Elisabeth. 2024. Self-Regulated Learning Strategies Employed by High Achiever English Students of Lambung Mangkurat University Batch 2021. Sarjana’s Thesis, English Language Education Study Program, Faculty of Teacher Training and Education. Lambung Mangkurat University. The first advisor: Dr. Novita Triana, M.A., the second advisor: Dr. Cayandrawati Sutiono, M.A.

Keywords: English students, high achiever, self-regulated learning strategies

In attaining academic achievement and overcoming difficulties, it is essential for English students to employ appropriate learning strategies. Several previous studies demonstrated the benefits of self-regulated learning strategies that positively influence students’ academic achievement. However, there is a gap in the research concerning how high achiever students, specifically those majoring in English, employ these strategies. Therefore, this study aims to investigate how high achiever English students of Lambung Mangkurat University batch 2021 employ self-regulated learning strategies. This study employed a qualitative method. A questionnaire and an interview were used to collect the data.

The findings revealed that high achiever English students used cognitive strategies by rereading, summarizing, and connecting material to other courses and background knowledge. In applying metacognitive strategies, the students set learning goals and evaluated study methods. Both students used resource management strategies by maintaining consistency and seeking help from peers and lecturers. The application of these strategies was influenced by factors like the type of exam, kind of course, and individual needs.

It is suggested that English students actively employ self-regulated learning strategies to enhance academic achievement and adjust strategies to their individual preferences and goals. Additionally, future researchers are expected to explore the application of self-regulated learning strategies by high achiever students in other disciplines.