LANGUAGE LEARNING STRATEGIES USED BY SENIOR AND VOCATIONAL HIGH SCHOOL STUDENTS AND ITS IMPLICATIONS FOR PRACTICE IN ELT
Abstract
Abstract
The shift of teaching English from method to post-method has made many of researchers have interest in understanding the learner’ factors of the success of language teaching such as multiple intelligence, successful language learners, learner motivation and learning strategies. Inspired by language learning strategies research, learners can learn the language both directly and indirectly. Direct strategies include memory, cognitive and compensation while indirect cover metacognitive, affective and social strategies. The purpose of the study is to reveals the language learning strategies (LLSs) used by SMA and SMK students and to explain the differences of strategy use for the two groups. Questionannaire and documentation were used to collect the data. The findings of the study reveal that metacognitive strategies is the most frequent strategy used by both SMA and SMK students. The average use of LLS of SMA students is 2.88, while strategy used by SMA students is 2.69. It means that the students use the strategies less than half of the time. Among the 50 LLSs “Paying attention when someone is speaking English” is the most commonly used by the SMA students as the while “Writing down my feelings in a language learning diary” is almost never used. While to SMK students “Encouraging myself to speak English even when I am afraid of making a mistake” is the most commonly used. And “Writing down my feelings in a language learning diary” is also almost never used.This finding has implication for English teachers at both schools to encourage the students to use the varoius types of the strategies in order to get better English learning outcome.The average LLS use of SMK students is less than SMA students. It implicates that the English teachers at SMK should work harder to encourage their students to use various learning strategies integratedly in the learning tasks.
Keywords: LLS, SMA students , SMK students
The shift of teaching English from method to post-method has made many of researchers have interest in understanding the learner’ factors of the success of language teaching such as multiple intelligence, successful language learners, learner motivation and learning strategies. Inspired by language learning strategies research, learners can learn the language both directly and indirectly. Direct strategies include memory, cognitive and compensation while indirect cover metacognitive, affective and social strategies. The purpose of the study is to reveals the language learning strategies (LLSs) used by SMA and SMK students and to explain the differences of strategy use for the two groups. Questionannaire and documentation were used to collect the data. The findings of the study reveal that metacognitive strategies is the most frequent strategy used by both SMA and SMK students. The average use of LLS of SMA students is 2.88, while strategy used by SMA students is 2.69. It means that the students use the strategies less than half of the time. Among the 50 LLSs “Paying attention when someone is speaking English” is the most commonly used by the SMA students as the while “Writing down my feelings in a language learning diary” is almost never used. While to SMK students “Encouraging myself to speak English even when I am afraid of making a mistake” is the most commonly used. And “Writing down my feelings in a language learning diary” is also almost never used.This finding has implication for English teachers at both schools to encourage the students to use the varoius types of the strategies in order to get better English learning outcome.The average LLS use of SMK students is less than SMA students. It implicates that the English teachers at SMK should work harder to encourage their students to use various learning strategies integratedly in the learning tasks.
Keywords: LLS, SMA students , SMK students
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