scholarly journals LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL STUDENTS OF THE ENGLISH EDUCATION STUDY PROGRAM AT UNIVERSITY OF BENGKULU

2019 ◽  
Vol 2 (4) ◽  
pp. 68-75
Author(s):  
Purnama Yulian Sari ◽  
Dedi Sofyan ◽  
Gita Mutiara Hati
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Learning Strategy ◽  
English Education ◽  
Dominant Strategy ◽  
Metacognitive Strategies ◽  
Study Program ◽  
Social Strategy ◽  
Language Learning Strategy ◽  
Successful Students

This research is aimed at finding the language learning strategy used by successful students that is categorized into six kinds of strategies; memory, cognitive, metacognitive, affective, compensation, and social strategy suggested by Oxford (1990). The population of the research are students of English study program University Bengkulu year 2014 and 2015 that have GPA 3.51 to 4.00. Methodology of this research is descriptive quantitative. Data were collected by using questionnaires as the instruments. The questionnaires consist of 50 items based on Oxford’s Strategy Inventory for Language Learning (SILL) version 7.0 about language learning strategy. The data were processed by using Microsoft Excel 2013 to find the most dominant strategy used by the students. The results showed that the successful students use more than one language learning strategy or mixed strategy, including memory, cognitive, metacognitive, affective, compensation, and social strategy. The dominant strategy used by successful students was metacognitive with mean score 3.94 followed by compensation (3.81), cognitive (3.59), social (3.43), memory (3.31), and affective strategy (3.30). Metacognitive strategies have positive and significant influence toward academic achievement on successful students in learning a language. Metacognitive strategies can help the students to develop good thinking management ability. It also create good academic achievement. In the other hand, the choice of lowest strategy seems to be affected by technology advances, curriculum, feelings, mood, and attitude of the students which is unpredictable.

scholarly journals THE COMPARATIVE STUDY BETWEEN READING STRATEGIES USED BY SUCCESSFUL AND UNSUCCESSFUL STUDENTS

2019 ◽  
Vol 2 (4) ◽  
pp. 15-31
Author(s):  
Putri Amanda Gustiana ◽  
Rudi Afriazi ◽  
Hilda Puspita Puspita
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
English Education ◽  
Cognitive Strategy ◽  
Strategy Group ◽  
Study Program ◽  
Social Strategy ◽  
Education Study ◽  
The Comparative Study ◽  
Successful Students

The aim of this research was to find out the strategies used by the English Education Study Program students in learning reading skill. The research was designed as a comparative research. The population of the research was 74 students of English Education Study Program of Universitas Bengkulu in the 2015/2016 academic year. The samples were 74 students which consist of 59 successful students and 15 unsuccessful students, taken all of the total population. The data were collected by using a set of questionnaire and documentation. There were 45 statements of reading learning strategies which consisted of six categories of learning strategies proposed by Oxford (1990). They were Memory related, metacognitive strategy, cognitive strategy, compensation and social affective strategy. The instrument of this research was adopted from Tabehinejad (2015). Meanwhile  documentation  instrument was transcript score from the sixth semester English Education Study Program. The result of this study showed between unsuccessful and successful students of  English  Education  Study Program preferred to use all category of  that learning strategy. In addition, the most frequently used strategy group by unsuccessful students was social and cognitive strategy. Meanwhile successful students used strategy group was social strategy.

scholarly journals The Learning Strategies Used by EFL Students in Learning English

2019 ◽  
Vol 6 (1) ◽  
pp. 10-20
Author(s):  
Dinda Hartina Mega ◽  
Asih Santihastuti ◽  
Eka Wahjuningsih
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Education ◽  
School Students ◽  
Language Learning Strategy ◽  
Efl Students ◽  
Successful Students ◽  
Learning English

