STUDENTS’ SELF-REGULATED LEARNING IN ENGLISH OF SECOND

This study aims to find the students' self-regulated learning in English of second grade at SMAN Islam Terpadu Syech Walid Thaib Shaleh Indragiri Teluk Sungka. This type of research is descriptive quantitative. To find the purpose of this study, the researcher used the method of collecting data through a questionnaire. After gathering the data, the researcher found that the results of this study of self-regulated learning showed that regulated learning with 35 students as respondents with an average score of 141.1 was included in the "good category". In addition, the factors that influence students' self-regulated learning are included in the "disagree category" could be seen from the third statement with an average value of 86. From these results, it can be concluded that the second grade students at SMAN Islam Terpadu Syech Walid Thaib Shaleh Indragiri Teluk Sungka have paid attention to their self-regulated learning in English.


INTRODUCTION
It is strongly believed that education aims to educate children of the nation, to make students have noble character in order to create a harmonious life.
In general, education provides three scientific aspects, that is cognitive, affective and psychomotor aspects. This means that education requires students to have the ability to think, recognize attitudes and control emotions, and be able to activate their brains and physically carefully. That means the subject matter provided by the teacher is not only for information, but also for application in everyday life.
So that what is conveyed can be applied in everyday life, students should have the self-regulated to study the material that has been given by the teacher.
With this self-regulated, students was expected to be confident and consciously willing to accept stimulus in the form of regular learning activities.
A self-regulated attitude was indeed very difficult to apply in a person, especially a self-regulated attitude in learning. Therefore, school as a means of learning was expected to make students become students who had a self-regulated attitude in learning. In addition, it is hoped that the school was also be able to create students who can plan their future life goals and achieve them through selfregulated learning.
According to Haris Mujiman (2005: 1) students' self-regulated learning is an active learning activity, which is driven by an intention or motive to overcome a problem and the built with the knowledge or competence possessed.
Determination of competence as a learning goal and how to achieve it; both the determination of the time of study, the place of study, the rhythm of learning, the tempo of learning, the method of learning, as well as the evaluation of learning were carried out by the students themselves. The children who had strong selfregulated learning was not give up easily, both in their studies and in their daily lives. By having an self-regulated learning attitude like this, it can be believed that students was become tough humans. In other words, he was accustomed to solving the problems he faces in his studies, so it was be easy to face and analyze the problems that exist in his life. In addition according to Stephen Brookfield (2000:130-133) that self-regulated learning is self-awareness, self-driven, learning ability to achieve its goals. With having this self-regulated learning ability, students was expected to have positive thoughts. Therefore, to achieve success in learning, students must be able to self-regulated learn without coercion from others and also not rely on learning from the teacher alone, but they can learn through print, electronic, natural, or other media.
In addition, high critical thinking skills only exist in children or students who have self-regulated learning. Therefore, it is very important to realize selfregulated learning for each student, so that what the nation aspires to the development of students can be achieved. Of course, it makes a nation that is intelligent, moral and has noble character. Therefore, students should be self-regulated in learning so that they become disciplined by themselves. Likewise, students of SMAN Islam Terpadu Syech Walid Thaib Saleh Indragiri Teluk Sungka, they also have to learn selfregulated in order to achieve the desired goals. But in reality, students of SMAN Islam Terpadu Syech Walid Thaib Saleh Indragiri Teluk Sungka was not able to learn self-regulated. When researcher conduct pre-observation, this can be seen from the following phenomena: 1. Most of the students do their homework in the morning at school.
2. Most of the students had not been able to use their time as efficiently as possible to complete the assignments given by the teacher, so they were not able to complete assignments on time.
Based on the description above, the researcher was very interested in seeing the level of learning self-regulated of second grade students at SMAN

Islam Terpadu Syech Walid Thaib Saleh Indragiri Teluk Sungka in learning
English. Do they have low, medium or high learning self-regulated? This is important to research as a provision for teachers to determine further teaching methods and for students to make them aware of the importance of being selfregulated in learning. In addition, self-regulated learning is needed in the learning process, so that later students get used to live self-regulated and make it happen in everyday life. Therefore, to answer how self-regulated learning of second grade students at SMAN Islam Terpadu Syech Walid Thaib Saleh Indragiri Teluk Sungka, the writer will conduct research entitled "Students' Self-Regulated

Learning in English of Second Grade at SMAN Islam Terpadu Syech Walid Thaib
Saleh Indragiri Teluk Sungka.

