Language Learning Strategies Used By English for Foreign Language Students

Abstract

This study describes the EFL pupils' language learning strategies implemented by English Department batch 2016 of Lambung Mangkurat University. The study implemented descriptive quantitative as a method. Fifty-five EFL pupils were taken as the sample by using total sampling. In collecting data, the analyst implemented a questionnaire, EFL pupils' GPA documentation, and interview. There were 48 questionnaire items about language learning strategy, which were already valid and reliable to use. In analysing the data, the analyst calculated the result of all questionnaire items to discover the language learning strategy of English Department EFL pupil batch 2016.  The collection of the data implemented questionnaire adapted from Oxford (1990), EFL pupils' GPA score, and the interview guide adopted from Chamot and Kupper (1989). The findings of this study showed that English Department batch 2016 EFL pupils implemented learning strategies for the highest rank (22%) was for metacognitive strategy while for the lowest (12%) was an effective strategy and the others implemented compensation, social, cognitive, and memory. Moreover, it was discovered that their strategies influenced EFL pupils' achievement. The EFL pupils with high scores showed a metacognitive strategy (22%) as their language learning. On contrary, the EFL pupils who had medium scores showed that their strategy was compensation (40%). Considering all findings, it can be concluded that although indirect strategies get higher means from the participants but they do not only focus on using indirect strategies. They combine those with direct strategies. Furthermore, to make EFL pupils be more successful on their education process, the institution, including lecturers as well as the academic community, should raise the effort of teaching learning strategies for helping their pupils in eliminating their weakness in learning English.