ABSTRACTThis research was aimed to focus on the most frequently used strategy by the successful and unsuccessful senior high school students and describe the difference of strategy used by them. This was a survey design with a questionnaire as the instrument. The participants were 40 students consisting of 20 successful students and 20 unsuccessful students of tenth grade in SMAN 2 Jember. The writer distributed SILL questionnaires to observe their Language Learning Strategy (LLS) based on Oxford (1990), which covers six categorizes of strategies namely cognitive, metacognitive, memory-related, compensatory, affective, and social. The statistical analysis showed that metacognitive became the most frequently learning strategy used by successful students in scale of high use, while the unsuccessful students were medium users of cognitive strategy. It also indicated successful learners employed all six categorizes of strategies in a highly frequencies than the unsuccessful ones. This makes the assumption that successful students have the ability to plan clear goals, control, review, and evaluate their learning rather than unsuccessful students who focus more on the way they think, memorize, summarize, and repeat the learning.ABSTRAKPenelitian ini bertujuan untuk fokus pada strategi yang paling sering digunakan oleh siswa SMA yang sukses dan kurang sukses serta menggambarkan perbedaan strategi yang digunakan oleh mereka. Penelitian ini merupakan penelitian survey dengan instrument berupa kuesioner, sedangkan tanggapan siswa dalam memilih strategi dibahas secara deskriptif. Partisipan adalah 40 siswa yang terdiri dari 20 siswa yang sukses dan 20 siswa yang tidak sukses dari kelas sepuluh di SMAN 2 Jember. Penulis membagikan kuesioner SILL untuk mengamati Language Learning Strategy (LLS) atau strategi pembelajaran bahasa mereka berdasarkan teori Oxford (1990, yang dikategorikan menjadi enam macam strategi, yaitu kognitif, metakognitif, memori, kompensatori, afektif, dan sosial. Menurut hasil statistic metacognitive menjadi strategi pembelajaran yang paling sering digunakan oleh siswa yang sukses dalam skala tinggi, sedangkan siswa yang kurang sukses adalah pengguna menengah dari strategi kognitif. Ini juga menunjukkan bahwa siswa yang sukses menggunakan keenam kategori strategi dalam frekuensi yang sangat tinggi daripada yang kurang sukses. Ini membuat asumsi bahwa siswa yang sukses memiliki kemampuan untuk merencanakan tujuan yang jelas, mengendalikan, meninjau, dan mengevaluasi pembelajaran mereka daripada siswa yang kurang sukses, yang lebih fokus pada cara mereka berpikir, menghafal, merangkum, dan mengulangi pembelajaran. How to Cite: Sartika,  D. H. M., Santihastuti, A., Wahjuningsih, E. (2019). The Learning Strategies Used by EFL Students in Learning English. IJEE (Indonesian Journal of English Education), 6(1), 10-20. doi:10.15408/ijee.v6i1.12111

scholarly journals The Learning Strategies Used by EFL Students in Learning English

2019 ◽  
Vol 1 (1) ◽  
pp. 10-20
Author(s):  
Dinda Hartina Mega ◽  
Asih Santihastuti ◽  
Eka Wahjuningsih
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Education ◽  
School Students ◽  
Language Learning Strategy ◽  
Efl Students ◽  
Successful Students ◽  
Learning English

ABSTRACTThis research was aimed to focus on the most frequently used strategy by the successful and unsuccessful senior high school students and describe the difference of strategy used by them. This was a survey design with a questionnaire as the instrument. The participants were 40 students consisting of 20 successful students and 20 unsuccessful students of tenth grade in SMAN 2 Jember. The writer distributed SILL questionnaires to observe their Language Learning Strategy (LLS) based on Oxford (1990), which covers six categorizes of strategies namely cognitive, metacognitive, memory-related, compensatory, affective, and social. The statistical analysis showed that metacognitive became the most frequently learning strategy used by successful students in scale of high use, while the unsuccessful students were medium users of cognitive strategy. It also indicated successful learners employed all six categorizes of strategies in a highly frequencies than the unsuccessful ones. This makes the assumption that successful students have the ability to plan clear goals, control, review, and evaluate their learning rather than unsuccessful students who focus more on the way they think, memorize, summarize, and repeat the learning.ABSTRAKPenelitian ini bertujuan untuk fokus pada strategi yang paling sering digunakan oleh siswa SMA yang sukses dan kurang sukses serta menggambarkan perbedaan strategi yang digunakan oleh mereka. Penelitian ini merupakan penelitian survey dengan instrument berupa kuesioner, sedangkan tanggapan siswa dalam memilih strategi dibahas secara deskriptif. Partisipan adalah 40 siswa yang terdiri dari 20 siswa yang sukses dan 20 siswa yang tidak sukses dari kelas sepuluh di SMAN 2 Jember. Penulis membagikan kuesioner SILL untuk mengamati Language Learning Strategy (LLS) atau strategi pembelajaran bahasa mereka berdasarkan teori Oxford (1990, yang dikategorikan menjadi enam macam strategi, yaitu kognitif, metakognitif, memori, kompensatori, afektif, dan sosial. Menurut hasil statistic metacognitive menjadi strategi pembelajaran yang paling sering digunakan oleh siswa yang sukses dalam skala tinggi, sedangkan siswa yang kurang sukses adalah pengguna menengah dari strategi kognitif. Ini juga menunjukkan bahwa siswa yang sukses menggunakan keenam kategori strategi dalam frekuensi yang sangat tinggi daripada yang kurang sukses. Ini membuat asumsi bahwa siswa yang sukses memiliki kemampuan untuk merencanakan tujuan yang jelas, mengendalikan, meninjau, dan mengevaluasi pembelajaran mereka daripada siswa yang kurang sukses, yang lebih fokus pada cara mereka berpikir, menghafal, merangkum, dan mengulangi pembelajaran. How to Cite: Sartika,  D. H. M., Santihastuti, A., Wahjuningsih, E. (2019). The Learning Strategies Used by EFL Students in Learning English. IJEE (Indonesian Journal of English Education), 6(1), 10-20. doi:10.15408/ijee.v6i1.12111

scholarly journals The Study of Strategies in Learning English and English Academic Achievement