Self-Regulated Learning
Self-regulated in learning is also known as Independence learning.
According to Pintrich, Winne & Zimmerman quoted by Balapumi & Aitken (2012: 3) in general learning self-regulated can be described as a process where students are in an important process, namely the process before learning, during the learning process and after learning analysis in which there is cognition, metacognition, behavior, motivation and environment during the learning process to achieve academic goals.
In addition, Zumbrunn, et al (2011: 4) state that self-regulated learning is a process that requires students to regulate their thinking, behavior and emotions in order to successfully monitor their learning experience. This is also in line with the opinion of Subramanya & Zubair (2017: 243) that self-regulated learning emphasizes the self-regulated and ability of a person to control the way he learns to achieve the goals he has designed.
Furthermore, Baramucci (2013: 3) states that self-regulated students consider their new knowledge as a system and a process that can be controlled and these students have great responsibility for their learning outcomes. In addition, Sumarmo (2010: 1) says that self-regulated learning is a process of careful selfdesign and monitoring of cognitive and affective processes in completing an academic task. Saputri (2008: 2) also defines self-regulated learning with selfawareness, willingness and motivation from within students and not a compulsion.

Strategies for Self-regulated Learning
Children who have self-regulated learning can be seen from their learning activities, they do not need to be instructed if learning and learning activities are carried out on their own initiative. To achieve this, Zumbrunn, et al (2011: 4) describe strategies for self-regulated learning, which are as follows:

Create Learning Objectives
In starting learning, students should first set goals. Can be in the form of a goal to understand the lesson given or with the aim of being able to pass the test at the end of the semester.

Prepare yourself for learning
In preparing to learn, there are three phases that students can skip, namely preparing learning objectives such as point one above, preparing strategies to achieve goals and determining time and resources to achieve goals.

Motivate Yourself
To be able to stay motivated, students must use many strategies that can be varied so that they remain enthusiastic in learning.

Using a variety of learning strategies
To become students who are successful in learning, students must apply many learning strategies and use them as tools to facilitate them in achieving their learning goals.

Monitor yourself
In order to be self-regulated and successful students in learning, students should monitor their learning by paying attention to whether the strategies they use are appropriate and able to achieve their learning goals. If it is not suitable, they must try to find other strategies that will achieve their goals.

Seek help in learning
Students who are self-regulated in learning do not mean they don't need help from others. Self-regulated students will actually need suggestions from others in order to achieve their goals. Therefore, students who are selfregulated in learning will try to ask anyone about lessons they do not understand.

Evaluate yourself
The next thing students can do to become self-regulated students in learning is to evaluate themselves. Students can evaluate themselves whether they have been able to achieve the goals they have made or not by checking the results of their exercises or their tests according to the goals they have made at the beginning.
Based on the description above, that learning self-regulated is an attitude that leads to self-learning awareness and all decisions, considerations related to learning activities are undertaken by themselves so that they take full responsibility for the learning process. For this reason, in order to become selfregulated students, the above strategies should be applied.

Factors Affecting Learning Self-regulated
Based on the results of research conducted by Chalachew & Lakshmi (2013: 34) there are 7 factors that affect student learning self-regulated, namely: a. How to place students in different classes according to their previous learning outcomes.
b. Lack of learning places outside the classroom and an environment that is conducive to learning.
c. Incompatible use and continuous assessment applications.
d. Lack of technology. e. Students who lack self-confidence.
f. The least planning done by students on the assignments given.
g. Lack of use of varied methods by teaching staff.

RESEARCH METHOD
This research was descriptive. That is located on Teluk Sungka. Do not make plans and explore by yourself the assignments given by the teacher.

5
Lack of use of varied methods by teaching staff 1 question

Answering score
The answer scoring is the answer value that was given by the respondent (Sugiyono, 2012: 94). The first thing to do is determine the score of each answer that will be given, namely: The sum of the lowest score for each statement times the number of subjects.
c. Determine the interval distance:

Ideal Score
The ideal score is the score used to calculate the score in determining the rating scale and the total number of answers. To calculate the number of ideal scores (criteria) of all items, the formula was: T : The total respondent who chose likert scale level Pn : The choice of likert scores Based on the interval distance above, the classification of how selfregulated learning is and the factors that influence it are as follows: