior (Zimmerman &
Martianz-Pons (2001). If students want to reach their goals in learning especially reach the
academic achievement in translation, the students should know what is the best way or learning
strategies suit them in learning. Self regulated learning is one of the best learning strategy can be
use in translation learning process that can give student motivation in learning because student
can manage their learning process and set their own learning plan. According to Pintrich//, self-
regulated learning is defined as an active process in which students can determine their learning
goals and then manage and monitor their cognitive, motivation, and behavior as they set their
goals in learning. The subject of "Translation" is commonly found in the curriculum of English
Departments of many universities especially in English Education Department of Sriwijaya
University. This suggests the significance of targeted competence of the students in the parts of
educators and curriculum as a competence. Translation is a course in the English language
education department of Sriwijaya University to practice translation skills from English to
Indonesian, vice versa. The skill or ability to translate is deemed key in today's globalizing world
where people of different languages and cultures search to meaningfully relate each other. That's
why translation is important and if the students use self regulated learning in the translation
learning process, is it makes the learning process more effective and easier for student? And then
is it can make them easier get good academic achievement in translation?

From this study we will find out how self-regulated students in English Education, student
academic performance in the translation course, as well as the relationship between self-
regulated learning and student achievement, especially in translation. So if the 3 aspects that
want to prove are positive, it can be proven that the use of self-regulated learning can improve
student academic achievement, especially in translation course.
1.2 Limitation of the study

This research is limited only to know the relationship between self regulated learning and
student’s academic achievement in translation course of student in English Education,
Sriwijaya University.

1.3 Research Question

1. How self regulated learning strategy of student in English Education of Sriwijaya

University?
2. How is student’s academic performance in translation
3. How is self regulated learning affect student academic achievement, especially in
translation in set for their relationship?

1.4 Objective of the Study

1. To know self regulated learning works in student of English Education of Sriwijaya

University.
2. To know the student of English Education academic performance and achievement in
translation course.
3. To find out the relationship between self regulated learning and academic performance in
translation course.

1.5 The Significant of the study

1. For teachers/ Lecturers

This study is to provide encouragement for teachers/lecturers in English class especially
in translation course, so them to be inspired and can improve the quality of the teaching
and learning process. Also expected that will help teachers or lecturers to improve their
competence in teaching and learning activities.

2. For Students
This study is expected to encourage students to use their own learning strategy and
inspire the how to set goals in learning by use best learning strategy like self regulated
learning. Moreover they can measure they skill and ability in translation by know how
they academic achievement result.

3. For Researcher
The researcher is expected the result or data of this study will helpful and to be useful in
future especially for another study or research that use the same theme. The data of this
research will help another researcher as reference and as another validation in further
same theme study.
 Chapter 2
“Literature Review”

2.1 Self Regulated Learning

Self regulated learning is one of learning strategy that can improve student motivation in
learning. Self-regulated learning is a combination of academic learning skills and self-
control that makes learning easier, so the students are more motivated (Glynn, Aultman, &
Owens, 2005). We know that self-motivation is an important aspect to support the learning
process, because with motivation we can be moved by ourselves in managing and regulating
how we learn according to our wishes. Zumbrunn, Tadlock & Roberts (2011) define self-
regulated learning as a process that helps students regulate their thoughts, behavior and
emotions in order to direct their learning experience. A self-regulated learner also has the
personal ability to manage and manage their learning process well. When viewed from the
study of self-aspect from Carver & Scheier (1998), a self-regulated learner includes aspects
of the self-communal (communal) or interdependent, meaning that all actions, values, and
goals that they have reflect what is there. Within himself, and he himself is responsible for
the values and goals he creates and cooperates with his group to achieve mutual benefit.