2021 ◽  
Vol 5 (2) ◽  
pp. 347
Author(s):  
Noor Hayati ◽  
Usman Usman
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
Correlational Design ◽  
Social Strategy

English language learning is not a new thing in Indonesia, many people want to learn English for various purposes. However, not all students can easily achieve their goals and follow the learning process. One of the factors is language learning strategy. This research aimed to investigate the students’ English language learning strategies and its correlation with the English academic achievement. Descriptive and correlational design, quantitative and qualitative methods were applied in this research. The students’ English scores on their study report (KHS) and SILL were used as the instrument. The samples of this research were fifty third year students majoring in English at IAIN Samarinda. Moreover, three students were chosen to participate in the semi structured interview. The data of the research were analyzed using descriptive and Pearson Product Moment correlation. The result showed that the most preferred strategy used by the students was social strategy There was a significant correlation between students’ English language learning strategies and English academic achievement (r=.436, p=.001<.05).

scholarly journals The Relationship between EFL Learners’ Language Learning Strategy Use and Achievement

2018 ◽  
Vol 11 (2) ◽  
pp. 1
Author(s):  
Ozgul Balci ◽  
Selma Durak Uguten
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Metacognitive Strategies ◽  
Strategy Use ◽  
Language Achievement ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
The Relationship ◽  
Foreign Language Achievement

The primary purpose of this study was to examine the relationship between language learning strategy use and foreign language achievement, focusing on differences in gender. A total of 263 English as a foreign language students enrolled in English preparatory class program at Necmettin Erbakan University, School of Foreign Languages participated in the study. This was a descriptive study in relational screening model. The Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007), was used as the data collection tool. Results from the study indicated that metacognitive strategies were the most frequently used strategies among the participants, while cognitive strategies were the least frequently used. There was no significant difference between the male and female students in terms of language learning strategy use except memory strategies. Also, low but statistically significant positive correlations were observed between foreign language achievement and cognitive (r=0.23; p=0.00), compensation (r=0.16; p=0.01) and metacognitive strategies (r=0.15; p=0.02). The findings reported in the study suggest that high-level strategy use could affect students’ achievement in foreign language preparatory classes.

scholarly journals A Study of Language Learning Strategy Use among Indonesian EFL University Students

2020 ◽  
Vol 13 (2) ◽  
pp. 231-256
Author(s):  
Agus Rianto
Keyword(s):  
Social Science ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Foreign Language Learning ◽  
Language Learning Strategies ◽  
Social Strategy ◽  
Language Learning Strategy ◽  
Efl Learning

This study investigated the use of language learning strategies among 329 Indonesian undergraduate students in their English as foreign language learning. The Strategy Inventory for Language Learning (SILL) Version 7.0 for ESL/EFL learners developed by Oxford was employed to measure the students’ EFL learning strategies based on gender, study program, and English proficiency differences. A descriptive analysis and an independent t-test were used to analyze the collected data. The findings showed that the female, the social science, and the higher English proficiency students used overall language learning strategies more frequently in their EFL learning. Metacognitive was the strategy category most used by the students and compensation was the least used one. The memory, cognitive, metacognitive, affective, and social strategy categories were used at a high level and the compensation strategy category, at a moderate level. Although there were significant differences in the use of overall strategy and strategy categories between males and females and between social science and science students, no significant differences were found in use between students with lower and higher English proficiency. The findings had several practical implications in the process of EFL learning, especially in the higher education context. Keywords: Language Learning Strategy, English Proficiency, Gender, SILL, Study Programs

scholarly journals Self-regulated learning: Goal setting and self-monitoring

2013 ◽  
Vol 37 (4) ◽  
pp. 46 ◽  
Author(s):  
Marc Bloom
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Goal Setting ◽  
Learning Strategy ◽  
Motivation To Learn ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Language Learning Strategy ◽  
Regulated Learning ◽  
Practical Implications

The focus of this article is Self-Regulated Learning (SRL). Students who can effectively use strategies to regulate their own learning tend to show higher academic achievement, make greater effort to resolve problems, overcome obstacles in understanding and show greater motivation to learn (Zimmerman 1990). Although there are a wide variety of ways in which students self-regulate, this essay focuses on three specific types of SRL: goal setting, language learning strategy usage and self-monitoring. It examines research in each of the three categories and discusses some practical implications for teachers. 本論は、自己調整学習（SRL：Self-Regulated Learning）に焦点を当てたものである。自分の学習を調整するストラテジーを効果的に用いる学生は、より優れた学習成果を示し、問題解決により努力し、理解への障害を克服し、より明確な学習動機を持つ傾向がみられる（Zimmerman, 1990）。学生の自己調整の方法は幅広く多岐に富んでいるが、本論ではSRLの特定の3 つの型（目標設定、言語学習ストラテジーの用い方、セルフ・モニタリング）に焦点を当てた。この3種類についての各研究結果を調査し、更に教師に役立つ指導方法についても考察する。

scholarly journals Strategi Belajar Mahasiswa terhadap Pengembangan Keterampilan Berbicara

