Perception of Language Learning Strategies Used by Indonesian Secondary School Learners According to Gender and Field of Study and Their Relationships With English Language Achievement
This study aims to examine the kinds of strategies used by Indonesian secondary school students in learning English as a foreign language, and to determine how their use varies according to gender and field of study. It also aims to study the relationships between the use of language learning st...
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| Format: | Thesis |
| Language: | English English |
| Published: |
2004
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/317/1/549550_T_FPP_2004_11.pdf |
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| Summary: | This study aims to examine the kinds of strategies used by Indonesian
secondary school students in learning English as a foreign language, and to
determine how their use varies according to gender and field of study. It also
aims to study the relationships between the use of language learning
strategies and English language achievement and to determine which
category of strategies is more predictive of English language achievement.
Three hundred students were selected as sample using proportional
stratified random sampling. Data were gathered using a questionnaire to
collect data on the use of language learning strategies, and achievement
test to collect data on English language achievement. Data were analyzed
using ANOVA and Chi-square to determine the variation in the use of
language learning strategies. Pearson coefficient correlation was used to study the relationships between the use of language learning strategies and
English language achievement, and a stepwise multiple-regression model
was used to determine which category of strategies is more predictive of
English language achievement.
This study found that the use of language learning strategies by Indonesian
secondary school students can be categorized or considered as a moderate
use, indicated with overall mean score (3.0), the range of the mean scores of
the six categories of strategies (from 2.8 to 3.4), and the percentage of
individual strategies that were used at middle level of use (62%).
Another finding of this study was that the use of language learning strategies
significantly varied by gender and field of study. Female students used
language learning strategies significantly more often than males students,
and students who majored in exact science used language learning
strategies significantly more often than those who majored in social science.
It was also found that the use of overall strategies and the six categories of
strategies except affective strategies and English language achievement
were correlated significantly. Of the six categories of strategies, only
compensation, affective and cognitive strategies provide a positive and
significant contribution for the total variation in English language
achievement. These three categories of strategies jointly accounted for 28
percent of the grade variability in English language achievement |
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