The Relationship between Direct Language Learning Strategies and English Learning Proficiency at Senior High School Students

Abstract

Learning strategies are applied by students to improve their studies. Suitable language learning strategies result in proficiency which is improved and greater self-confidence. Most researches observe the language learning strategies without dividing which affect more between direct and indirect strategy toward learning proficiency. Therefore, this research was conducted to find out whether the direct language learning strategies had a positive relationship and significant effect toward English learning proficiency on senior high school students. An ex-post-facto method with a correlational design was applied in this research. The population was 410 students at the eleventh grade of SMA Negeri 1 Baubau and selected 75 students as the sample using a simple random sampling technique. The instruments used were the SILL (Strategy Inventory for Language Learning) and the English proficiency test. The results of descriptive statistics indicate the compensation strategies were the most dominant learning strategy used by the eleventh-grade students with the mean score was 2.66. From the result of hypothesis testing, it was obtained the positive relationships and significant effect of those three kinds of strategies toward English proficiency on the eleventh-grade students. Besides, the memory strategies have the highest correction with the score of correlation is 0.756.

Language Learning Strategies, English proficiency and Online English Instruction Perception during COVID-19 in Peru

“…This could also suggest that students´ language proficiency may be also affected by other external factors apart from the online course content and LLS activities. Additionally, even though this study results are as similar as other studies which also used the OPT to assess language proficiency in terms of grammar, vocabulary and reading skills (Enayat, & Amirian, 2016;Mohammadi & Izadpanah 2019;Tavakoli et al, 2014), this test seems to be limited to assess other aspects of language proficiency such as speaking, writing and listening which can also provide a broader picture of students´ English proficiency (Arisman, 2020;Tavakoli et al, 2014).…”

“…The definition of LLS involves the conscious reasoning and actions to make possible the process of language learning (Shakarami, Hajhashemi & Caltabiano, 2017). LLS can also be described as processes and behaviors in order to achieve learning goals regardless of the content and context (Arisman, 2020). According to Oxford (1990) LLS are divided into direct strategies such as memory, cognitive and compensation; and indirect strategies which are metacognitive, social and affective.…”

“…In high schools, it was reported that metacognitive strategies have a strong effect on English proficiency (Habók & Magyar, 2018). Also memory, cognitive and compensation strategies are significantly related to English proficiency (Arisman, 2020).…”

“…Although there is current research regarding LLS and English instruction as a foreign language, it is observed that most investigations have focused on a cross-sectional analysis of LLS and were conducted in face-to-face scenarios. (Arisman, 2020;Aziz & Shah, 2020;Hastuti, Surahmat, Sutarto & Dafik, 2020;Iamudom & Tangkiengsirisin, 2020;Lestari & Fatimah, 2020;Lestari & Wahyudin, 2020;Mohammadi & Izadpanah, 2019;Ranjan & Philominraj, 2020;Shehzad et al, 2020;Taheri et al, 2020;Tao et al, 2020). Consequently, this study attempts to fill a gap in the literature by investigating students´ LLS use from a longitudinal point of view in order to see the way LLS are used over time in an online language course (Lin, Zhang & Zheng, 2017).…”

The Analysis on the Students Brain Dominance and Learning Style Toward Their Reading Proficiency

“…The study employed the ex-post facto research design, especially correlation method to describe an occurred event accurately and relate among variables (Coral et al, 2018;Elyas, & Alghofaili, 2019;Arisman, 2020). The study accurately identified the brain dominance, learning style profiles and reading proficiency of English as a Foreign Language (EFL) students.…”