THE CORRELATION BETWEEN LANGUAGE LEARNING STRATEGIES WITH STUDENTS’ PROFICIENCY

THE CORRELATION BETWEEN LANGUAGE LEARNING STRATEGIES WITH STUDENTS’ PROFICIENCY

Authors

  • Dwita Laksmita Rachmawati Universitas Merdeka Pasuruan

DOI:

https://doi.org/10.21067/jibs.v4i1.1944

Keywords:

Language Learning Strategies

Abstract

Nowadays, people in Indonesia begin to improve their English ability by learning English both in school and informal institution. Because learning English is different from learning our mother tongue which are completely different in their spelling, pronunciation, and grammar, people have to learn words with strategies to make it easier. Because of that reason, the researcher is interested to investigate the degree of the use of language learning strategies and to find out whether there are any correlation between six categories of language learning strategies used by the students of the first grade at acceleration class of SMA Negeri 5 Malang and their English proficiency. The approach of this study is quantitative related with statistical approach. The population of this research were 60 students on ten grades at acceleration program, senior high school 5, Malang. The data about the strategies that the students used were obtained from Strategy Inventory for Language Learning (SILL) questionnaire completed by the students and their school grade report of the first semester. The result shows that the use of overall language learning strategies falls into medium level. Specifically, the students prefer to use social strategies as the most frequently used, followed by memory, cognitive, affective, metacognitive and compensation strategies. A positive sufficient correlation is found between metacognitive strategies and English proficiency. This sufficient correlation can be examined by looking at the context since English is used as the foreign language in Indonesia. In sum, the students of the first grade at acceleration class are the moderate users of overall language learning strategies. Metacognitive strategies are found as the strategies that correlate with students’ proficiency. Therefore, the teachers of acceleration class should introduce and promote more about the metacognitive strategies to their students in order to increase English proficiency. The researcher also suggest for the readers, especially learners to apply metacognitive strategies because it can improve language skill.

References

Abedi, J. (2008). Measuringstudents’ level of English proficiency: educationalsignificance and assessment requirements. Journal of Educational Assesment,13:193-214.

Begam, R. (2004). The language learning strategies of low achievers of English as asecond language in Malaysia. Abstract of thesis presented to the Senate ofUniversiti Putra Malaysia in fulfillment of the Requirement for the degree ofDoctor of Philosophy. Malaysia. Universiti Putra Malaysia.

Cohen, L. (2007). Research methods in education: Sixth Edition. London: Taylor&Francies.

Cohen, A.D. (1996). Second language learning and use strategies: clarifying the issues.Paper presented at the Symposium on Strategies of Language Learning and Use,Seville, Spain, December 13-16, 1994.

Depdiknas. (2003). Undang-undang sistem pendidikan nasional (National EducationSystem Act 2003). Jakarta: Depdiknas.

Ellis, R. (1997). Second language acquisition. New York: Oxford University Press.

Fahmi, M., Maulana, A., & Yusuf, A.A. (2011). Acceleration or internationalization? Acost-effectiveness-analysis of improving school quality in Indonesia. Workingpaper in economics and development studies. Bandung. Padjajaran University.

Gharbavi, A., & Mousavi, S.A. (2012). Do language proficiency levels correspond tolanguage learning strategy adoption? Payame: Noor University.

Hakuta, K., & Jack, L.L. (2009). Guidelines for the assessment of English languagelearners. Stanford University.

Javid, C.Z., Al-thubaiti, T.S., & Uthman, A. (2013). Effects of English languageproficiency on the choice of language learning strategies by Saudi English-majorundergraduates. English language teaching journal. Vol. 6, No. 1; 2013Karakteristik SMA Negeri 5 Malang. Retrieved March 19th, 2013, para. 2, fromwww.goethe.de/de/ins/lp/lhr/pas/psl/jav/id8023941.htm

Lisboa, R.M. (2004). Illinois English language proficiency standards for English language learners’ k-12: frameworks for large-scale state and classroom assessment. Chicago. Illinois State Board of Education.

Muijs, D. (2004). Doing quantitative research in education with SPSS. London: SAGE Publications.

Nisbet, D.L. (2005). Language learning strategies and English proficiency of Chineseuniversity students. Virginia: Regent University.

Nuril, F.A.Y. (2012). The application of language learning strategies and their relationship with English proficiency: a study at international undergraduate program of faculty of economics and business university of brawijaya. Unpublished Undergraduate Thesis. Malang. Universitas Brawijaya.

O’Malley, J.M. & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge, U.K.: Cambridge University Press.

Oxford, R.L. (1990). Language learning strategies: what every teacher should know.Boston: Heinle & Heinle.

Peng, S. (2009). English vocabulary learning strategies. Master Thesis. Suranaree. University of Technology.

Priyatno, D. (2012). Belajar cepat olah data statistik dengan SPSS. Yogyakarta: ANDI Yogyakarta.

Radwan, A. A. (2010). Strategies by university students majoring in English. Asian EFLJournal, 12(1), 115-163.

SMAN 5 Malang Masuk Jejaring Sekolah Internasional. 2012, July 20. Malang Post,p.25.

Stephenson, A., Johnson, D.F., Jorgensen, M.A., & Young, M.J. (2004). AssessingEnglish language proficiency: using valid result to optimize instruction. Paperpresented atthe 81st Annual Meeting of the California Educational ResearchAssociation (CERA) November 14, 2003 (Revision 2, January 20).

Toth, N.W. (1999). Gifted education: A critical discussion. Mexico: Eastern NewMexico University.

Tsan, S.C. (2008). Analysis of English learning strategies of Taiwanese students atnational Taiwan normal university. Educational Journal of Thailand, Volume2-No.1, 84-94.

Vann, R. J., & Abraham, R. G. (1990). Strategies of unsuccessful language learners.TESOL quarterly, 24(2), 177-198.

Downloads

Published

2017-11-22

How to Cite

Rachmawati, D. L. (2017). THE CORRELATION BETWEEN LANGUAGE LEARNING STRATEGIES WITH STUDENTS’ PROFICIENCY. JURNAL ILMIAH BAHASA DAN SASTRA, 4(1). https://doi.org/10.21067/jibs.v4i1.1944
Loading...