Abstract:
In ULM English Language Education Study Program, the students used learning strategies to understand the materials and to do their tasks. This research was conducted to find out what language learning strategies the ELESP students of ULM 2019 use. Thus, this study aims to describe what language learning strategies do the students use.
The research used descriptive-quantitative approach. This research was conducted online in May 30th, 2022. The subjects of this research were the ELESP students of ULM Batch 2019, and consist of 78 students. The research used questionnaires as the instrument. The researcher used Sudjana’s formula in Mirsah & Muin (2014) to describe the data in percentage. In analyzing the data, the researcher splits the data into two sections: data findings, and data results.
Based on the data results, it was found out that the students always use one out of twenty two learning strategies by O’Malley & Chamot’s classification, which is advance organizer. Next, the most used metacognitive strategy is advance organizer, with 34.6% of the students always use the strategy and 33% of the students often use the strategy in learning language. Then, the most used cognitive strategy is resourcing, as 25.6% of the students always use the strategy and 53.8% often use the strategy in language learning. Next, the most used socioaffective strategy in language learning is self-talk, as the data shown that 37.2% of the students always use the strategy, and 47.4% of the students often use the strategy in language learning. Next, the students often use fifteen out of twenty two strategies, which are directed attention, selective attention, self-management, functional planning, self-monitoring, self-evaluation, resourcing, note-taking, keyword, elaboration, transfer, inferencing, cooperation for feedback, cooperation for doing task, and self-talk. Then, there are six learning strategies that the students use sometimes in language learning. which are repetition, translation, grouping, deduction, imagery, and question for clarification. However, the researcher found out that question for clarification is used rarely by 32 students. Based on the findings, the researcher suggests that the lecturers should encourage the students to prepare and organize their learning materials before the class, and help them find more learning materials for them so the students are encouraged to preview and organize their learning materials.