According to Nurjihan (2016) self-regulated learning is a learning process and strategy that
includes 3 factors, namely social, cognitive, and behavior factors. According to Zimerman (in
Wolfolk 1993) quoted from Nurjihan's (2016) study, self-regulated learning is defined as a process
where students activate and encourage the cognitive, behavioral, and feelings systematically to
achieve their learning goals. Self-regulated learners are usually active and have good management in
their learning process. According to Pintrich, self-regulated learning is defined as an active process in
which students determine their learning goals and then regulate and monitor their cognitive,
motivation, and behavior as they set their goals in learning. One of the characteristics of students
who have self-regulation capacity is that they are capable to evaluate and become conscious
whether they have facts and have certain abilities or not. Unlike passive students, students
who have self-regulation will proactively seek information and try to find out facts when
they need it and then take the next step in order to understand the information. When faced
with various obstacles, such as poor learning conditions, confusing teachers way in teaching,
or difficulty to understanding textbooks, students who have self-regulation skills will be able
to find a way out in order to be successful (Zimmerman, 1990).
2.2 Academic Achievement

Academic achievement is very important for students and teachers because it is a

parameter to measure the results of the student learning process. Winkel (in Kurniawati &
Leonardi, 2013) defines academic achievement as the result of a person's learning which is
the result of an assessment in the fields of knowledge, skills and attitudes as a result of
learning expressed in the form of values. Academic achievement is one of the benchmarks
for student success in academic performance. Academic achievement plays a role in several
aspects of life such as anxiety, self-esteem, and optimism (vs. pessimism) (El‐Anzi, F.O.,
2005). Academic achievement, both at the basic and advanced levels, is an issue that is
always considered important in the world of education. Likewise for advanced students in
each course. Academic achievement will be a pillar for students to always be motivated and
get better because if someone's academic achievement is high, they will have strong
competitiveness and motivation. Generally, students who have high academic achievement
mostly have high intellectual or cognitive abilities as well. Because this become a part of
their understanding or self-awareness and instills to be more motivated even when their
learning achievements are not as expected. According to (Lens, Lacante, Vans‐ teenkiste, &
Herrera, 2005), students who have high academic achievement tend to have strong
motivation and competitiveness in learning compared to low academic achievement
students..

Cognitive or intellectual is an important domain or pillar in student academic

achievement. Cognitive is a psychological domain that includes any mental behavior related
to understanding, consideration, information processing, problem solving, intentionality, and
belief (Trainin & Swanson, 2005). So the cognitive domain plays an important role for
students' academic achievement in the learning process. Cognitive abilities in students
usually significantly affect academic performance so the academic achievement is also good.
This is found in several research findings showing that in the learning process, intellectual or
cognitive abilities play a very important role, especially on the student’s high or low
academic achievement or performance (Merdinger et al., 2005) cited in Latipah's (2016)
study.
 Chapter 3
Methodology

3.1 Design of the Study

To find out the answer of the research questions, a research design is important in a
research. This research has purpose to find out the relationship between self regulated
learning and academic achievement in translation course of English Education student in
Sriwijaya University. Research design is needed because contains plan and strategy to do the
reaserch. According to Kerlinger (1986) research design is a plan, structure and strategy of
investigation conceived so as to obtain answers to research questions and to control variance.
Kothari (2004) also states that research design is the conceptual structure with which the
research is conducted. It constitutes the blue print for data collection process, data
measurement which comprises data identification, arrangement and summarization, and data
analysis.

3.2 Variable of the Study

A variable in a research is a something that varies which can be a quantity,

characteristics, or numbers. In this research, there will be two variables that will be
discussed. The variable of this study is the relationship between self regulated learning and
academic achievement in translation course.

3.3 Participant of the study

Participant is one of the important component in a research because we need to collect

the data from the participant or people who provide the data in the form of each person's
voice. Moleong (2010:132) describes research subjects as informants, which means people
who provide information related to the situation and conditions in the research setting. In line
with this definition, Moeliono (1993: 862) describes research subjects as people who are
observed as research targets. Participants in this research are 2018 or 7th semester student of
English Education at Sriwijaya University.
3.4 Technique of Collecting The Data

3.5 Validity and Reliability

Validity
Validity test states that the instrument used to obtain data in the study can be used or not.
According to Sugiyono (2012), valid means that the instrument can be used to measure
what should be measured. Then according to Kusuma (2016) the validity test is used to
determine the feasibility of the items in a question in defining variables.

3.6 Data Analysis