2021 ◽  
Vol 9 (2) ◽  
pp. 266
Author(s):  
Citra Kusumaningsih ◽  
Baharuddin JH ◽  
Finny Anita
Keyword(s):  
Learning Strategy ◽  
English Education ◽  
Descriptive Study ◽  
Dominant Strategy ◽  
High Achievement ◽  
Study Program ◽  
Speaking Test ◽  
Frequency Of Use ◽  
Education Study ◽  
Speaking Skill

<p>In the current pandemic situation, reaching the goals of learners’ speaking skill fluently and accurately are not enough only determined by the lecturers’ strategy but also learners’ enthusiasm to use appropriate speaking learning strategy. The presents study aimed to identify what speaking learning strategy used by the learners, different strategies used by learners’ who are having low and high achievement, and then the dominant strategy employed by the learners. The study applied descriptive study, then the participants were 50 third semester students, chosen from 5 classes of English education study program of IKIP PGRI Pontianak. The tools of collecting data, the participants were asked to fill a questionnaire and to do a speaking test. The findings revealed all strategies almost used by the learners to develop their speaking skill, meanwhile the different strategies used by the students who are having low and high achievement are found in frequency of use the strategies and varieties of strategy in learning speaking skill. From the six strategies of learning speaking skill, as indicated in this study, the dominant strategy which have been employed by the learners is afektif strategy.</p><p> </p>

scholarly journals EXPLORING ENGLISH FOREIGN LANGUAGE STUDENTS’ LEARNING STRATEGIES IN READING ELT MATERIALS

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Rahayu Meliasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Average Score ◽  
Language Learning Strategies ◽  
Study Program ◽  
Social Strategy ◽  
The Mean

This research aimed to reveal the type of language learning strategies dominantly used by the learners and the least type of learning strategies used by the learners. There were 10 students who were taken as the sample of participants. They are students who officially enrolled in Academic Reading Class in the second semester of English Study Program of Teacher Training and Education Faculty (FKIP) Tanjungpura University in Academic Year 2016/2017. Questionnaire consisting of 40 statements was distributed for data collection which in turn were analyzed by using mean score calculation. The analysis of the data revealed that the mean score of metacognitive learning style was 4.0 which indicated that this type of learning strategy fell into the highest frequency used by the students. Meanwhile, the average score for cognitive strategies was 3.7 in which it is categorized as the second rank of the learning strategy mostly used by the learners. The analysis toward compensation strategy resulted 3.5 for the mean score, and the average score for affective and social strategy reached average at 3.1 and 3.0 respectively. By contrast, memory strategy is the least type of learning strategy used by the students, reaching the mean only at 2,9.Keywords: EFL, Language Learning Strategies, Reading, ELT Materials

scholarly journals Pre-Service Teachers’ Attitude toward Internet Use in Learning and Their Academic Achievement

2021 ◽  
Vol 6 (1) ◽  
pp. 1-12
Author(s):  
Sulaiha ◽  
Bambang Apriadi Loeneto ◽  
Dedi Kurniawan
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Teaching And Learning ◽  
Internet Use ◽  
English Education ◽  
Pearson Correlation ◽  
Positive Association ◽  
Study Program ◽  
Education Study ◽  
The Right

The internet has helped us spreading knowledge in a very swift manner and to make its accessibility available for almost everyone. It can offer the possibility to help learners, with the right attitude, to achieve better in their respective fields. This study tries to investigate the attitude of pre-service teachers in an English Education Study Program in South Sumatra toward internet use in their teaching and learning process; and to check its relationship with their academic achievement. All active students, 157 in total, in an English Education Study Program in South Sumatra, Indonesia were taken in as the subjects of the study. The data were collected using Attitude toward Internet Use in Language Learning Questionnaire and students’ cumulative GPA. The results revealed that most of the pre-service teachers showed a moderate level of positive attitude toward internet use (77.71%, 21.02% for high level, 1.27% for low level) with affective aspect as the dominant factors for the attitude (followed by behavior and cognitive aspects respectively). Furthermore, the results of the Pearson correlation indicated that there was a significant fair positive association between pre-service teachers’ attitude toward internet use in learning and academic achievement, (r(157) = .443, p = .001). This study also provided some implications and recommendations for further research.

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