AN ANALYSIS OF STUDENTS COMMITMENT IN AFFECTIVE DOMAIN AND AUTONOMY LEVELS IN LEARNING ENGLISH AT ELEVENTH GRADE OF MAS.TI PANINGGAHAN
This thesis, entitled An Analysis Of Students Commitment And Autonomy Levels In Learning English At Eleventh Grade Of Mas Ti Paninggahan by Nesi Ramadani (Student ID: 20224011) from the Graduate Program in Teaching English, Faculty of Education and Teacher Training, State Islamic University of Sjech M. Djamil Djambek Bukittinggi. Fostering commitment and autonomy at eleventh grade to support what are students going to face in the continue class is important. Since the students are indicated as the low level of commitment and autonomy , This study aimed to (1) describe students' commitment level, (2) describe students' autonomy level, (3) examine the correlation between the two, and (4) identify the factors influencing them.This s employed an explanatory sequential mixed-methods design, in which quantitative data were collected and analyzed first, followed by qualitative data collection to explain the quantitative results. The participants were 29 eleventh-grade students at MAS TI Paninggahan. Quantitative data were collected through a 28-item commitment questionnaire and a 25- item autonomy questionnaire, both using a five-point Likert scale, complemented by a classroom observation checklist. Qualitative data were then collected through a semi- structured interview with one student showing the highest indication of commitment and autonomy, analyzed using Braun and Clarke's (2006) six-phase thematic analysis, framed by Ryan and Deci's (2000) Self-Determination Theory and Benson's (2001) autonomy factor framework. The results showed that students' commitment level was Moderate (M = 3.19, SD = 0.31), as was students' autonomy level (M = 3.20, SD = 0.42), with most students (93.1% for commitment, 85.7% for autonomy) falling into the Moderate category. Pearson Correlation analysis indicated no statistically significant correlation between commitment and autonomy (r = -0.036, p = .850 > .05), suggesting the two constructs did not vary together predictably in this sample, a result read alongside the restricted range observed in both variables. The qualitative findings revealed that commitment and autonomy were shaped by internal factors, such as intrinsic motivation, identified-regulation goals, persistence, and self-efficacy, and external factors, including teacher support, peer relationships, family support, and classroom climate, with teacher scaffolding and classroom climate emerging as the most influential contextual factors. It is concluded that although eleventh-grade students at MAS TI Paninggahan show an adequate affective and behavioral foundation for learning English, this has not yet translated into strong, statistically related patterns of commitment and autonomy, nor into consistent autonomous behavior beyond the classroom. The study recommends more explicit strategy instruction from teachers, stronger institutional support beyond the classroom, and larger, more heterogeneous samples in future research. Keywords: commitment, learner autonomy, English learning,